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Fun After Trials
• It is important to generalize skills taught
during programs in order to ensure the
child is utilizing the skills in an age
appropriate, effective, and appropriate
manner in their everyday life.
• This allows for the child to more fully
understand and internalize what is being
taught to them

Geared Toward Child
• The method used to generalize the skills
should be geared toward the child’s
lifestyle (family life, school life, culture, etc)
and age
• For example: When generalizing shake hands we may not
generalize this skill with adults for some cultures because shaking
an adults hand isn’t appropriate
• Another example: Playing pretend with a dollhouse may not be
appropriate for an older child. Think about dignity and respect.

What programs and by Whom?
• All Programs should be generalized. Be
creative!
• Everyone should be part of the
generalizing process.
• Parents especially should be involved as
they are to become their child's best
teacher!

Program Ideas
• The following slides contain program
suggestions for generalization
• In addition, since each child is different, each
“suggestion” may need to be modified to meet
each child's specific learning needs and learning
style.
• Receptive vs. Expressive programs are not
specified specifically on the charts that follow
because many strategies can be used for both,
with slight modifications made to each
game/activity

GMI
Beginner Learner Advanced Learner
• Simon Says • Wii Sports
• Obstacle Course • Hopscotch
• Incorporate into • Simon Says-Child is
OCC/OSC program Simon
• Indian Chief
• Play soccer,
basketball, T-ball/
baseball, etc

Object Imitation
• Simon Says • Incorporate into play
• Incorporate into Play program
Program • March in band with
instruments

FMI
• Simon Says • “Where is Thumpkin”
• Color with finger • Finger puppets
crayons • Don’t break the ice
• Basic finger songs game
• String beads on • Mr. Mouth game
string/pipe cleaner to
make necklace,
wreath, snake,
decoration, etc

OMI
• Simon Says • Simon Says 2 step
• Blow Bubbles • Blowing Ping Pong
• Blow horns (horn Hockey
hierarchy)
• Drink straw (straw
hierarchy)

OCC/OSD
• Simon Says • Candy Land
• Modified version of • Shoots and Ladders
Mother May I • Wii Sports
• Red light green light
123
• Mother May I
• Twister

VIM
• Record mt. words on • If child can read- read
TV and pause b/w word off power point
words and have child on computer and next
repeat slide will be a
reinforcing picture
• Repeat words in mt.
in silly voices, loud,
soft, monster voices-
make into game

Graphomotor
• “Kumon” beginner • “Kumon” advanced
tracing, drawing, maze drawing, mazes books
books, etc • Make pictures that
• Make a picture out of a sequence how to draw
shape practicing (i.e. something. Child traces
make a happy face – and at end independently
circle eyes, circle nose, draws the picture
circle head) • Play modified Pictionary
• Make a picture and have
child finish with shape
learning (i.e. Make a train
and have child trace
wheels on train).

Cutting
• Kumon books are great for • Kumon Books
cutting They sequence steps • Character Cutting-more
for learning different cuts in a advanced cutting
fun colorful way.
• Character Cutting-Make a ditto
with favorite character on one
side and something that
corresponds to character on
other side (i.e. Buzz light year
and his sonic blaster gun).
Child cuts across a line drawn
from Buzz to his gun.

Matching
• Memory Modified • Memory
(pieces facing up) • Bingo
• Match favorite TV • Diego 123 game
characters, people, • Old Maid (card game
things, etc with 4 cards)

Match Upper and Lower Case
Letters
• Letter Bingo-Each • Letter Bingo-more
person has board with letters on board
4 different Upper case depending on student
letters. Pick a lower ability
case letter from pile
and match to board.
First one to fill board
wins.

Categories/Sorting
• Interactive Book-make book with pictures • What belongs? – picture of scene. Give
missing. Child has pictures in front of them. child 10-15 pictures of pictures (some that
As read book place pictures where belong belong in scene and some that don’t). Child
in story (i.e. milk in fridge) (Verbal Criteria: puts in scene what belongs.( i.e. baseball
Express what else can put in that category) stadium- pictures of mitt, baseball player,
• Category Bingo- Each player has a matt for couch, and curtains) (Verbal Criteria:
a category (i.e. kitchen, bedroom) Take Discuss what category the items that don’t
turns picking cards and placing them on belong go to)
your matt. When fill up matt you have • Category board game- go around board and
Bingo. (Verbal Criteria: Express what collect a piece of “flare” from each category.
picture needs, express category the card he Once have a piece from each category you
chooses belongs to) win. (Can make to adhere to child's interest
categories can be baseball, Dora, fishing,
and party time). (Verbal Criteria: Discuss
categories flare goes to prior to start of
game when sorting it and setting up game)
• Sorting Characters-take the child's favorite
characters and make different colors and
sizes and then stretch out and make some
fat. Generalize sorting by shape, size and
color with fun pictures

Number Id
• Daily Calendar • Daily Calendar
• Go Fish

Id Verbs
• Pictures of character • Have a photo shoot
performing these and have child act out
verbs verbs and take their
• Watch a show (i.e. picture and then
Dora) and edit out develop and discuss
clips of action verbs • Video shoot –video
for child to ID tape child doing
action and bring in
attributed such as
speed, duration, etc

Id Rooms/Places
• �ݺ�ߣ show on computer • Make a game with
and label pictures of rooms/places
on spaces. When lands
on space child labels
room/place and/or action
perform in room and/or
what see in room (label
depends on child's
current skill level).

Id Community Helpers/Places
• Memory Match of • Memory Match of Helper to
Places/Helpers where he works/his tool
• Wipe off dittos make with
connecting lines b/w who-
where, who-what tool
• Thematic Unit on most
popular/common community
helpers (incorporate math,
science, Social studies, ELA,
speech, pretend play, arts and
crafts, music, etc into unit)

Id Emotions
• Photo album of people • Game: put a bunch of
and characters child likes pictures on floor (the
child labels emotions in bigger the better) Ask the
pictures child to “Step on the ____
• Bingo (look at persons person/face” (Can have
face and match what they the child take turns and
are feeling to picture on ask you to step on faces
your “board” Get all too)
emotions on your board
and you win).

Acting out Emotions
• Simon Says • Feeling Charades:
• Video tape family “What am I feeling?”
members or favorite (person acts out
character making emotion and other
expressions. Show players guesses).
the expression and • Board game. Pick
then say to child “Lets card. Act out emotion
pretend we are mad on card. Then move
like Swiper”. number spaces says
to move on card.

Shape Id
• Make a picture (i.e. house • (same as beginner only
and tree) by matching no outline)
shapes to an outline.
(Verbal criteria: some
shapes are missing child
needs to Id missing
shapes and ask for them.
Receptive: Ask child to
point to some of the
shapes used to make the
house upon completion)

Color Id
• (same concept as shape • Complete a coloring
Id only this time Rec: SD activity with directions
“Pick up Red Triangle” (i.e. color the ducks
Child picks up and glues yellow, water blue, etc)
on paper to start making • Candy land
the house. Exp: Few
shapes are missing so
child asks for the color
shape they need in order
to match to the design on
paper.

People Id
• Make photo album with • Look through a photo
single pictures of family album and ask child to
members talk to you about the
pictures
• Look at a home movie of
a family gathering and
ask child to tell you about
the video (holidays with
many family members
present are usually more
interesting)

Animal Id
• Make ABC book of all • Diego 123 game (can
animals and read it make this game with
together mastered animals)
• Memory • Go on yahoo images
(block adult stuff) and
look up the animals
and have the child
label them when they
pop up.

Gender
• Sort family member pictures • Sort TV character pictures
• Interactive Social story-make a
book about gender and give
the child a bunch a male and
female pictures. As you read
have the child insert the
pictures. (Wording of the story
can be easy or hard depending
on learner. For example: The
boy went shopping. Vs He
went shopping.

Letter Id
• Letter Jump: Put • Letter Search: Ask
larger letters on floor. the child to search the
Ask child to “jump on house for the letter of
the letter __” or Hold the week/day. (i.e.
up letter and ask find the letter A on a
“What letter” after bottle of apple juice)
child responds, ask
them “Jump on it”

Body Part Id
• Make a large person • Glue/Velcro a face
cutout and give the child together
things to put on the • Glue/Velcro a body
person i.e. put the hat on together
his head (once child can
do it the correct way, try
and do it a silly way. For
example: Put the
sunglasses on his foot)

Receptive/Expressive Id (Ideas)
**Computer PowerPoint with 3-5 • Scavenger Hunt
pictures on page.
SD “Touch ____”/”What is it?”
Response: Child touches
Appropriate picture/States
name of picture
Instructor clicks mouse and
Power Point goes to next
page where there is a
reinforcing picture or website
to a video for the child

Id objective when described
• “I’m thinking” game • “I’m thinking” game
(with a board as a • Touch and Feel box
prompt) (describe what feel
and guess what it is)

Unfamiliar Object Id
• Go on scavenger hunt • Same- more
around the house and elaborate hunt (go
look for unfamiliar into community)
things. Child asks
“What is it?”
• Scavenger hunt-
Teacher asks “What
is it?” and child labels
or says “I don’t know”

Delivering Messages
• Play mailman • Telephone game
• Deliver letter to (activity where pass a
mailbox message in circle to
• Deliver letter to family see if the correct
message makes it to
member.
the last person)

Senses
• Memory • TV bingo
• Make coloring ditto with • Sound CD’s
one of the senses and • Blind fold taste test
things you can and cant •
do with that sense. Child Feel box
colors in the sense and
only the things you can
do with that sense (i.e.
color in eyes, watch TV,
read, and watch a
baseball game, don’t
color in listen to music
and smell flowers)

Thematic Units
• Done for larger units or topics with
abundance of information
• Include Math, science, social studies,
ELA, music, play, arts and crafts,
generalization and maintenance skills,
writing, pretend, life skills, community
outings, etc.

What’s Missing
• Make up pictures where • (same as beginner
something is missing. learner activity, except
Laminate. Child should have child draw in what's
be provided with a few missing)
“pieces” so that he/she
can choose what piece
fits into the picture ( fun
reinforcing pictures
should be utilized to
increase motivation)

General Knowledge
• Thematic Units

Which doesn’t belong
• Make videos, dittos, • (same as beginner
power points, etc of learner just more difficult)
pictures/items with
different attributes/from
different categories, etc
and have the child
respond by identifying the
one that doesn’t belong
with the others in the
group

Sequencing
• Read a book and ask what • Make skits of funny things
they think will happen next as happening in slow motion.
read story Half way through the skit
pause the video and ask the
child what they think will
happen next (i.e. You walk into
kitchen. Almost step on
banana. STOP TAPE. Ask
child “What will happen next.
Child responds. START
TAPE. You fall. (Child
probably laughs) )

Opposites
• Use a big box and • Opposites scavenger
make a game out of hunt- have the child
teaching in and out search the house for
(try and use other silly 2 opposites (i.e. open
materials to make a bottle, closed bottle,
game out of other big car, small car, etc)
opposites)

What do when…
• Bingo game: • Same as Beginner
Instructor asks a learner only use silly
question-child places questions (i.e. What
a bingo marker on top do when a mailbox is
of the picture that chasing you? ) - do as
cooresponds to the a board game (move
answer (i.e. What do spaces when answer
when it rains.- child questions)
marks umbrella)

Attributes
• Feel Box – Child • Feel Box- Place few
describes how the things in box and
item feels and then describe what item
guess what it is want child to find.
Child needs to feel
each item to find the
correct one the
instructor is
describing

1:1 correspondence
• Trouble • Tic Tac Toe
• Connect the dots

Play Sounds
• Simple Play • Advanced Play

Prepositions
• Pretend play activity with  Same
box and/or tent and/or • Give child pictures and
crawl tube, etc. (i.e. Start tell them where the
off the pretend play pictures should be placed
activity with phrases like on the paper to make the
“Hurry a storm is coming. scene (i.e. put Santa in
Crawl through the tube. the sleigh, put Dancer
Now get in the house. between Rudolph and the
The wind is going blow sleigh)
over the tent. Hurry hide
under the box.”)

Receptive Conversation
• Play dolls and have • Puppets
them talk • Wear mask and talk
in different voice

Social Questions
• Make book about • Make book about
themselves (fill in) themselves. Pictures
pictures/word strips made by child with
provided in choice of assistance
3-5 to help child make
the book and fill in
sentences.

Functional Body Parts
• Make person from cut • Use doll-ask child “Show
outs. As child asks for me what the doll does
piece of body, instructor with her legs.” Child
asks why need that body makes doll walk, run,
part. Child should jump, etc. Try and help
etc
respond by stating a the child think of
rationale that coorelates everything the doll can do
to that body parts function with that body part and
• Simon Says act it out themselves.

Function Rooms/Places
• Match memory- • Make game and when
match picture of land on room/place
room/place to action tell what function is
perform in room

Environmental Sounds
• Play CD and Name • Sounds Bingo (play
sounds sound, press stop,
mark on bingo board
sound heard,
continue with game)

Function Objects
• Memory (match object • Interactive Social Story-
with function) read story and have child
fill in function of objects
throughout story (i.e. I left
my house and saw a car.
I use my car to ____).
Child can fill in blank in
book by placing a teacher
made laminate
picture/word with Velcro.

• Created by:
• Ellen Viola Thalhamer III

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