Considering each situation, does the child engage in behavior A or behavior B? Check one column for each situation.
| Situation | A | ☐ | B | ☐ |
|---|---|---|---|---|
| Communication | ||||
| 1. Preferred materials or area are unavailable (i.e., teacher has it, or it is in sight, but out of reach.) (adult) | Requests access to materials or area with adult (e.g., "May I [have, play, use, etc.] that?") using appropriate tone and volume. | ☐ | Problem behavior: | ☐ |
| 2. Preferred materials or area are unavailable (i.e., teacher has it, or it is in sight, but out of reach.) (adult) | Gains attention plus requests access to materials or area with adult (e.g., "Excuse me," while raising hand, waits for adult acknowledgement, and "May I [have, play, use, etc.] that?") using appropriate tone and volume. | ☐ | Problem behavior: | ☐ |
| 3. Preferred materials or area are unavailable (i.e., peer has it, or it is in sight, but out of reach.) (peer) | Gains attention plus requests access to materials or area with peer (e.g., "Excuse me," waits for adult acknowledgement, and "May I [have, play, use, etc.] that?") using appropriate tone and volume. | ☐ | Problem behavior: | ☐ |
| 4. Difficult task or situation. | Completes task or requests assistance using appropriate tone and volume. | ☐ | Problem behavior: | ☐ |
| Toleration | ||||
| 5. Adult tells child to wait for a requested material or event. | Tolerates disappointment by giving a fist-bump, high-five, thumbs-up, etc. | ☐ | Problem behavior: | ☐ |
| Toleration Plus Cooperation | ||||
| 6. Adult tells child to wait for a requested material or event and provides an instruction. | Tolerates disappointment by giving a fist-bump, high-five, or thumbs-up plus waits by cooperating. | ☐ | Problem behavior: | ☐ |
| 7. Adult tells child to wait for a requested material or event and prompts play. | Tolerates disappointment by giving a fist-bump, high-five, or thumbs-up plus waits by playing. | ☐ | Problem behavior: | ☐ |
| 8. Peer tells child s/he must wait for a requested material or event. | Tolerates disappointment by giving a fist-bump, high-five, or thumbs-up plus waits by playing. | ☐ | Problem behavior: | ☐ |
| 9. Adult calls child by first name. | Puts hands on lap or surface, orients towards speaker, and says "Yes." | ☐ | Problem behavior: | ☐ |
| 10. Adult calls child by first name and provides an instruction. | Puts hands on lap or surface, orients towards speaker, and says "Yes" plus cooperates. | ☐ | Problem behavior: | ☐ |
| Kindness | ||||
| 11. Upon receiving something or a compliment. | Says "Thank you." | ☐ | Problem behavior: | ☐ |
| 12. Person enters classroom or play group. | Greets and compliments person. | ☐ | Problem behavior: | ☐ |
| 13. Peer is without toys or materials. | Offers toys or materials. | ☐ | Problem behavior: | ☐ |
| 14. Person shows signs of distress. | Empathizes by asking "Are you okay?" | ☐ | Problem behavior: | ☐ |
| 15. Person shows signs of joy. | Celebrates joy (e.g., Say "Cool!"). | ☐ | Problem behavior: | ☐ |
What is your activity?
List below the materials students that will be present (or they can choose) when they immediately arrive to your small-group activity. In other words, what will be your starter materials for the activity?
List below the remaining sets of material that students will access by communicating. You should probably have 6 to 8 sets of materials, and you should have several variations of materials within a set. In other words, what will be your primary materials that students will request for the activity?
Of the material sets listed right above, which do you think would be best for peer-to-peer requesting (Universal Life Skill 3)? List and describe below how you will create multiples of a given set so the student who will be sharing with peers can use some of the materials for themself and share the extras with peers.
Opportunities:
Opportunities:
Opportunities:
Opportunities:
The full curriculum manual continues through the six datasheet templates, fifteen Universal Life Skills, two integration examples, and a complete references section.