ICAN home about ICAN Tour Modules Glossary Search  
Your Path: ICAN Home > Modules > Academic Interventions > Incidental Teaching: Lecture Page 2
Characteristics assessment Academic Interventions Behavioral Interventions Communication Interventions Environmental Interventions Sensory Interventions Social Interventions

1 2 3 4

Steps

Forum References FAQ's Quiz Lecture Introduction The following are essential steps in carrying out incidental teaching:

  1. The teacher or parent chooses an educational objective.

    Example:Labeling the letters of the alphabet.

  2. The adult arranges the natural environment to promote student motivation and interest in the materials related to teaching the objective. For example, the child can see the materials, but does not have access to them, or the adult sees the child playing with a toy and gently takes the toy and plays with it.

    Example: Joshua enjoys puzzles. His teacher, Miss May, finds a puzzle with the letters of the alphabet. During center time while Joshua is working on puzzles, Miss May puts the puzzle on the table with the letters in a clear container that Joshua is unable to open.

  3. The child shows interest in the materials through verbalization or gesture, thus initiating the teaching session.

    Example:Joshua points to the box and says, “letters.”

  4. The adult encourages the child to elaborate on his or her initiation, based on the student’s developmental level. If the adult does not understand what item or activity the child wants, the adult first asks, “What do you want?” Ways to encourage elaborated responses include:
  • Ask a question (e.g., “What color car do you want?” or, “Where is the car?”)
  • Make a gesture, sound, or word (e.g., point to the blue car)
  • Model the desired response (e.g., “blue car”)

    Example: Miss May opens the box and holds up the letter R, asking, “What letter do you want?”

  1. If the child responds correctly to the prompt, the adult provides specific praise and gives the child brief access to the desired materials.

    Example: Joshua says, “Letter R,” so Miss May says, “That’s right! It’s the letter R!,” and allows him to put the letter in the puzzle.

  2. If the child does not respond or responds incorrectly, the adult provides up to three more prompts, such as providing the necessary words. Once the child responds correctly, he or she receives specific praise and brief access to the materials.

    Example: Joshua repeats, “Letter,” so Miss May says, “Letter R.” Joshua repeats, “Letter R.” Miss May says, “Right, that’s R!,” and allows him to put the letter in the puzzle.

  3. The adult “takes a turn” with the materials (i.e., replaces them on the shelf or plays with them, or, says, “I want the green car” and picks up the green car), The steps begin again.

    Example: Miss May closes the box again and waits for Joshua to say, “Letter,” or point to the box.

The incidental teaching session should end with success (i.e., child responds correctly and receives access tot he materials). The session should be brief and end once the child loses interest.

See Wetherby and Prizant’s (1989) “communicative temptations for a communication assessment” and Susan Boswell’s suggestions for “communication incentives” at http://www.teacch.com/teacchco.htm for more ideas on how to elicit communicative initiations.

 

1 2 3 4