|This following activity matrix is presented here to
show another way of making sure that the activities of a child have relevance to
their stated goals.
When using the activity matrix and developing future activities,
it is important that all individuals understand why they are engaged in various activities
and are grounded in the philosophy behind the strategies involved. When generating
activities for ________, her team will look for opportunities to reinforce the following
functional skills for _______.
_______'s Jobs or skills:
1. _____will respond through the use of vocalizations, facial
expressions and/or body gestures to indicate her desire to continue on with an activity.
(Pause periodically and ask her if she wishes to do more of the activity).
2. _______ will activate a switch with verbal (& or physical)
prompting for a variety of functional activities to provide social feedback, sensory
stimulation and service to herself and others (e.g. Big Mack, Big Red Switch).
- "Object Scrapbook": ________could collect souvenirs from her school field
trips, which can be placed into a theme related bin. These can be reviewed with
________ and a classmate for sensory stimulation. Items could include moist and dry
leaves to scrunch with hand over hand, a pumpkin to clean out with _______'s bare hands,
etc. If _____ seems to be enjoying the sensation, stop, look for a response, reinforce
verbally with a scripted routine from the personal dictionary and then continue with the
- For all activities, engage _______with her sensory cues before starting each activity,
if possible. _____"s job is to experience the touch, sound or smell of the
object and learn to anticipate the upcoming activity.
- School trips could involve a visit to the farm when studying about Pilgrims or Harvest.
_______ could use her "Big Mack" to tell her family about the trip.
- _______could use her switch to blend recipe items from various dishes using vegetables
from the field. She can also taste, smell and feel each item as it is being
introduced to the recipe. Note _____'s response to the various sensory experiences
and frequently use the "Personal Dictionary" scripted routines, (e.g., "I
see you.....; I think you are telling me"......; Respond) This could be set up at a
station in the room where classmates would work with ____ and her S.E.A. when they finish
their work. Peers should be encouraged to use the scripted routines with ______as
- _____ might bring in a salmon to bake for the class as part of an Indian supper.
She could use the switch to grind up onion, lemon and herbs to sprinkle over the
fish. Expose her to smells and touches of the fish, lemon and onion, etc. (During
this sensory experience, utilize the "Personal Dictionary" and/or other scripted
- ____uses her red dot switch and AbleNet control box to activate a blender or other
equipment to make a recipe which relates to a theme with peers at a centre, (e.g. cookies
shaped like Indian Legendary characters, such as the raven, etc.)
- For story writing, classmates can read their stories about Indian Legends, into the tape
recorder. ________can use a switch (with delay timer) to play it back to the class
for sharing time or author's corner.
- _______could use her "Big Mack" for voice output in a play about an explorer
who became friends with a native Indian group. Some class mates could put on the
play with _____. She could also operate a switch with sounds effects such as the chanting
of an Indian tribe.
- ________ and classmates could color large two sided paper totem poles with paint
(finger) or smelly felts, (hand over hand), which can later be stuffed with news paper and
stapled together. During the sensory experience, stop and look for a response from
_____. Follow through with "Personal Dictionary" and/or other scripted
- ______could use a switch to activate a tape recorder or record with mammal sounds on it
(e.g., whales) while the class is working on a writing project about endangered animals.
Use the AbleNet delay timer set for a few minutes at a time.
- _______could use pudding or finger paint to create interesting pictures on large sheets
of paper. Use different parts of her hand and fingers for varied sensations and erects.
(Note ____'s reactions and implement "Personal Dictionary" and/or other scripted
routines.) Peers could do this with _____as well. This would be an interesting and fun
station in the class. After the painted sheets dry, cut out the shape of various mammals.
Classmates have to guess by the shape, which mammal it is. Clues could be
posted on ______'s Big Mack.
- Use a switch operated mix master for play dough or cookie dough to make models of
mammals and their habitats. You may wish to add scents ______responds to.
- Use a litebrite to create mystery pictures of mammals which classmates have to guess.
The classmates create the pictures and _______could use a switch to illuminate the
pictures. Check this activity out with your local vision teacher to see if it would be
motivating for _____.
- Program _____'s Big Mack with an interesting fact or riddle about mammals for the
morning. Use the tactile cues before starting this routine activity each morning, if
possible. _____'s job is to feel the object and learn to anticipate the upcoming
activity. Classmates will need to reinforce her for this activity as _______ will
not get much out of the information itself. Reinforcement can be verbal or physical,
(e.g., a stroke on her arm or a squeeze of her hand.)
- Have ______ pop popcorn with a switch before a movie about endangered animals. In
this way, she is contributing something enjoyable to her classmates. Place her other
hand on the popcorn popper to experience more sensory stimulation.