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Room Jobs and Chores--Increase Verbalization, Responsibility--data collection

Room Jobs and Chores--Increase Verbalization, Responsibility--data collection
Room Jobs and Chores--Increase Verbalization, Responsibility--data collection
Room Jobs and Chores--Increase Verbalization, Responsibility--data collection
Room Jobs and Chores--Increase Verbalization, Responsibility--data collection
Room Jobs and Chores--Increase Verbalization, Responsibility--data collection
Room Jobs and Chores--Increase Verbalization, Responsibility--data collection
Room Jobs and Chores--Increase Verbalization, Responsibility--data collection
Product Rating
4.0
2 ratings
File Type

Compressed Zip File

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4 MB|26 pages
Product Description
Help students increase vocabulary, expressive language, independence in room job completion.

How To Use
• Print the cards on cardstock and laminate them.
• Matching. Students match the chore to the itemneeded for the job.
• Vocabulary & Verbalization.Student expressively names the object and says what is done with it to complete the chore. For example, “Broom. I sweep the floor with the broom.”
o For nonreaders, label the object and explain the chore. Have the student repeat after you.
o For nonverbal students, show a couple options and say the name of the object and have them point to it or hand it to you.
• Responsibility & Routine. Develop a consistent routine of chores in the classroom. Even low students increase in their independence in completing chores. Use the visual cards on a job board and have students select the chore to be done and the object needed to complete it.
• Self-Talk. Use the thought and speech bubbles to increase independence. E.g., “The floor is messy. I need to sweep the floor.”
• Incentives & Reinforcement. Let students keep track of how many jobs have been completed. If students are motivated by a reinforcer, let them choose what they’d like to do once the card is complete.
• Generalization. Some of the chores might be done only at home. Others can be done at school and home. For these, talk about and model them at school. Then send a copy of the visuals home with instructions on how the chores are done at school and how they can be done at home as well.
• Data Collection. Collect data in any area the student is working on: vocabulary, verbalization, completing the chore, independence, etc.
Total Pages
26 pages
Answer Key
N/A
Teaching Duration
N/A
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