User manual | Goal Cards for Daily Routines at Home

Goal Cards for Daily
Routines at Home
C: Communication Goals
A: Academic Goals
M: Motor Goals
P: Play Goals
S: Social Goals
START Materials, rev. 7-2013
Going to the Grocery Store
Communication
Academic
Child requests preferred food item in the store by
signing, vocalizing, or pointing; caregiver presents a
choice by holding up two items, child points or verbally
indicates his choice; caregiver may also teach yes/no
response by saying “do you want this?” and prompting
child to indicate yes/no either verbally or by shaking his
head
Caregiver prompts child to label or point to particular
foods or colors (“where’s the tomato?” “find the red
one?”); caregiver counts a small number of items in cart
with the child; caregiver talks about and discusses
features of foods and packages (cold, sweet, big, little,
square, box, can)
Child helps take items from shelf and place them in
grocery cart; child holds and plays with items brought
from home while riding in the shopping cart
Motor
Child pretends to feed food item to doll/stuffed animal
brought from home
Play
With prompting from caregiver, child waves to people or
objects in the store; says or signs “hello” and “goodbye”
to other shoppers, clerks
Social
Brushing Teeth
Caregiver prompts child to request toothbrush,
toothpaste, water; child is prompted to request “help
me,” and indicate “all done” when finished
Communication
Child labels or points to objects in the bathroom (shower,
sink, towel, etc.), caregiver narrates process of
toothbrushing or provides sequenced picture cards to
help illustrate the steps; caregiver counts to 20 while
helping brush
Academic
Child helps to squeeze toothpaste on brush, turns on/off
water, brushes teeth
Motor
Play
Caregiver pretends toothbrush is a train, car, or
spaceship; before brushing the child’s teeth, parent and
child pretend to brush doll or stuffed animal’s teeth;
caregiver sings song while toothbrushing (e.g., “this is the
way we brush our teeth”)
Child hands toothpaste to caregiver when finished;
caregiver helps child label/point to caregiver in mirror
Social
Getting Dressed
Child chooses desired clothing by signing, vocalizing, or
pointing; child makes a choice between two presented
options by pointing
Communication
Academic
Child points to or labels clothing items and colors (socks,
pants, shirt, dress, sweater); caregiver discusses weather
and clothing choices (“you’re wearing shorts today
because it’s hot and sunny”); caregiver counts buttons, or
labels pictures on clothing; caregiver narrates process of
getting dressed or provides sequenced picture cards to
help illustrate the steps
Child puts legs through pants/skirt and puts arms through
shirt/dress (with support, as necessary); child pulls up
pants (with caregiver hands over top of child’s hands, if
needed)
Motor
Play
Caregiver dresses stuffed animal in clothes or pajamas
before beginning the dressing routine; caregiver narrates
(e.g., “bear is getting dressed so he can go to the store,”
“it’s time for doggie to put pajamas on so he can go to
bed”)
Caregiver uses clothing items in unusual or silly ways,
such as making a shirt into a cape, bib, or blanket, or
placing child’s socks on head for a hat; caregiver plays
peek-a-boo with child behind clothing item
Social
Playing in the Backyard
Communication
Child chooses desired toy or activity and requests item or
activity through pointing, verbalizing or signing; while
child is playing, caregiver stops the activity repeatedly
(e.g., holds the swing, stops him from using the shovel)
to create multiple requesting opportunities; caregiver
may also teach yes/no response by saying “do you want
this?” (holding up a shovel) and prompting child to
indicate yes/no either verbally or by shaking his head
Caregiver asks child to identify items in the backyard
(grass, tree, dog, green grass, blue sky, airplane, flower);
child may use sign language, vocalizations, or pointing
along with caregiver prompts
Academic
Child runs, climbs, practices pumping legs on swing (with
help from caregiver), and/or digs in sand box with shovel
Motor
Child uses natural items like sticks, rocks, leaves, and dirt
to engage in imaginative play (e.g., covers doll with a leaf
“blanket”); child pushes toy animals down slide or on
swing; child builds with sticks, rocks or sand
Play
Child interacts with caregiver (plays peek-a-boo behind
tree), caregiver and child chase, tickle
Social
Playing with Pots and Pans
Communication
Academic
Caregiver prompts child to request “open” for cupboard and
request a spoon/spatula to bang with; child makes a choice
between two presented options (two pans or two spoons) by
pointing; caregiver prompts child to sign/say “all done” when
finished
Child labels or points to pan/spoon; caregiver counts while child is
banging; caregiver uses comparative terms to describe the activity
(“big/little pot”, “loud/quiet banging”); child and caregiver
practice with different surfaces to achieve different sounds (large
pan, small pan, floor); caregiver narrates child’s behavior (“you’re
banging on the drum”, “we’re marching in a band”)
Child holds spoon and bangs on the over-turned pan; child
marches
Motor
Caregiver helps child try new combinations of utensils and pans;
caregiver and child pretend to be in a band, marching together
while banging; caregiver sings children songs while banging or
marching (e.g., “The Ants go Marching one-by-one”)
Play
Child and caregiver take turns imitating one another (e.g.,
caregiver chooses and bangs with the same spoon as the child);
sharing (“my turn/your turn”); caregiver encourages fill-ins:
“ready, set, ____ (go)” as they begin banging
Social
Waiting for an Appointment
Communication
Child makes a choice between two presented play activity
options while in the waiting area (e.g., book or puzzle),
the caregiver may which to bring several special items
from home in case the waiting areas does not contain
interesting materials; caregiver prompts child to say or
sign “all done” when finished with toy or activity
Caregiver counts items in the waiting room (chairs,
people, posters) aloud with the child, child is prompted to
point to pictures in a book or magazine as the caregiver
labels it
Academic
Child turns pages of a book, builds with blocks, or uses
fine motor skills to complete a puzzle; if one is available,
child practices making a finger point to swipe on a device
with a touch screen
Motor
Child plays with blocks, bead toy, or other children’s toys
in the waiting room
Play
Social
Waves “hello” and “bye” to receptionists/doctors/ nurses
(with help, as needed); plays peek-a-boo with caregiver;
fills-in words in children’s songs; caregiver points and
labels items in the waiting room (chair, book) to elicit
joint attention; caregiver narrates play
Helping with Cooking
Communication
Caregiver offers choice options: “Do you want to
______(stir, wash, pour)?”; child requests food or
materials and is prompted to say “all done” when
finished; child identifies by pointing or verbally labels
kitchen items with help from caregiver: “oven,” “sink,”
“bowl,” “open,” “milk”, etc.
Caregiver talks about colors and textures of food;
caregiver counts while pouring or stirring; draws letters or
shapes in batter; caregiver may use pictures to depict the
steps in food preparation
Academic
Child pours, stirs, washes, presses, or shapes food item;
child uses children’s knife to cut food
Motor
Play
Child pretends to feed a baby doll or stuffed animal with
help from caregiver; caregiver pretends spoon is an
airplane “crash-landing” in the cookie dough; caregiver
and child sing songs while cooking/stirring (“This is the
way we stir the dough…; Pat-a-cake)”
Child hands utensils or food items to caregiver, child and
caregiver take turns stirring, pouring
Social
Helping with Picking Up
Caregiver provides choices about which item to put away
(“which one do you want to put away first?”); caregiver
labels locations as child helps clean (“that’s right, the train
goes in the basket”)
Communication
Academic
Caregiver counts toys as they are put away; caregiver
helps child follows directions (“put the blocks in the RED
bin”); child matches/sorts items together (cars, blocks,
books in separate locations); caregiver may wish to add
picture cues to help the child know where to place items
(e.g., a picture of the blocks is on the block bin)
Child picks up toys or other items, bending, reaching,
crawling; caregiver can promote varied motor patterns,
“let’s hop to the closet with the block”, “crawl with the
ball to the toybox”)
Motor
Caregiver uses a puppet or stuffed animal to help pick up
toys; child and caregiver sing clean up song while picking
up
Play
Caregiver uses turn-taking during clean-up (“mommy puts
a train in the box, Jake puts a train in the box”)
Social
Drawing or Coloring
Child requests paper, marker or other item by pointing or
verbalizing (caregiver withholds item until child requests,
and prompts the response, as needed)
Communication
Child labels color of crayons/markers; caregiver writes
child’s name on paper and narrates letters in name
Academic
Child holds crayons/pencil to draw or scribble (may still
use fist grip); child pulls off marker cap and puts marker
cap on, with help, as needed; child uses second hand to
stabilize paper
Motor
Child imitates a simple drawing with support (line across,
circle motion); child folds completed picture and places in
envelope to put in mailbox, caregiver narrates “we’re
writing a letter to ___, let’s put it in the envelope”)
Play
Child is supported to show picture to a caregiver/sibling
(caregiver narrates, “look what I made”); child takes turns
sharing crayons or paper; accepts hand being prompted
by caregiver
Social
Reading a Book/Magazine
Child chooses book or magazine when two options are
presented, child labels or points to items in the book (may
be prompted by caregiver)
Communication
Caregiver asks child to point to, sign or verbalize colors,
shapes, or names of objects/animals in a book or
magazine, the caregiver prompts response, as needed
Academic
Child turns pages of book
Motor
Child acts out portions of story prompted by caregiver
(“let’s pretend we’re sleeping like the cat in the picture”)
Play
Child completes fill-ins, “Time to read a _____ (book)!”,
“All_____ (done)!”, “The _____ (end)!”; caregiver
promotes joint attention by pointing to pictures and
helping child follow with his/her gaze
Social
Bath Time
Caregiver provides opportunities for the child to make
requests (water “on/off”, “duck”, “pour”, “yes/no”); child
chooses bath toy when two options are presented
Communication
Caregiver helps child to count or sort bath toys/objects,
draw or scribble with bath crayons, or identify colors or
letters with bath alphabet; caregiver practices body parts
(hands, head, nose, tummy) while washing
Academic
Child scoops and pours water, pretends to swim in the
water, catches floating toys
Motor
Child washes a baby doll or makes a duck swim in the
water; caregiver narrates play (“the duck is diving in the
water!”)
Play
Child plays peek-a-boo with caregiver using the
washcloth; child participates in game: “ready, set,
___(go)” (then pours water out of a cup or drops a toy in
the water to make a splash); child fills in words in songs
(e.g., “this is the way we wash our _____ (tummy)”)
Social
Riding in the Car
Child verbalizes, signs or points to indicate music on/off,
window up/down; caregiver can create multiple
opportunities by stopping music to elicit another request;
caregiver prompts “all done” when removing seat belt
Communication
Academic
Caregiver provides a picture to indicate destination before
child enters the car; caregiver labels objects in the
environment while driving (red car, yellow house, big
truck, moon); caregiver uses window colorforms/decals
that are changed regularly, caregiver talks about current
colorform while driving
Caregiver prompts child to clap hands, “yay, we’re here”);
caregiver prompts child to climb into and out of car and
safety seat
Motor
Caregiver sings nursery rhymes and songs while driving;
child looks at a book or listens to audio book
Play
Caregiver prompts child to wave to people or objects
“wave bye-bye to the truck”, “hi grandma, we’re here”)
Social
Putting Shoes On
Child labels or points to “shoes,” and “socks”; caregiver
prompts child to request “help me”, prompts child to sign
“all done” when finished putting shoes on
Communication
Caregiver asks questions (e.g., “where’s the red shoe?”,
“find Daddy’s shoe”) and prompts child to respond either
by pointing or verbalizing; caregiver helps child count
shoes
Academic
Child pulls on socks using two hands, pushes foot into
shoe and straps velcro (caregiver may use hand-overhand prompting at each step, as necessary, for the child
to be successful)
Motor
Caregiver puts shoes on a stuffed animal or doll to
promote imitation; caregiver promotes playful
interactions (“Yay, you have your shoes on, let’s pretend
we’re ice-skating”, “let’s hop like a bunny”, “let’s tiptoe”)
Play
Caregiver creates opportunities for silly interactions (e.g.
caregiver puts child’s shoe on her head and waits for child
to respond); caregiver prompts child to fill in words: “all
____ (done)” “time to ___(go)”
Social
Eating Meals
Caregiver provides opportunities for child to make choices
(foods, bowls, drinks, etc.), choices may be indicated
verbally, using sign language or by pointing
Communication
Child sits in chair throughout the mealtime; caregiver
labels or talks about food items and meal activities (e.g.,
“it’s breakfast time, so you’re having juice and cereal”)
Academic
Child holds and uses spoon (may be messy); child drinks
from a cup or straw
Motor
Caregiver pretends to feed a stuffed animal/doll; child
imitates feeding while caregiver narrates scene, “yes,
doggie is hungry, let’s feed him”
Play
Caregiver prompts child to share food (with caregiver or
sibling) by helping child hand food item to family member
when asked; caregiver promotes interest in others,
(e.g.,“look what your brother is eating!”)
Social
Building with Blocks
Communication
Caregiver prompts child to request a block, provides
multiple opportunities for requests and also provides
opportunities for choice-making (e.g., caregiver holds up
two blocks and says “which block do you want?”);
caregiver may also teach yes/no response by saying “do
you want this block?” and prompting child to indicate
yes/no either verbally or by shaking his head
Caregiver helps child count blocks and discusses features
of the blocks or the block tower (color, shape, height)
Academic
Child coordinates motor movements to build with blocks
Motor
Caregiver shows child how to crash into the tower with
toy car; child is prompted to imitate a simple structure
built by the caregiver, caregiver incorporates animal
figures, cars or other toys into a scene with the blocks
Play
Caregiver prompts child to hand a block to another
person; caregiver and child play peek-a-boo behind the
tower of blocks
Social

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