This can involve a variety of movements and obstacles depending on the resources available, which could include steps, a tunnel, hoops or beanbags. If you have chalk you could draw a hop scotch, or some numbers/shapes to jump or hop across or over. Setting up the obstacle will allow you to be creative as you include 3 or 4 different movements to really support your learners specific goals. There are a variety of actions you could include, for instance, if including hoops you could swing these on your hips, jump from one hoop to another, stand in the hoop and pull it up over your head, etc.. This activity can be repeated many times with different obstacles to keep it fresh and exciting. If you client enjoys physical play then they may make requests during the set up, for instance for the tunnel or the hoops, or to write certain numbers or draw shapes with chalk (mand: 1-6M). If they are motivated to race together they might mand with “ready steady go” or “run” (mand: 7M). Alternatively, you could take it in turns and give your learner instructions, i.e., “hop”, “run”, “climb” and then they could take a turn to tell you what actions to do in the obstacle course (mand: 7M, 8M & 14M). These could be expanded by making the instructions more detailed, e.g., “jump on the number 4”, “Hop to the blue hoop”, “arms up and touch your toes” or “jump on the hoops and then go through the tunnel” (LR: 4M, 8M, 9M, 12M, 14M). An obstacle could include a quantity element, i.e., “jump 4 times”, “touch your toes 10 times” (maths: 15a). For early learners, you may what to demonstrate a variety of actions to support generalisation of imitation skills (MI: 1-6M, 8M, 10M).
Preceding skills reference to the VB-MAPP Assessment tool:
Sundberg, M. L. (2008) Verbal Behavior Milestones Assessment and Placement Program: The VB-MAPP. Concord, CA: AVB Press.
LR: Listener Responding. MI: Motor Imitation
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