When I did the ABLLS last year (can you believe it is 2015?!) I had a student who did not know her personal information i.e., last name, address, phone number, etc. This student was 9 and I really thought this was important stuff! My main priority for her program list was a personal information one. Sure, she needs to know how to answer wh- questions and other academic skills, but I personally felt knowing those important facts about herself was crucial.
I made a list of questions based on what I thought someone might ask her if she got lost in the grocery store, or her mom was late picking her up from school.
- What is your name (first and last)?
- Where do you live?/What is your address?
- What is your phone number?
- Where does your mom work?
- What school do you go to?
- What is your teacher’s name?
- How old are you?
I came up with 12 different questions and divided them into four different sets (3 questions per set). The way we organized her program is to teach set 1. Then, teach set 2 once set 1 is mastered. After set 2 is mastered, go over sets 1 and 2 together. When those are mastered, teach set 3. Then go over sets 1, 2 and 3 together. So on and so forth, until the student is able to master all four of the sets when they are shuffled together.
Data sheets and program guide are included in Discrete Trial Goal Sheets and Programs – Set 3.
- Planning for the Fall: Part 4 and 5 – Visually Structured Tasks and Routines - January 30, 2026
- Using TAH Curriculum for Homeschooling from a Homeschooling Parent - September 10, 2022
- Using The Autism Helper Curriculum for Homeschool - August 8, 2022
2 Responses
I like your information on teaching students to respond verbally or by placing the answer to questions on a worksheet. . For those students who are non verbal I would recommend creating a “business card” with their personal information and teach to retrieve the card (from their backpack or wallet) when asked a “personal question” i.e. What is your name? Where do you live?
Great suggestion, Lisa!