SAM: SYMBOLS AND MEANING

# APH SAM - Symbols and Meaning Assessments and Games

A boy and his female teacher sit on a couch and read a binder story. The opened binder shows an oven mitt attached to the page.

Millie Smith, M.Ed., TVI

Blue square, orange star, yellow triangle, light orange circle, and green diamond

SAM icon of geometric shapes in a basket

Book 2 of 2

Catalog No. 7-08854-00
For use in kit 1-08854-00

APH logo

American Printing House for the Blind, Inc.
Louisville, KY

In keeping with our philosophy to provide access to information for people who are blind or visually impaired, the American Printing House for the Blind provides an electronic version of this book for large print and braille readers.

Catalog Number 7-08854-00
Copyright © 2012, American Printing House for the Blind
All rights reserved. Printed in the United States of America

This publication is protected by Copyright and permission should be obtained from the publisher prior to any reproduction, storage in a retrieval system, or transmission in any form or by any means electronic, mechanical, photocopying, recording, or otherwise, unless where noted on specific pages. For information regarding permission, write to American Printing House for the Blind, 1839 Frankfort Avenue, Louisville, KY 40206-0085.

# Foreword

The photo shows a toddler in a swing. He wears a hat with a long bill and sunglasses to protect his skin from the sun.

All children depend on the wisdom of the adults in their lives to create and support learning opportunities. For some learners, the need for adult guidance is even greater due to the child's young age and/or the presence of sensory, physical, and/or learning challenges.

Blindness and visual impairment may occur at any time in the child's development. The population of learners with visual impairments is highly heterogeneous. The percentage of learners who are blind and visually impaired with additional disabilities has been reported to be as high as 40-70% (Langley, 2004; Erin, 2007). These numbers tell an important story about the need for well-informed assessment tools and educational practices that address the unique learning needs of this population.

When we, as parents and educators, have proper knowledge and tools, we can be more deliberate when designing experiential-learning environments and activities that are accessible and meaningful to the age and abilities of the child. Both tenets are critical to the child's involvement in learning activities and the ongoing mastery of new concepts and skills. When we pay attention to the sensory avenues available to the child, we know how to customize the learner's instructional materials for optimal access (Koenig & Holbrook, 1993). Accessibility is a critical first step to ensure that the child is able to engage in the learning activity.

We must then take steps to ensure that the learning activity is meaningful to the student. To accomplish this step, we must understand how to identify and expand a child's preferences and present level-of-knowledge. The corresponding vocabulary and related concepts of the activity must have personal relevance to the learner, which enables the child to move forward in his or her conceptual and communication knowledge and skills. We must further understand the child's ability to understand and utilize the symbols involved in the activity.

When we are informed and thoughtful with what we do, our learners reap the reward. Simply put: When we know better, we do better. When we do better, our children do better.

The learners who depend so much upon on the wisdom of the adults in their lives have a good friend in Millie Smith. Thanks to the impressive work of this gifted teacher and commonsense-style author, we now have SAM: Symbols and Meaning.

This invaluable tool advances our understanding of how to create accessible and meaningful learning activities for children with visual and multiple impairments and pre-school children with visual impairments who are just beginning to use symbols.

The SAM: Guidebook fills a gap in our teaching toolbox. The author walks us through an understanding of how children expand their knowledge of the world, what helps to bridge learning when there are accessibility challenges, and strategies for meaningful learning interactions. The information is both practical and insightful.

SAM: Assessment and Games yields four assessment tools that inform our understanding of the child's vocabulary and corresponding life experiences with people, objects, and places. The author guides us through a systematic assessment that informs instructional practice with needed media and target concepts.

When we know better...our children do better. I believe that we will all do better as a result of these materials.

Tanni L. Anthony, Ph.D.
State Consultant on Blindness/Visual Impairment
Exceptional Student Leadership Unit
Colorado Department of Education

# About the Author

Photo of Millie Smith

Mildred (Millie) J. Smith is a private consultant working with students who have visual and multiple impairments. Since her retirement from the Texas School for the Blind and Visually Impaired (TSBVI), Millie conducts workshops, gives private consultations, and is a respected author/consultant to the American Printing House for the Blind (APH).

After teaching high school English for 2 years, Millie returned to school and completed her Master of Education in Visual Impairment and Emotional Disturbance from the University of Texas at Austin. Her graduate internship was working as a specialist in school programs for emotionally disturbed students at Children's Psychiatric Hospital at Austin. Like many vision teachers, Millie started out as an itinerant teacher of students who have visual impairments, working in the Dallas Independent School District. Millie then returned to Austin and began teaching at TSBVI. During her 27 years at TSBVI, she worked as a resource teacher, a classroom teacher, and as an outreach teacher trainer. She has taught classes focusing on visual problems of exceptional children at the University of Texas at Austin and sat on the Advisory Board of the Special Education Department, Program for the Visually Handicapped.

Millie has shared her experience and knowledge with families and teachers by writing numerous articles and through her books, Teaching Students with Visual and Multiple Impairments: A Resource Guide, co-authored with Nancy Levack and published by TSBVI in 1996 and the Sensory Learning Kit published and manufactured by APH in 2005.

Millie has been honored and recognized by her peers as the 2000 co-recipient of the AER Bledsoe Award for Teaching Students with Visual and Multiple Impairments, the 2001 recipient of the AER Division 3 Virginia Sowell Award, and the 2007 recipient of the APH Virgil Zickel Award.

APH is honored that Millie dedicates part of her retirement to help us create much needed intervention products for learners with visual and multiple impairments. Millie is a respected colleague and friend. Thanks Millie.

Tristan Pierce
Multiple Disabilities Project Leader

# Project Contributors

Tanni Anthony, Ph.D., COMS
J.C. Greeley, TVI, O&M
Linda Hagood, MA, CCC-SLP
Zoe Larsen Morgese, MA, CCC-SLP
Amy Parker, Ed.D.
Jennifer Stocker, MHS, OTR/L

American Printing House for the Blind
Project Leader/Research Associate: Tristan Gay Pierce
Research Assistant: Rosanne Hoffmann
Research Assistant: Erica Rucker
Research Assistant: Ann Travis
Research Assistant: Monica Vaught-Compton
Field Service Representative: Maria Delgado
Technical Research Division Manager: Frank Hayden
Manufacturing Specialists: David McGee and Bryan Rogers

# Message to Readers

Photo of SAM Kit

The following components of the SAM Kit are provided to facilitate implementation of the games included in SAM: Symbols and Meaning.

Baskets, two Digital recorder Plastic story pages, 25 SAM Assessments and Games book SAM electronic assessment forms SAM flash drive SAM Guidebook SAM videos Sport bag | Story bags, three sizes Story binders, three sizes Story box liners, vinyl Story boxes, six Tray liner, non glare plastic Tray liners, vinyl Trays, two Velcro®-black, strip and coins Velcro-white, strip and coins

Substitute intervention items may be included in your kit due to the occasional unavailability of commercial items. Such items have been selected to serve a similar function.

Your kit was not designed to be used by unattended children. Children should always be supervised by an adult when using items in your kit.

We hope your students/clients benefit greatly from using SAM and that you enjoy using it as much as we enjoyed producing it.

Tristan Pierce, Project Leader
Millie Smith, Author

# Assessments

Photo taken from the inside of a car looking out at a drive through menu.

Photo Caption: Assessments help identify missing concepts in common environments.
http://tech.aph.org/sam/

## Determine Need and Plan Instruction

SAM games are designed to make sure that words and object symbols are meaningful. Meaning is derived from direct sensory experiences with symbol referents. In order to determine needs and plan instruction, SAM provides four assessments.

### Symbol and Referent Analysis: Common Words

The Symbol and Referent Analysis: Common Words (SARA:CW) is an assessment tool designed to help partners determine the meaning content of the words they use in common everyday communications with the learner. Many words used in homes and classrooms refer to things not present or to things that are easy to see, but not so easy to touch. As a result, learners with limited vision hear words for which they have no concrete referents. They become very familiar with these words and may even memorize appropriate responses to them without knowing what they mean. Most partners would not be very happy if learners alerted them every time one of these empty words is used. A parent on her way to work just wants to say, "Bye-bye. Mommy is going to her office now." She doesn't really want her toddler to say, "Wait a minute, Mommy. Give me a concrete referent for 'office.'" A teacher giving examples of words starting with the "k" sound might feel she is off task if she stops to answer a student who wants to know what a kitten is. Partners tend to build vocabulary by using words and pictures. They might try to provide meaning to the word "office" by saying, "Office is the place Mommy works." The only help for "kitten" might be the words, "baby cat." A picture of a kitten might be provided as well. The learner gets more symbols when what she really needs is a concrete sensory experience with the actual referent. In this way, learners are taught to give meaningless responses that may sound or look appropriate. Partners move on, thinking that the learner knows what they are talking about. Symbols without concrete referents are used in a rote manner rather than meaningfully. SARA:CW gives partners a tool to assess the meaning content of familiar symbols.

### Symbol and Referent Analysis: Academic Vocabulary

A list of words that are part of preschool, kindergarten, and first grade curricula is provided so that partners can use the Symbol and Referent Analysis: Academic Vocabulary (SARA:AV) to assess the quality of the learner's concepts related to these words. Early academic vocabulary words are typically found in worksheets used to teach phonics, numbers, colors, and shapes. At beginning academic levels, the words are symbolically represented not by written letters, but by pictures. When a worksheet is handed out, partners may find themselves scrambling around at the last-minute to find objects for the learner who cannot see pictures. Too often, partners fall back on inappropriate referents like toy replicas and plastic miniatures. Remember, toy replicas and plastic miniatures work well for sighted learners, but not for learners with visual impairments who are primary tactual learners. These things look like what they represent, but they do not feel like what they represent. Sometimes, partners just say the names of the pictured objects without any object referents. This strategy is adequate for some tasks, like identifying initial consonant sounds, but only if the learner who is visually impaired knows what those words mean to the same extent his typical peers do. If he does not know the meaning of a word, like "bike," then he needs to touch a real bike, not a toy. After he knows the meaning of the word, a real bike no longer has to be supplied each time this word is used in a phonics lesson or story. When his peers work with pictures, he can work with spoken words that call to mind for him concepts as meaningful as those called to mind for his peers by their pictures.

The words are divided into two groups. The first group has easily obtainable referents even though some, like "van," may require a quick trip out to the parking lot. The words in the second list are more challenging. It is hard to come up with an x-ray machine or a zebra. Some words are difficult because of scope. For instance, you can only touch one tiny piece of a road. It takes vision to see that a road extends far beyond the body. Partners will need to decide whether they want to substitute words with more concrete referents or go ahead and use meaningless words. The usage of some meaningless words is inevitable. Sighted learners don't know what some of these words mean either. A high percentage of the words used by the learner need to be words that represent things he understands.

### Environmental Gap Inventory: Missing Concepts in Common Environments

The Environmental Gap Inventory (EGI) is an assessment tool designed to help partners identify basic concepts that are not part of the learner's experience and need to be added. Learners with sensory impairments tend to have more limited experiences than their typical peers (Barraga & Erin, 1992). Those limitations result in gaps in the development of concepts about their worlds. For instance, a learner with a visual impairment may have gaps in his knowledge of what happens when an order is given in the drive-through lane of a fast food restaurant. He needs touch access to things like the order speaker and the headset on the person at the window to have the same level of understanding as the person who is seeing those things. A conversation with a manager to set up a time to safely explore those objects may be required. This may seem like a lot of trouble. However, not doing it puts the learner who cannot use vision to obtain information about these things at risk of living in a confusing, potentially scary world. These information holes can be filled in, but only if partners know what is missing. The EGI assesses basic concepts by looking at objects that are part of typical environments. Concept gaps are identified by determining whether the learner has had sufficient experience with a range of objects common to the environment. Once a concept gap has been identified, and if it is determined to be one that needs to be addressed at the current time, partners can use SARA to build a high quality symbol-referent relationship related to the identified gap.

### Curriculum-based Gap Inventory: Early Academic Skills and Basic Concepts

The Curriculum-based Gap Inventory (C-bGI) is designed to assess the relationship between early academic skills and basic concepts. As learners develop, the content of their concepts becomes more abstract. Partners must make sure that the learner has a good understanding of important basic concepts before introducing more abstract concepts like time, size, shape, quantity, comparison, and categorization. Many learners with visual and multiple impairments and young children with visual impairments and mild delays have been asked to do early academic tasks related to abstract concepts too soon. If they are ready to start learning a more abstract concept like shape recognition, but have experienced frustration and failure with tasks like sorting plastic or wooden geometric shapes, they may need an alternative strategy. Familiar objects like toys and foods can be given shape labels, or geometric shapes can be added slowly to familiar activities like the SAM game "Go Fish." The C-BGI helps partners identify basic concepts that should be established before the more abstract concept is addressed and suggests alternative teaching strategies.

## Symbol and Referent Analysis: Common Words

(SARA:CW)

Instructions

1. Place the learner's name, the date of the original analysis, the learner's grade level, and the recorder's name in the appropriate spaces. Instruction will be ongoing and the length of time necessary to develop good near experiences and sensory bridges will vary for each environment addressed.
2. Choose the activity to be analyzed and write the name of the activity in the space provided. Determine which activities to analyze based on the learner's level of performance in the activity. If the learner is participating in the activity at a high level with no frustration, it may not need analysis. If the learner is participating at a low level and showing signs of frustration or boredom, analyze the activity.
3. List the common words used during the activity in the appropriate person, object, and action columns.
4. As each word is used during the activity, put a check in the near experience column if the learner touches the person symbol for the person referenced, touches the object referenced, or does the action referenced.
5. During the activity, put a check in the sensory bridge column if the learner can name, orient to, mimic the action of, or move toward the referent when he hears, sees, or smells something associated with his touch experience of the object.
6. Highlight the words without checks in one or both columns.
7. For each highlighted word, use the column provided to describe the near experience and/or sensory bridge that will be paired with the use of the word during the activity.
8. Date the appropriate column for the highlighted word when the learner responds to the use of the word, indicating that the near experience and sensory bridge have been successfully established.

SARA:CW
Student: ____________________________ | Grade: ________________________
Recorder: ___________________________ | Date: _________________________
Activity: __________________________________________________

Person Words | Near Experience | Sensory Bridge
--- | --- | ---

Object Words | Near Experience | Sensory Bridge
--- | --- | ---

Action Words | Near Experience | Sensory Bridge
--- | --- | ---

## Symbol and Referent Analysis: Academic Vocabulary

(SARA:AV)

Instructions

1. Place the learner's name and grade level, the date of the original analysis, and the recorder's name in the appropriate spaces.
2. Use the word list to identify words that require instruction. Highlight a word if you believe the learner has not had the opportunity to hear the word while touching the word's referent. If the learner uses the word or responds to the word with appropriate sounding language, but you are not sure the language is meaningful, highlight the word.
3. Enter the highlighted words in the grid.
4. For each highlighted word, use the column provided to describe the near experience and/or sensory bridge that will be paired with the use of the word during the activity.
5. Date the appropriate column for the highlighted word when the learner responds to the use of the word, indicating that the near experience and sensory bridge have been successfully established.

Words with easy concrete referents

- A: abacus, acorn, apple, arm, axe
- B: bag, ball, balloon, banana, baseball, basket, bat, bed, box, boy, bus
- C: cabinet, cable, cake, camera, can, cane, cap, cassette, clock, coat, coin, crayon, cup
- D: dart, desk, diaper, diary, dish, disk, doll, dollar, domino, door, dress, drum
- E: ear, easel, egg, elbow, eraser, eye
- F: face, fan, feather, fence, file, finger, flag, floor, flower, foot, fork, Frisbee®, fur
- G: garlic, gate, gift, girl, glass, glue, golf ball, grape, grass, gravel, guitar, gum
- H: hair, hammer, hand, handle, hanger, hat, head, helmet, hoe, hood, hook, hose, Hula-Hoop®
- I: ice, ice cream, icing, incense, index, iron, ivy
- J: jacket, jar, jaw, jelly, jigsaw, joystick, juice box, jump rope
- K: ketchup, kettle, keyboard, kiss, kite, kiwi
- L: lace, ladder, lamp, lap, leaf, leash, leg, lemon, life vest, light bulb, lip, loaf, lock
- M: magnet, mail, mango, map, marble, mask, mat, microwave, milk, mirror, mitten, money, mop, mouth, mug
- N: nail, napkin, necklace, net, newspaper, nickel, nose, notebook, nut
- O: oatmeal, olive, orange, overalls
- P: page, palm, pan, pants, paper, peach, pear, pecan, pedal, pen, photo album, piano, pickle, pillow, pizza, pocket, popcorn, potato, pretzel, pumpkin, puppet, purse, puzzle
- Q: quarter, quilt
- R: radio, radish, raisin, rake, rice, ring, rock, rope, rug, ruler
- S: sack, sand, saw, scale, scarf, scooter, sidewalk, sink, skate, skin, slide, snap, soap, sock, sponge, spoon, stamp, string, sunglasses, swing
- T: table, tablet, tack, tangerine, tape, teabag, teddy bear, telephone, tinfoil, tire, tissue, toe, toilet paper, tongue, tooth, towel, tray, tree, truck
- U: ukulele, underwear, umbrella
- V: vacuum cleaner, van, vanilla, velvet, vest, vinegar, visor, volleyball, volume control button
- W: waist, wall, wallet, washcloth, wastebasket, watch, water, wax paper, wheelchair, window, wrist
- X: xylophone
- Y: yam, yarn, yogurt, yo-yo
- Z: zipper, zucchini, zwieback

Words with difficult concrete referents

- A: accordion, airplane, alarm, alligator, ambulance, anchor, ant
- B: barn, bear, bee, butterfly
- C: castle,cat, chicken, church, cloud, clown
- D: deer, dinosaur, dolphin, duck
- E: eagle, elephant, elevator, elf
- F: fairy, farmer, firetruck, fish, frog
- G: ghost, goat, goose, gorilla
- H: heart, helicopter, hen, hill, hippopotamus, horse, house
- I: igloo, ink
- J: jack-in-the-box, jack-o-lantern, jail, jet
- K: kangaroo, kilt, king, kitty
- L: lamb, lion, llama, lobster, log
- M: monkey, moon, mountain, mouse
- N: nest
- O: octopus, ostrich, owl, ox
- P: peacock, penguin, pig, pyramid
- Q: queen, quill, quiver
- R: rabbit, raccoon, rain, road
- S: saddle, school, shamrock, spider, star, sun
- T: train, turtle
- U: umpire, unicycle
- V: vampire, vegetable, vehicle, volcano
- W: waffle, wagon, whale, wizard, wolf
- X: x-ray
- Y: yak, yard, year
- Z: zebra, zoo

SARA:AV
Student: ____________________________ | Grade: ________________________
Recorder: ___________________________ | Date: _________________________
See vocabulary lists of easy and difficult concrete referents.

Word | Near Experience | Sensory Bridge
--- | --- | ---

## Environmental Gap Inventory

(EGI)

Instructions

1. Place the learner's name, the date of the original inventory, the learner's grade level, and the recorder's name in the appropriate spaces.
2. Put a check after the Related People and objects that are currently meaningful to the learner. Concepts about each person and object checked should be based on near experiences involving touch and should have a sensory and/or word bridge. Some people and objects may not be appropriate for a given learner. Partners may cross out people and objects that are not typically related to the environment or sub-environment or that must be eliminated for health or safety reasons. Similarly, something important for a given learner may not be listed. Add these items under "Other." Be careful not to cross out things that are related and important, but hard to access.
3. Mark the totals for the mastered people and object concepts with a fraction--the top number representing the number of checked items and the bottom number representing the total number of items listed.
4. Identify gaps in the learner's experience by highlighting sub-environments with an insufficient object/person concept base. Partners should use their discretion in determining what constitutes an insufficient number of checks. If a sub-environment has only a few items, partners may feel that they are all essential. If a sub-environment has many items, a significant portion of the items may suffice.
5. Highlight the people and objects that will become part of the learner's instructional program.
6. Add checks as near experiences and bridges are established.
7. Periodically, every 6 to 9 weeks, add and date new totals.

EGI
Student: ____________________________ | Grade: ________________________
Year Begin: ___________________________ | Year End: _________________________
Recorder: ________________________________________
Environment: Learner's Home This may be used for homes of close relatives and care providers.

| Date | Date | Date | Date
Related People |  |  |  |
Family Members |  |  |  |
Family Friends |  |  |  |
Pets |  |  |  |
Mailman |  |  |  |
Housekeepers |  |  |  |
Servicemen |  |  |  |
Delivery people |  |  |  |
Sitters |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Kitchen Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Cabinets |  |  |  |
Chairs |  |  |  |
Containers |  |  |  |
Cooking utensils |  |  |  |
Dishes |  |  |  |
Dishwasher |  |  |  |
Drawers |  |  |  |
Garbage can |  |  |  |
Garbage disposal |  |  |  |
Pots and pans |  |  |  |
Range |  |  |  |
Refrigerator |  |  |  |
Silverware |  |  |  |
Sink |  |  |  |
Table |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Living Room Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Chairs |  |  |  |
Couch |  |  |  |
Lamps |  |  |  |
Table |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Own Bedroom Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Bed |  |  |  |
Chair |  |  |  |
Chest-of-drawers |  |  |  |
Desk |  |  |  |
Music player |  |  |  |
Toys/Knick-knacks |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Parent's Bedroom Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Bed |  |  |  |
Chair |  |  |  |
Chest-of-drawers |  |  |  |
Desk |  |  |  |
Music player |  |  |  |
Toys/Knick-knacks |  |  |  |
TV |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Sibling's Bedroom Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Bed |  |  |  |
Chair |  |  |  |
Chest-of-drawers |  |  |  |
Desk |  |  |  |
Music player |  |  |  |
Toys/Knick-knacks |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Bathroom Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Cabinets |  |  |  |
Deodorant |  |  |  |
Drawers |  |  |  |
Hair care items |  |  |  |
Mirror |  |  |  |
Scales |  |  |  |
Shavers |  |  |  |
Sink |  |  |  |
Soap/Soap dispensers |  |  |  |
Tissues |  |  |  |
Toilet Paper |  |  |  |
Toothbrush |  |  |  |
Toothpaste |  |  |  |
Towels |  |  |  |
Tub/Shower |  |  |  |
Washcloth |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Laundry Room Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Detergent |  |  |  |
Dirty clothes hamper |  |  |  |
Dryer |  |  |  |
Drying rack |  |  |  |
Fabric softener |  |  |  |
Iron |  |  |  |
Ironing board |  |  |  |
Spot remover |  |  |  |
Spray starch |  |  |  |
Washer |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Garage Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Bicycle |  |  |  |
Garbage cans |  |  |  |
Lawn mower |  |  |  |
Storage boxes |  |  |  |
Work bench |  |  |  |
Yard tools |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Home Office Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Books |  |  |  |
Chair |  |  |  |
Computer |  |  |  |
Desk |  |  |  |
Envelopes |  |  |  |
Fax/Copy machine |  |  |  |
Filing cabinet |  |  |  |
Monitor |  |  |  |
Paper |  |  |  |
Paper clips |  |  |  |
Pencil sharpener |  |  |  |
Pens/Pencils |  |  |  |
Printer |  |  |  |
Stapler |  |  |  |
Tape |  |  |  |
Telephone |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Front Yard Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Curb |  |  |  |
Driveway |  |  |  |
Front door |  |  |  |
Garage door |  |  |  |
Lawn furniture |  |  |  |
Mailbox |  |  |  |
Planters |  |  |  |
Porch |  |  |  |
Shrubs |  |  |  |
Sidewalk |  |  |  |
Trees |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Back Yard Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Back door |  |  |  |
Barbeque |  |  |  |
Clothesline |  |  |  |
Curb |  |  |  |
Doghouse |  |  |  |
Driveway |  |  |  |
Garage door |  |  |  |
Lawn furniture |  |  |  |
Planters |  |  |  |
Porch |  |  |  |
Shrubs |  |  |  |
Sidewalk |  |  |  |
Sports/Play equipment |  |  |  |
Trees |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Dining Room Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Cabinets |  |  |  |
Chairs |  |  |  |
Decorations |  |  |  |
Drawers |  |  |  |
Table |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Den Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Books/Magazines |  |  |  |
Chairs |  |  |  |
Computer |  |  |  |
Couch |  |  |  |
Decorations |  |  |  |
Entertainment center |  |  |  |
Fireplace |  |  |  |
Fireplace tools |  |  |  |
Lamps |  |  |  |
Monitor |  |  |  |
Printer |  |  |  |
TV |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Stairs Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Banister |  |  |  |
Landing |  |  |  |
Risers |  |  |  |
Treads |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Closets Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Accessories |  |  |  |
Clothing |  |  |  |
Hangers |  |  |  |
Shelves |  |  |  |
Shoe rack |  |  |  |
Shoes |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Hallway Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Coat stands/Hooks |  |  |  |
Doorways |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Throughout Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Blinds |  |  |  |
Carpets/Rugs |  |  |  |
Ceiling fans |  |  |  |
Door/Door handles |  |  |  |
Electric plugs |  |  |  |
Light switches |  |  |  |
Pictures/Wall hangings |  |  |  |
Windows |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

EGI
Student: ____________________________ | Grade: ________________________
Year Begin: ___________________________ | Year End: _________________________
Recorder: ________________________________________
Environment: School

| Date | Date | Date | Date
Related People |  |  |  |
Cafeteria personnel |  |  |  |
Classmates |  |  |  |
Custodians |  |  |  |
Nurse |  |  |  |
Office personnel |  |  |  |
Specialists (TVI, SLP, etc.) |  |  |  |
Teachers |  |  |  |
Teaching assistants |  |  |  |
Volunteers |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Attendance Office Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Chairs |  |  |  |
Counter |  |  |  |
Mailboxes |  |  |  |
Secretary's chair |  |  |  |
Secretary's desk |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Auditorium Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Backstage |  |  |  |
Curtain |  |  |  |
Podium |  |  |  |
Seats |  |  |  |
Sound/Lighting board |  |  |  |
Stage |  |  |  |
Steps |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Cafeteria Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Chairs |  |  |  |
Condiments |  |  |  |
Milk containers |  |  |  |
Napkins |  |  |  |
Serving line |  |  |  |
Silverware |  |  |  |
Straws |  |  |  |
Tables |  |  |  |
Trash disposal |  |  |  |
Tray/utensil disposal |  |  |  |
Trays |  |  |  |
Vending machines |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Classroom Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Calendar area |  |  |  |
Centers (ball pit, etc.) |  |  |  |
Coat/Backpack hooks |  |  |  |
Computer |  |  |  |
Counter |  |  |  |
Cubby holes |  |  |  |
Dryer |  |  |  |
Floor work area |  |  |  |
Group tables (art, etc.) |  |  |  |
Play/Break area |  |  |  |
Refrigerator |  |  |  |
Shelves (books, toys, etc.) |  |  |  |
Sink |  |  |  |
Student chairs |  |  |  |
Student desks |  |  |  |
Supply cabinets |  |  |  |
Teacher's chair |  |  |  |
Teacher's desk |  |  |  |
Washer |  |  |  |
Work stations (collating, etc.) |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Computer Lab Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Chairs |  |  |  |
Computer monitors |  |  |  |
Computer peripherals |  |  |  |
Computers |  |  |  |
Desk |  |  |  |
Keyboards |  |  |  |
Mouse |  |  |  |
Printer |  |  |  |
Switch |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Gymnasium Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Balls |  |  |  |
Basketball hoops |  |  |  |
Bleachers |  |  |  |
Hula Hoops® |  |  |  |
Jump ropes |  |  |  |
Locker/Dressing room |  |  |  |
Lockers |  |  |  |
Paper towels |  |  |  |
Scooter boards |  |  |  |
Showers |  |  |  |
Sinks |  |  |  |
Skates |  |  |  |
Toilets |  |  |  |
Towels |  |  |  |
Trampoline |  |  |  |
Treadmill |  |  |  |
Tricycles |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Hallways Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Doorways |  |  |  |
Water fountain |  |  |  |
Decorations |  |  |  |
Fire extinguishers |  |  |  |
Fire alarm box |  |  |  |
Vending machines |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Library Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Book racks |  |  |  |
Chairs |  |  |  |
Checkout counter |  |  |  |
Computers |  |  |  |
Librarian's chair |  |  |  |
Librarian's desk |  |  |  |
Magazine racks |  |  |  |
Newspapers |  |  |  |
Tables |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Music/Band Room Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Music stands |  |  |  |
Musical instruments |  |  |  |
Piano/keyboard |  |  |  |
Student chairs |  |  |  |
Teacher's chair |  |  |  |
Teacher's desk |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Nurse's Office Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
ACETM bandage |  |  |  |
Band-Aids® |  |  |  |
Blood pressure cuff |  |  |  |
Cot |  |  |  |
Heating pad |  |  |  |
Ice pack |  |  |  |
Medication cup |  |  |  |
Nurse's chair |  |  |  |
Nurse's desk |  |  |  |
Scales |  |  |  |
Stethoscope |  |  |  |
Student chair |  |  |  |
Tweezers |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Playground Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Benches |  |  |  |
Playscape |  |  |  |
Riding equipment |  |  |  |
Slides |  |  |  |
Swings |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Restroom Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Sink |  |  |  |
Soap |  |  |  |
Toilet |  |  |  |
Toilet paper |  |  |  |
Towels |  |  |  |
Trash |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Track/Ball Field Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Bases |  |  |  |
Benches |  |  |  |
Bleachers |  |  |  |
Field |  |  |  |
Goalposts |  |  |  |
Infield |  |  |  |
Outfield |  |  |  |
Track |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

EGI
Student: ____________________________ | Grade: ________________________
Year Begin: ___________________________ | Year End: _________________________
Recorder: ________________________________________
Environment: Vehicles/Transportation

| Date | Date | Date | Date
Related People |  |  |  |
Driver |  |  |  |
Other passengers |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Airplane Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Blankets |  |  |  |
Coat storage area |  |  |  |
Cockpit door |  |  |  |
Entry door |  |  |  |
Galley |  |  |  |
Headphones |  |  |  |
Overhead luggage bin |  |  |  |
Oxygen mask |  |  |  |
Pillows |  |  |  |
Pilot's chair |  |  |  |
Seat belts |  |  |  |
Seats-economy class |  |  |  |
Seats-first class |  |  |  |
Sink |  |  |  |
Soap |  |  |  |
Steering control |  |  |  |
Toilet |  |  |  |
Toilet door |  |  |  |
Toilet paper |  |  |  |
Towels |  |  |  |
Trash |  |  |  |
Tray table |  |  |  |
Video monitors |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Frequently Used Private Cars Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Bumpers |  |  |  |
Cup holders |  |  |  |
Door handles and locks |  |  |  |
Doors |  |  |  |
Emergency brake |  |  |  |
Foot pedals |  |  |  |
Gas door |  |  |  |
Gear shift level |  |  |  |
GPS |  |  |  |
Heat-AC controls |  |  |  |
Mirrors |  |  |  |
Music controls |  |  |  |
Radio antenna |  |  |  |
Seat belts |  |  |  |
Seat controls |  |  |  |
Seats |  |  |  |
Steering wheel |  |  |  |
Wheels |  |  |  |
Window controls |  |  |  |
Windows |  |  |  |
Windshield wipers |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

School Bus/Van Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Bumpers |  |  |  |
Doors |  |  |  |
Driver's seat |  |  |  |
Seat belts |  |  |  |
Seats |  |  |  |
Wheelchair lift |  |  |  |
Wheels |  |  |  |
Windows |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

EGI
Student: ____________________________ | Grade: ________________________
Year Begin: ___________________________ | Year End: _________________________
Recorder: ________________________________________
Environment: Fast Food Restaurant: Drive Through

| Date | Date | Date | Date
Related People |  |  |  |
Cashier |  |  |  |
Driver |  |  |  |
Order giver |  |  |  |
Order taker |  |  |  |
Other passengers |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Menu Board Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Box |  |  |  |
Grass |  |  |  |
Post |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Order Speaker Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Box |  |  |  |
Grass |  |  |  |
Post |  |  |  |
Speaker |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Payment/Pick Up Window Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Ledge |  |  |  |
Sliding glass window |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

EGI
Student: ____________________________ | Grade: ________________________
Year Begin: ___________________________ | Year End: _________________________
Recorder: ________________________________________
Environment: Fast Food Restaurant: Eat In

| Date | Date | Date | Date
Related People |  |  |  |
Cashier/Order taker |  |  |  |
Customers |  |  |  |
Dining partners |  |  |  |
Order giver |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Order Counter Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Beverage cups |  |  |  |
Counter |  |  |  |
Registers |  |  |  |
Trays |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Drink Station Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Coffee pots |  |  |  |
Creamer packs |  |  |  |
Drink dispensers |  |  |  |
Ice dispenser |  |  |  |
Iced tea dispenser |  |  |  |
Lids |  |  |  |
Straws |  |  |  |
Sugar packs |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Condiment Station Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Ketchup |  |  |  |
Mayonnaise |  |  |  |
Mustard |  |  |  |
Napkins |  |  |  |
Pepper |  |  |  |
Pickle relish |  |  |  |
Salt |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Seating Area Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Chairs |  |  |  |
Tables |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Trash Station Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Trash door |  |  |  |
Tray stacking shelf |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Restroom Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Stall area |  |  |  |
Stall doors |  |  |  |
Toilet |  |  |  |
Urinals |  |  |  |
Toilet paper dispenser |  |  |  |
Sink area |  |  |  |
Soap dispenser |  |  |  |
Towel dispenser |  |  |  |
Hot air dryer |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Play Area Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Ball pit |  |  |  |
Tunnel slides |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

EGI
Student: ____________________________ | Grade: ________________________
Year Begin: ___________________________ | Year End: _________________________
Recorder: ________________________________________
Environment: Grocery Store

| Date | Date | Date | Date
Related People |  |  |  |
Bagger |  |  |  |
Checker |  |  |  |
Greeter |  |  |  |
Stockers |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Cart Area Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Cart rows |  |  |  |
Handle |  |  |  |
Seat |  |  |  |
Wheels |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Bakery/Deli Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Display tables |  |  |  |
Donut case |  |  |  |
Frozen dessert case |  |  |  |
Meat and salad display case |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Beverages Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Bottled drinks |  |  |  |
Canned drinks |  |  |  |
Water jugs |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Canned Goods Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Cans, small |  |  |  |
Cans, large |  |  |  |
Jars, small |  |  |  |
Jars, large |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Cleaning/Laundry Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Brooms |  |  |  |
Brushes |  |  |  |
Dish detergent |  |  |  |
Fabric softener/Fabric sheet |  |  |  |
Laundry detergent |  |  |  |
Mops |  |  |  |
Soap |  |  |  |
Sponges |  |  |  |
Spray cleaners |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Dairy Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Bagged cheese |  |  |  |
Block cheese |  |  |  |
Butter |  |  |  |
Cottage cheese |  |  |  |
Milk |  |  |  |
Sour cream |  |  |  |
Yogurt |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Frozen Food Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Desserts |  |  |  |
Dinner entrees |  |  |  |
Fruit |  |  |  |
Ice cream/Frozen yogurt |  |  |  |
Pizza |  |  |  |
Vegetables |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Grains Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Bread |  |  |  |
Cereal |  |  |  |
Pasta |  |  |  |
Rice |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Meat/Fish/Eggs/Beans Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Beans |  |  |  |
Egg carton (open and closed) |  |  |  |
Unfrozen fish |  |  |  |
Unfrozen meat packages |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Pet Products Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Bedding |  |  |  |
Canned food |  |  |  |
Clothes |  |  |  |
Dry food |  |  |  |
Grooming |  |  |  |
Snacks/Bones |  |  |  |
Toys |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Paper/Storage Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Garbage bags |  |  |  |
Napkins |  |  |  |
Paper towels |  |  |  |
Storage bags |  |  |  |
Tissues |  |  |  |
Toilet paper |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Produce Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Dry produce (apples/squash) |  |  |  |
Prepared produce containers |  |  |  |
Wet produce (greens/carrots) |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Snacks/Candy/Cookies Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Bagged candy |  |  |  |
Chips |  |  |  |
Cookies |  |  |  |
Crackers |  |  |  |
Popcorn |  |  |  |
Pretzels |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Books/Cards/Games/Toys Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Books |  |  |  |
Cards |  |  |  |
Games |  |  |  |
Toys |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Checkout Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Conveyor counter |  |  |  |
Register |  |  |  |
Bagging area |  |  |  |
Bags |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Carryout Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Loaded cart |  |  |  |
Loaded car |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

EGI
Student: ____________________________ | Grade: ________________________
Year Begin: ___________________________ | Year End: _________________________
Recorder: ________________________________________
Environment: Gas Station

| Date | Date | Date | Date
Related People |  |  |  |
Convenience store clerk |  |  |  |
Other customers |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Vehicle Gas Tank Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Tank door |  |  |  |
Gas cap |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Pump Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Card slot |  |  |  |
Hose |  |  |  |
Handle |  |  |  |
Push pad |  |  |  |
Receipt dispenser |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Window Cleaning Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Liquid holder |  |  |  |
Wand |  |  |  |
Paper towels |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Convenience Store Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Drinks |  |  |  |
Snacks |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Restrooms Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Sink area |  |  |  |
Stall area |  |  |  |
Stall doors |  |  |  |
Toilets |  |  |  |
Toilet paper dispenser |  |  |  |
Urinals |  |  |  |
Soap dispensers |  |  |  |
Towel dispenser |  |  |  |
Hot air dryer |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

EGI
Student: ____________________________ | Grade: ________________________
Year Begin: ___________________________ | Year End: _________________________
Recorder: ________________________________________
Environment: Movie Theater

| Date | Date | Date | Date
Related People |  |  |  |
Ticket seller |  |  |  |
Concessionaire |  |  |  |
Ticket taker |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Ticket Purchase Area Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Credit card ticket dispenser |  |  |  |
Ticket window/counter |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Snack Counter Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Candy |  |  |  |
Counter |  |  |  |
Display case |  |  |  |
Drink dispenser |  |  |  |
Hot dogs |  |  |  |
Nachos |  |  |  |
Pickles |  |  |  |
Popcorn machine |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Auditorium Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Armrests |  |  |  |
Cup holder |  |  |  |
Seats |  |  |  |
Stairs |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Restrooms Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Sink area |  |  |  |
Stall area |  |  |  |
Stall doors |  |  |  |
Toilets |  |  |  |
Toilet paper dispenser |  |  |  |
Urinals |  |  |  |
Soap dispensers |  |  |  |
Towel dispenser |  |  |  |
Hot air dryer |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

EGI
Student: ____________________________ | Grade: ________________________
Year Begin: ___________________________ | Year End: _________________________
Recorder: ________________________________________
Environment: Movie Rental Store

| Date | Date | Date | Date
Related People |  |  |  |
Checkout cashier |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Racks Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
BD/DVD cases |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Snacks Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Beverages |  |  |  |
Candy |  |  |  |
Chips |  |  |  |
Popcorn packs |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Display Monitors Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Ceiling mounted monitors |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Checkout Area Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Credit/Debit card |  |  |  |
Money |  |  |  |
Movie card |  |  |  |
Register |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Return Area Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Drop slot |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

EGI
Student: ____________________________ | Grade: ________________________
Year Begin: ___________________________ | Year End: _________________________
Recorder: ________________________________________
Environment: Doctor's Office

| Date | Date | Date | Date
Related People |  |  |  |
Receptionist |  |  |  |
Nurse |  |  |  |
Doctor |  |  |  |
Clerk |  |  |  |
Other patients |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Waiting Room Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Books |  |  |  |
Chairs |  |  |  |
Magazines |  |  |  |
Tables |  |  |  |
Toys |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Sign-in Window Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Check |  |  |  |
Clipboard |  |  |  |
Insurance card |  |  |  |
Pen |  |  |  |
Sliding glass window |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Scales Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Blood pressure cuff |  |  |  |
Height measuring rod/tape |  |  |  |
Platform |  |  |  |
Weights |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Examination Room Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Bandages |  |  |  |
Cabinets |  |  |  |
Chair |  |  |  |
Cotton balls |  |  |  |
Doctor's stool |  |  |  |
Drawers |  |  |  |
Examination table |  |  |  |
Sink |  |  |  |
Stethoscope |  |  |  |
Syringe |  |  |  |
Tongue depressor |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Restroom Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Sink |  |  |  |
Toilet |  |  |  |
Toilet paper dispenser |  |  |  |
Soap dispensers |  |  |  |
Towel dispenser |  |  |  |
Hot air dryer |  |  |  |
Specimen cup |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Checkout Window Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Check |  |  |  |
Credit/Debit card |  |  |  |
Papers |  |  |  |
Prescriptions |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

EGI
Student: ____________________________ | Grade: ________________________
Year Begin: ___________________________ | Year End: _________________________
Recorder: ________________________________________
Environment: Dentist's Office

| Date | Date | Date | Date
Related People |  |  |  |
Clerk |  |  |  |
Dental assistant |  |  |  |
Dentist |  |  |  |
Hygienist |  |  |  |
Other patients |  |  |  |
Receptionist |  |  |  |
X-ray technician |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Waiting Room Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Books |  |  |  |
Chairs |  |  |  |
Magazines |  |  |  |
Tables |  |  |  |
Toys |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Sign-in Window Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Clipboard |  |  |  |
Insurance card |  |  |  |
Pen |  |  |  |
Sliding glass window |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Examination Room Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Chair |  |  |  |
Cotton wads |  |  |  |
Dentist's stool |  |  |  |
Drill |  |  |  |
Floss |  |  |  |
Gas mask |  |  |  |
Instrument tray |  |  |  |
Pick |  |  |  |
Polisher |  |  |  |
Spit sink |  |  |  |
Syringe |  |  |  |
Water Sprayer |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

X-ray Area Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Chair |  |  |  |
Film holder |  |  |  |
X-ray machine |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Restroom Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Sink |  |  |  |
Toilet |  |  |  |
Toilet paper dispensers |  |  |  |
Soap dispensers |  |  |  |
Towel dispenser |  |  |  |
Hot air dryer |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Checkout Counter Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Check |  |  |  |
Credit/Debit card |  |  |  |
Papers |  |  |  |
Prescriptions |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

EGI
Student: ____________________________ | Grade: ________________________
Year Begin: ___________________________ | Year End: _________________________
Recorder: ________________________________________
Environment: Pharmacy

| Date | Date | Date | Date
Related People |  |  |  |
Cashier |  |  |  |
Pharmacist |  |  |  |
Photo technician |  |  |  |
Stockers |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Make-up and Hair Products Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Counter |  |  |  |
Combs/Brushes |  |  |  |
Hair accessories |  |  |  |
Hair dryers |  |  |  |
Jewelry |  |  |  |
Mirrors |  |  |  |
Nail care products |  |  |  |
Perfume/Cologne |  |  |  |
Samples |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Grooming Products Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Aftershave |  |  |  |
Conditioner |  |  |  |
Deodorant |  |  |  |
Lotion |  |  |  |
Mouthwash |  |  |  |
Shampoo |  |  |  |
Soap |  |  |  |
Toothbrushes |  |  |  |
Toothpaste |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Small Appliances Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
CD players |  |  |  |
Clocks |  |  |  |
Radios |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Recreation Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Books |  |  |  |
Games |  |  |  |
Magazines |  |  |  |
Sports equipment |  |  |  |
Toys |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Housewares Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Cleaning |  |  |  |
Cookware |  |  |  |
Dishes |  |  |  |
Paper products |  |  |  |
Storage |  |  |  |
Trash |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Hardware Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Extension cords |  |  |  |
Light bulbs |  |  |  |
Small tools |  |  |  |
Tape |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Food/Beverages Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Candy |  |  |  |
Canned foods |  |  |  |
Ice cream |  |  |  |
Juice |  |  |  |
Milk |  |  |  |
Snacks |  |  |  |
Sodas |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Medicine/Vitamins Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Cold/Cough |  |  |  |
Digestive |  |  |  |
First aid |  |  |  |
Vitamins |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Prescription Area Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Drop-off counter |  |  |  |
Pick-up window |  |  |  |
Credit/Debit card pad |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Restrooms Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Sink area |  |  |  |
Stall area |  |  |  |
Stall doors |  |  |  |
Toilets |  |  |  |
Toilet paper dispenser |  |  |  |
Urinals |  |  |  |
Soap dispensers |  |  |  |
Towel dispenser |  |  |  |
Hot air dryer |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Photo Area Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Counter |  |  |  |
Photo edit machine |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

EGI
Student: ____________________________ | Grade: ________________________
Year Begin: ___________________________ | Year End: _________________________
Recorder: ________________________________________
Environment: Park

| Date | Date | Date | Date
Related People |  |  |  |
Adults supervising children |  |  |  |
Children sharing play equipment |  |  |  |
Families at adjoining tables |  |  |  |
Other people's pets |  |  |  |
Sports teams |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Playground Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Playscape |  |  |  |
Riding toys |  |  |  |
Slide |  |  |  |
Swings |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Picnic Area Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Barbeque pit/grill |  |  |  |
Tables |  |  |  |
Trash |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Restrooms Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Sink area |  |  |  |
Stall area |  |  |  |
Stall doors |  |  |  |
Toilets |  |  |  |
Toilet paper dispenser |  |  |  |
Urinals |  |  |  |
Soap dispensers |  |  |  |
Towel dispenser |  |  |  |
Hot air dryer |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

EGI
Student: ____________________________ | Grade: ________________________
Year Begin: ___________________________ | Year End: _________________________
Recorder: ________________________________________
Environment: Airport

| Date | Date | Date | Date
Related People |  |  |  |
Bag checker |  |  |  |
Baggage personnel |  |  |  |
Boarding pass attendant |  |  |  |
Concessionaires |  |  |  |
Flight attendant |  |  |  |
Parking attendant |  |  |  |
Shuttle van driver |  |  |  |
Ticket personnel |  |  |  |
Ticket/ID checker |  |  |  |
Travelers |  |  |  |
Walk-through screener |  |  |  |
Wand operator |  |  |  |
X-ray technician |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Parking Garage Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Ticket gate |  |  |  |
Rows |  |  |  |
Elevator |  |  |  |
Stairs |  |  |  |
Ramps |  |  |  |
Exit gate |  |  |  |
Cashier booth |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Shuttle Van Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Wheels |  |  |  |
Bumpers |  |  |  |
Doors |  |  |  |
Windows |  |  |  |
Wheelchair lift |  |  |  |
Seats |  |  |  |
Seat belts |  |  |  |
Driver's seat |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Ticket/Kiosk Counter Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Self-check machine |  |  |  |
Ticket counter |  |  |  |
Checked luggage screening |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Security Check Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Maze |  |  |  |
Prep tables |  |  |  |
Bins |  |  |  |
Conveyor belt |  |  |  |
Walk through screener |  |  |  |
Wand |  |  |  |
Puffer machine |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Restrooms Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Sink area |  |  |  |
Stall area |  |  |  |
Stall doors |  |  |  |
Toilets |  |  |  |
Toilet paper dispenser |  |  |  |
Urinals |  |  |  |
Soap dispensers |  |  |  |
Towel dispenser |  |  |  |
Hot air dryer |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Waiting Area Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Check-in counter |  |  |  |
Seats |  |  |  |
Tables |  |  |  |
TV monitors |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Jetway Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Door |  |  |  |
Accordion attachment |  |  |  |
Driver station |  |  |  |
Bridge |  |  |  |
Luggage door |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Airplane Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Blankets |  |  |  |
Coat storage area |  |  |  |
Cockpit door |  |  |  |
Entry door |  |  |  |
Galley |  |  |  |
Headphones |  |  |  |
Overhead luggage bin |  |  |  |
Oxygen mask |  |  |  |
Pillows |  |  |  |
Pilot's chair |  |  |  |
Seat belts |  |  |  |
Seats-economy class |  |  |  |
Seats-first class |  |  |  |
Sink |  |  |  |
Soap |  |  |  |
Steering control |  |  |  |
Toilet |  |  |  |
Toilet door |  |  |  |
Toilet paper |  |  |  |
Towels |  |  |  |
Trash |  |  |  |
Tray table |  |  |  |
Video monitors |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Baggage Claim Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Carousel |  |  |  |
Luggage |  |  |  |
Luggage carts |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

EGI
Student: ____________________________ | Grade: ________________________
Year Begin: ___________________________ | Year End: _________________________
Recorder: ________________________________________
Environment: _______________________________________

| Date | Date | Date | Date
Related People |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

________________________________ Sub-environment

| Date | Date | Date | Date
Related Objects |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

## Curriculum-based Gap Inventory

(C-bGI)

Instructions

1. Place the learner's name, the date of the original inventory, the learner's grade level, and the recorder's name in the appropriate spaces.
2. Decide if any of the listed early academic skills are appropriate for instruction at the current time.
3. Put "N/A" in the space provided if the skill is not appropriate for the learner at the current time.
4. Put "M" in the space if the learner has mastered the skill and all of its associated basic concepts.
5. Put "I" in the space if the skill is going to be part of the instruction provided for the learner but additional basic concept development is required.
6. Check the traditional or alternative learning media that will be used to address the skill.

C-bGI
Student: ____________________________ | Recorder: ________________________
Grade: ___________________________ | Date: _________________________

Content Area: Literacy

Skill: Student links new learning experiences and vocabulary to what is already known about a topic. |
Prerequisite basic concepts: The learner's Symbol and Referent Analysis (SARA) is complete for people and objects included in the Environmental Gap Inventory. |
Traditional learning media: Pictures |
Alternative learning media: Use the real object rather than a picture of the object. Make sure the learner uses the object in its natural context. Then make the objects part of SAM games like "Yours and Mine," "Do It Again," and "Go Fish." A single object cannot directly represent things like "yard" and "school." For these kinds of vocabulary items, use a bag containing three or four actual objects related to the word. That bag becomes the symbol for that concept in SAM games. Some things are too large to include. For early preoperational learners, it is better to include a small object associated with a real car, house, or airplane than to use a toy to symbolize the large object. The small object should be something that the learner touches in his experience with the large object. A seat belt clip can mean "car." A doorknob can mean "house." A small airline pillow can mean "airplane." This seems counterintuitive because these things represent only a small part of the object and a toy represents the whole object. Sighted children learn the relationship between toys and real objects because the toys look like their referents and they have seen the whole referent. Learners with visual impairments do not make the same associations between tactual characteristics of toys and their referents. Feeling a small plastic circle that spins when pushed really has no relationship to the large rubber tire on a car that is always stationary when touched by the learner. |
Skill: Student listens to and understands words heard from tapes, records, CDs, DVDs, and books read aloud. |
Prerequisite basic concepts: The Symbol and Referent Analysis (SARA) and the Environmental Gap Inventory indicate that the learner's association of words and object symbols to actual people, objects, actions, and places that are part of his everyday life is well established in experiences combining touch with distance bridges. |
Traditional learning media: Commercially developed children's songs and stories |
Alternative learning media: Use bag, box, and binder stories made with objects used by the learner in familiar experiences. Objects, or level one symbols, can be paired with level two symbols--pictures or part-object tactile symbols. Later, level three symbols--braille or print words--can be paired with level two symbols. |
Skill: Student recognizes books by their covers. |
Prerequisite basic concepts: The learner understands that an object placed on the front of a bag is a label for the multi-referent concept related to the associated objects in the bag. |
Traditional learning media: Commercially developed children's songs and stories |
Alternative learning media: Use binder stories with object titles placed on the cover. Later, pair level two and then level three graphic symbols with these object titles. Also, use object titles placed on covers of favorite commercial books. |
Skill: Student understands that written material progresses from left to right. |
Prerequisite basic concepts: The learner understands that objects used in an activity are placed in a series of boxes sequentially from left to right to tell a story about that activity. |
Traditional learning media: Printed words |
Alternative learning media: Use box stories with level two graphic symbols paired with objects, and then level three graphics paired with level two graphics. Use sentence strips in the "Clue" game to practice reading level one, two, and three symbols from left to right. |

Content Area: Writing

Skill: Student begins to understand the association between spoken and written words. |
Prerequisite basic concepts: The learner touches object symbols as his partner says the word for that object while reading box and binder stories. The learner understands that binder stories are a permanent record of these events. |
Traditional learning media: Reading aloud from commercial children's books |
Alternative learning media: Use the "Clue" game to teach the learner to write short sentences using level one symbols. Later, add level two symbols paired with objects and, finally, level three symbols paired with level two symbols. |
Skill: Student understands that a variety of media may be used for writing. |
Prerequisite basic concepts: The Symbol and Referent Analysis (SARA) and the Environmental Gap Inventory indicate that the learner has high quality near touch experiences, good distance bridges, and well-established labels for a variety of writing media in environments such as home offices, classrooms, etc. |
Traditional learning media: Pencils, markers, keyboards |
Alternative learning media: Teach the learner to write stories by placing objects in bags, boxes, and binders. Write stories using level two symbols by having the learner place those symbols with the objects in his box and binder stories. Later, use braillers, keyboards, and note takers to let the learner help you write word labels to place on the pages of his binder books. |

Content Area: Math

Skill: Student understands one-to-one correspondence. |
Prerequisite basic concepts: The learner understands that one object can be paired with an identical object or with an object, person, or action associated with it. |
Traditional learning media: Worksheets requiring the learner to draw a line connecting a picture of an object with a picture of an associated object |
Alternative learning media: Use SAM games like "Yours and Mine" and "Go Fish" to teach the learner to match one object and an associated object when he is given a tray containing several objects and associated object pairs. Have the learner prepare the baskets for these games by having him place one of each object pair in each basket. |
Skill: Student replicates simple patterns. |
Prerequisite basic concepts: The learner can demonstrate his understanding of "first," "next," and "last" by placing objects used in a familiar activity in a box story or binder story in the correct sequence. |
Traditional learning media: Worksheets with a pictured pattern in which the learner either draws or circles the item that would come next in the pattern |
Alternative learning media: Ask the learner to repeat patterns demonstrated with songs, musical instruments, and body movements. Place a pattern of objects on a Velcro® strip on the SAM tray and ask the learner to place the next object in the pattern on the end of the strip. The objects used do not need to have symbolic significance. Popsicle sticks and blocks, etc., are fine, but small items are choking hazards and diligent attention is necessary. |
Skill: Student places objects in order by size. |
Prerequisite basic concepts: The learner understands that objects that are the same in every other respect can be different sizes. For instance, in a room where there are standard chairs and child-sized chairs, he sits in the smaller chair. Given a pudding cup, a small spoon, and a large serving spoon, he uses the small spoon to eat his pudding. |
Traditional learning media: Nesting cups, graduated rings and pegs |
Alternative learning media: Place a small, medium, and large box in a row. Give the learner different sizes of an object that will fit in each box. Ask him to put the objects in the boxes. Use inexpensive things that come in three sizes like flip-flops, candles, spiral notebooks, combs, etc. |
Skill: Student recognizes basic geometric shapes. |
Prerequisite basic concepts: The learner uses form recognition as part of his exploratory schema in identifying familiar objects. |
Traditional learning media: Three-dimensional shape blocks, pictures of shapes |
Alternative learning media: Play the SAM "Go Fish" game by placing shape blocks in the baskets. Have the learner find a block in his basket that matches the three-dimensional geometric shape shown to him by his partner. Label that shape for him. Have him find other things in his basket that have the same shape. |
Skill: Student puts together simple puzzles. |
Prerequisite basic concepts: The learner has used a variety of objects functionally in natural contexts in which precise placement of two objects relative to each other is necessary--putting a sock on his foot, a straw into a juice box, etc. He also understands that objects have pieces that can be taken apart and put back together--a cup and a lid, a sandwich, a CD and case. |
Traditional learning media: Commercially produced wooden, foam, and cardboard puzzles |
Alternative learning media: Have the learner show his ability to assemble pieces to make a whole by putting together a disassembled doll or flashlight or by putting tools back into a form fitted case. Learners with visual impairments are often given shape, number, and letter puzzles when their sighted peers are doing worksheets. Partners may think they are more appropriate learning media because they are tactual. Actually, putting a foam or wooden shape, number, or letter in an empty space is a primarily visual task requiring the visual perception of negative space as a form. Tactual learners can be taught to associate discrete touch cues of the positive form with discrete touch cues of the rim of the negative form, but it is not easy. These kinds of puzzles give the tactual learner the opportunity to use his two hands together and to practice spatial alignment, but partners need to be aware that the skills involved are difficult. Learners with visual impairments should not be given puzzles with the expectation that they will be able to sit by themselves and complete them without help. |
Skill: Student uses tools for measurement. |
Prerequisite basic concepts: The learner demonstrates that he is aware of size differences related to lengths, widths, and heights of objects in his natural environment by stooping, reaching, varying voice volume, and avoiding obstacles. |
Traditional learning media: Rulers, yardsticks, tape measures |
Alternative learning media: Have the learner compare the width of door openings using his arms, the height of various people using a stick and pieces of tape, or the length of different tabletops using a knotted piece of string. |

Content Area: Science

Skill: Student identifies living organisms. |
Prerequisite basic concepts: The learner knows that some things move on their own and others don't. He knows that some things change over time--tree leaves are supple and then brittle, plants grow, etc. He knows that pets must be given food and water. |
Traditional learning media: Pictures of animals, plants, and objects |
Alternative learning media: Give the learner a real worm in one hand and a plastic or gummy worm in the other. Replicate with other living organisms. This is an opportunity to clear up something that is a frequent source of confusion for learners with visual impairments. They are frequently given toys when topics like animals are being discussed. Sometimes they end up thinking an elephant is an animal that feels a lot like a small, fat pillow with a long, thinner pillow on one end. This animal is very soft, doesn't weigh very much, doesn't move on its own, or have any odor. When they feel a real worm and a plastic worm, they can be taught that the inert one is a "toy." Then, the word "toy" can be used as a designator to let the learner know that what he is feeling is not the real thing. Learners should not be forced to touch anything. If they resist touching worms, try a small mammal. If that doesn't work, use plants. Help learners understand that living things can be injured and must be touched carefully. |
Skill: Student uses scientific tools like magnifiers and eyedroppers. |
Prerequisite basic concepts: The learner uses a variety of common objects as tools in familiar activities--utensils for eating, sponges for cleaning tabletops, tooth and hair brushes, music players, etc. |
Traditional learning media: Handheld magnifiers, eyedroppers, tweezers, nets, rulers, etc. |
Alternative learning media: Use a closed-circuit television (CCTV) to help learners with low vision look at plant and animal specimens. The CCTV image is often larger, steadier, and clearer than can be achieved with a simple handheld magnifier. Other tools such as tweezers can be used with the CCTV magnified item because the learner's hands are free to touch the item and the tool. |
Skill: Student uses graphs and charts for information. |
Prerequisite basic concepts: The learner can organize information in other formats such as bag, box, and binder stories. |
Traditional learning media: Pie charts, bar or line graphs |
Alternative learning media: A daily schedule can be used as a transition from a familiar linear display to a more formal graph. The learner can count the total number of bins in his calendar box and represent that on a linear graph. He can then count the empty boxes at certain times of the day and represent that number with additional lines. He can then compare the lines to see how many of his activities are completed at different times of the day. Snap blocks, pop beads, popsicle sticks, and many other things can be used to create tactual lines. |
Skill: Student identifies rocks, soil, and water. |
Prerequisite basic concepts: The learner has many experiences in everyday activities related to these materials. He has collected rocks to throw in ponds at parks, helped with gardening, etc. |
Traditional learning media: Bagged samples, pictures |
Alternative learning media: In order to make sure that the learner connects the bagged samples with the natural contexts in which he has experienced the materials, involve him in collecting samples. Have the learner collect rock, soil, and water samples as he plays on the playground or at the park. Use natural outdoor environments so that the learner isn't inclined to think that the primary environment for rocks, soil, and water is potted plants or flowerbeds. |
Skill: Student understands words used to describe weather conditions. |
Prerequisite basic concepts: The learner helps choose the clothing he wears when getting dressed in the morning. He knows that certain kinds of clothing are related to weather conditions. |
Traditional learning media: Pictures of clouds with descending lines representing rain, etc. |
Alternative learning media: Sound pictures can be used for the learner who cannot use traditional pictures. Wind and rain are easy to record. Hot can be represented by recording the sounds of flip-flops or people playing in a pool; cold can be represented by recording the sound of coats and boots being zipped up. |
Skill: Student identifies materials made from wood, plastic, and metal. |
Prerequisite basic concepts: The learner has used many objects of each type in a variety of natural contexts. |
Traditional learning media: Pictures |
Alternative learning media: Give the learner a mixed array of objects and have him sort them by attribute. Start with familiar objects like toys, utensils, and grooming items. Once the learner is very accurate with the attribute labels that go with these items, make sure he has a chance to learn those attributes related to large items. His peers will sit at their desks and look at photographs of things like chairs and cars. The learner with visual impairment will need to go to these things and identify their attributes while touching them. |

Content Area: Social Studies

Skill: Student identifies other people involved in a shared task. |
Prerequisite basic concepts: The learner associates certain objects and places with the familiar activities. |
Traditional learning media: Pictures |
Alternative learning media: Have the learner identify an activity when he is given the bag, box, or binder story that goes with it. Have the learner identify the next activity in his daily schedule after an activity is finished. Use daily schedules made of objects placed in a series of bins, an object calendar, and then transition to level two graphics in bins, on Velcro strips, or in binders. |
Skill: Student understands the role, responsibilities, and services of community workers. |
Prerequisite basic concepts: The Associated People lists in the Environmental Gap Inventory and the Person section of the Symbol and Referent Analysis (SARA) indicate that the learner has had many high quality touch experiences with the places and objects associated with the roles and responsibilities of community workers. |
Traditional learning media: Pictures and storybooks |
Alternative learning media: Have the learner create binder stories and "Clue" sentence strips about his experiences with community helpers. |
Skill: Student is aware of what it means to be a consumer. |
Prerequisite basic concepts: The Environmental Gap Inventory indicates that the learner has had high quality touch experiences in shopping environments. |
Traditional learning media: Play centers with toy merchandise and money |
Alternative learning media: The learner reads and writes bag, box, and binder stories and plays "Clue" games about actual shopping experiences. |

Content Area: Art

Skill: Student uses a variety of materials to create original works. |
Prerequisite basic concepts: The learner understands that objects can be used in a certain way to accomplish a desired result and can assemble the materials associated with a familiar activity like making a snack or bathing. |
Traditional learning media: Finger paint, crayons, scissors, glue, etc. |
Alternative learning media: Have the learner create works with attractive tactual and auditory features, (e.g., collage, papier-máché, wind chimes, soap carving, clay modeling, textile weaving, rain sticks, waterfalls, recorded soundscapes, etc.). |

Content Area: Music

Skill: Student plays classroom instruments. |
Prerequisite basic concepts: The learner performs a variety of actions with objects that are part of familiar activities. |
Traditional learning media: Tambourines, chimes, cymbals, drums, rhythm sticks, maracas, triangles, bells, etc. |
Alternative learning media: Play "What Do" SAM games with musical instruments that the learner finds aesthetically pleasing. The learner with visual impairment may reject common instruments because he has had negative experiences with them, usually having to do with his hands being controlled by someone else, or because he finds the sounds unpleasant. |

Content Area: Drama

Skill: Student understands that costumes are related to pretending to be another person. |
Prerequisite basic concepts: The learner associates certain items of clothing with the familiar people who wear them. |
Traditional learning media: Dress-up centers |
Alternative learning media: Have the learner with a visual impairment pretend to be real people so that he has touch experience related to what he wears. Costumes related to fantasy figures are almost always entirely picture based. Once the concept of "costume" has been established with a real referent like Mom, Dad, or a firefighter, it can be extended to fantasy characters like princesses and pirates. |

Content Area: Health and Safety

Skill: Student participates in daily hygiene activities such as brushing teeth and washing hands. |
Prerequisite basic concepts: The learner participates in many fun activities with partners and every effort is made to minimize the unpleasant aspects of hygiene activities. He knows who his partners are and is familiar with the objects used and the features of the places where these activities take place before any demands for participation are introduced. |
Traditional learning media: Restrooms and classroom sinks, toothbrushes, toothpaste, soap, paper towels, etc. |
Alternative learning media: Hygiene activities can be made more pleasant by letting the learner choose the toothpaste or soap he would like to use when different flavors and scents are provided, by letting him use a vibrating toothbrush if he likes vibration, and by asking him to participate for very short periods of time at first and then gradually lengthening the amount of time. |
Skill: Student recognizes and selects healthy foods. |
Prerequisite basic concepts: The learner recognizes a variety of food items whether he eats them or not. He is involved in helping to prepare food items, set the table, and serve other people's plates. |
Traditional learning media: Pictures |
Alternative learning media: If the learner has not been exposed to a variety of foods, he can play a version of the "Yours and Mine" SAM game with food items. In this game, present small containers of about four food items per game. Ask the learner to identify these food items by smell. Offer tastes, but make sure the learner understands that eating the foods is not part of the game. This will make experimentation more acceptable because the presentation of unknown food items will not be threatening. After he knows the labels for the foods, teach the learner which ones are healthy and which ones are treats. Ask him to put the healthy items on his game tray. |
Skill: Student prepares simple healthy snacks. |
Prerequisite basic concepts: The learner uses a variety of objects like utensils, napkins, cups, and condiment holders appropriately at mealtimes. He helps with preparation by opening containers, pouring milk in his cereal, and assembling sandwiches. |
Traditional learning media: Snack foods, appliances |
Alternative learning media: Use microwave ovens and blenders to teach the learner to heat and combine a variety of items. Adapt a microwave oven by using a template with cutouts to show the learner where to place his finger to push buttons. Templates can be labeled for different snacks like popcorn, soup, hot beverages, etc. Blenders can be used to make smoothies. |
Skill: Student recognizes the danger of fire and treats fire with caution. |
Prerequisite basic concepts: The learner has participated in fire drills at home and at school. He knows that certain things like toasters, pans, and stoves can be hot and is careful when approaching these items. |
Traditional learning media: Pictures |
Alternative learning media: Give the learner an opportunity to associate the smell of smoke with danger. One way to do this is to actually burn something to set off a smoke alarm. The learner should be prepared for this experience in advance. The smoke alarm should be easily accessible so that it can be shut off quickly. |
Skill: Student responds appropriately during fire drill. |
Prerequisite basic concepts: The learner is familiar with the object that makes the sound and the sound itself. |
Traditional learning media: Surprise drills |
Alternative learning media: Give the learner the opportunity to practice drills that are announced in advance. A recording of the alarm rather than the real alarm can be used. |
Skill: Student responds appropriately to strangers. |
Prerequisite basic concepts: The learner recognizes a variety of familiar people in multiple environments. People are careful to introduce themselves in their greetings by showing the learner the object label associated with them. People do not touch the learner without identifying themselves first. |
Traditional learning media: Lecture, role-play |
Alternative learning media: If the learner does not understand that a familiar person is pretending to be a stranger, get a real stranger. Teach the learner that if he does not recognize the person's voice and/or symbol, he must use his "stranger" response. The learner must be taught that he must also use his "stranger" response when anyone touches him without identifying themselves first. |

Content Area: Social Development

Skill: Student identifies his own personal property. |
Prerequisite basic concepts: The learner associates certain objects with certain people in familiar activities. |
Traditional learning media: Photographs and printed name labels |
Alternative learning media: Use braille labels on school materials, desks, cubbies, coats, canes, etc. The learner who does not read braille yet will learn that this is a unique object that is associated with him and no one else. Low vision students who do not recognize themselves in photos can use a personal marker like a brightly-colored scarf or sticker. |

Content Area: Physical Development

Skill: Student names and locates body parts. |
Prerequisite basic concepts: The learner moves some body parts in response to requests from partners to participate in hygiene and dressing activities and in games. |
Traditional learning media: Songs and rhymes |
Alternative learning media: Use SAM games like "Finger Tag" and "Simon Says" to teach body parts. |
Skill: Student travels from place to place in different ways such as walking, running, skipping, and scooting. Student moves in place by twisting, bending, kneeling, etc. Student kicks, catches, and bounces balls. |
Prerequisite basic concepts: The learner uses different parts of his body in different ways to participate in familiar activities. |
Traditional learning media: PE class activities |
Alternative learning media: Use the "Simon Says" SAM game to tactually model and teach movements. Sighted children learn these movement skills by watching others. Learners with visual impairments need to feel what the bodies of other people are doing before they are manipulated. |
Skill: Student uses pincer grip to manipulate small parts on objects. Student zips, buttons, and snaps. Student uses scissors. Student holds pencils and colors with finger rather than fist. |
Prerequisite basic concepts: The learner uses his hands to manipulate objects while participating in familiar activities. |
Traditional learning media: Hand-over-hand manipulation during related tasks |
Alternative learning media: Use the "What Do" SAM game to practice movements using hand-under-hand modeling. The pace of the game can be very slow. Provide multiple repetitions if needed. |

Content Area: Technology

Skill: Student identifies equipment related to the use of recorded material. |
Prerequisite basic concepts: The learner helps his partner load and operate equipment during familiar activities. |
Traditional learning media: CD players, cassette tape players, DVD players, record players, TVs, and the remote control devices used to operate them |
Alternative learning media: Use the standard equipment as much as possible. Add accommodations like tactile markers and cutout templates if necessary. |
Skill: Student starts, uses, and stops software programs. |
Prerequisite basic concepts: The learner is familiar with the contents of several programs operated by his partners. |
Traditional learning media: Games, stories |
Alternative learning media: Use a touch screen or alternative keyboard (e.g., Intellikeys®) with object symbols attached to grids and templates. |

## SAMPLE Symbol and Referent Analysis: Common Words

(SARA:CW)

Student: Ana Jose | Grade: Pre-Kindergarten
Recorder: Ms. Becker | Date: 9/22/09

Activity: Toileting

Person Words | Near Experience | Sensory Bridge
Ms. Annie | x | x
Ms. Becker | Feel name tag attached to elastic band during greeting 10/2/09 | Voice, sound of key ring 10/7/09

Object Words | Near Experience | Sensory Bridge
Pants | Feel of waistband, fasteners, and legs as hand moves down to bottom 9/28/09 | Sound of snap or zipper 9/28/09
Underwear | Feel of leg and waistband openings 10/5/09 | None if clean
Toilet | x | Sound of seat or flush 10/11/09
Toilet Paper | Feel of paper as it is grasped, pulled, and wadded up | Sound of roller going around, paper crumpling
Sink | x | x
Faucet | Feel of handle | On/Off sound of water
Water | x | x
Soap | Feel of dispenser and soap | Sound of pump
Towel | Feel of dispenser and towel | Sound of extraction
Trash | Feel of dispenser and liner | Sound of material entering container

Action Words | Near Experience | Sensory Bridge
Push (pants) | Hands grasp waistband as arms extend downward and body bends forward | Partner mimics action while learner's hands ride her hands
Sit down | x | x
Get (toilet paper) | x | x
Wipe | Hand holds paper and moves paper over area10/12/09 | Same
Stand Up | x | x
Pull (pants) | Hands grasp waistband as arms lift | Same
Go (to the sink) | x | x
Turn on (water) | Hands find and move faucet handles | Same
Get (soap) | x | x
Wash (hands) | Hands rub together under water stream | Same
Turn off (water) | Hands find and move faucet handles | Same
Dry (hands) | Hands find dispenser, grasp towel, pull, rub hands against towel | Same
Throw away (towel) | Hands find trash, place towel in opening | Same

## SAMPLE Symbol and Referent Analysis: Academic Vocabulary

(SARA:AV)

Student: Ana Jose | Grade: Pre-Kindergarten
Recorder: Ms. Becker | Date: 8/30/09
Words with easy concrete referents

- A: abacus, acorn, apple, arm, axe
- B: bag, ball, balloon, banana, baseball, basket, bat, bed, box, boy, bus
- C: cabinet, cable, cake, camera, can, cane, cap, cassette, clock, coat, coin, crayon, cup
- D: dart, desk, diaper, diary, dish, disk, doll, dollar, domino, door, dress, drum
- E: ear, easel, egg, elbow, eraser, eye
- F: face, fan, feather, fence, file, finger, flag, floor, flower, foot, fork, Frisbee®, fur
- G: garlic, gate, gift, girl, glass, glue, golf ball, grape, grass, gravel, guitar, gum
- H: hair, hammer, hand, handle, hanger, hat, head, helmet, hoe, hood, hook, hose, hula-hoop
- I: ice, ice cream, icing, incense, index, iron, ivy
- J: jacket, jar, jaw, jelly, jigsaw, joystick, juice box, jump rope
- K: ketchup, kettle, keyboard, kiss, kite, kiwi
- L: lace, ladder, lamp, lap, leaf, leash, leg, lemon, life vest, light bulb, lip, loaf, lock
- M: magnet, mail, mango, map, marble, mask, mat, microwave, milk, mirror, mitten, money, mop, mouth, mug
- N: nail, napkin, necklace, net, newspaper, nickel, nose, notebook, nut
- O: oatmeal, olive, orange, overalls
- P: page, palm, pan, pants, paper, peach, pear, pecan, pedal, pen, photo album, piano, pickle, pillow, pizza, pocket, popcorn, potato, pretzel, pumpkin, puppet, purse, puzzle
- Q: quarter, quilt
- R: radio, radish, raisin, rake, rice, ring, rock, rope, rug, ruler
- S: sack, sand, saw, scale, scarf, scooter, sidewalk, sink, skate, skin, slide, snap, soap, sock, sponge, spoon, stamp, string, sunglasses, swing
- T: table, tablet, tack, tangerine, tape, teabag, teddy bear, telephone, tinfoil, tire, tissue, toe, toilet paper, tongue, tooth, towel, tray, tree, truck
- U: ukulele, underwear, umbrella
- V: vacuum cleaner, van, vanilla, velvet, vest, vinegar, visor, volleyball, volume control button
- W: waist, wall, wallet, washcloth, wastebasket, watch, water, wax paper, wheelchair, window, wrist
- X: xylophone
- Y: yam, yarn, yogurt, yo-yo
- Z: zipper, zucchini, zwieback

Words with difficult concrete referents

- A: accordion, airplane, alarm, alligator, ambulance, anchor, ant
- B: barn, bear, bee, butterfly
- C: castle, cat, chicken, church, cloud, clown
- D: deer, dinosaur, dolphin, duck
- E: eagle, elephant, elevator, elf
- F: fairy, farmer, firetruck, fish, frog
- G: ghost, goat, goose, gorilla
- H: heart, helicopter, hen, hill, hippopotamus, horse, house
- I: igloo, ink
- J: jack-in-the-box, jack-o-lantern, jail, jet
- K: kangaroo, kilt, king, kitty
- L: lamb, lion, llama, lobster, log
- M: monkey, moon, mountain, mouse
- N: nest
- O: octopus, ostrich, owl, ox
- P: peacock, penguin, pig, pyramid
- Q: queen, quill, quiver
- R: rabbit, raccoon, rain, road
- S: saddle, school, shamrock, spider, star, sun
- T: train, turtle
- U: umpire, unicycle
- V: vampire, vegetable, vehicle, volcano
- W: waffle, wagon, whale, wizard, wolf
- X: x-ray
- Y: yak, yard, year
- Z: zebra, zoo

The following words were highlighted for Ana. Ms. Becker decided to address one word per day for the first week of instruction. After the near experience was paired with the word, she waited a day or two to see if Ana could use a sensory bridge to identify the referent. The sensory bridge is dated only if Ana was successful. As time passed, Ms. Becker found that some words had to be reviewed and that it was necessary to spend several days on some words. Ana progressed through the list in about 6 months. Ms. Becker decided not to address words with difficult concrete referents until words with easy concrete referents were mastered.

Word | Near Experience | Sensory Bridge
Abacus | VI teacher showed item 8/21/09 | Sound of beads moving 8/23/09
Acorn | Picked up acorns under oak tree near parking area 8/22/09 | Smell of crushed acorn 8/25/09
Axe | Dad took Ana to garage at home, showed her camping axe, had her help him chop nick in wood 8/23/09 | Sound of chopping 8/25/09
Baseball | PE teacher showed Ana stitching on ball, had her help him hit ball with bat 8/24/09 | Sound of bat hitting ball
Bat | See "baseball" |
Bus | Morning bus driver took Ana on ride around parking lot 8/25/09 | Bus noises 8/28/09

## SAMPLE Environmental Gap Inventory

(EGI)

Ana's parents completed the following inventory of the home environment. Some sub-environments with very few checks were not highlighted. For instance, a sibling's bedroom was not highlighted because that sibling does not want Ana in his room. Some people and objects that were not checked were not highlighted. Ana's parents highlighted the pizza deliveryman because they order pizza, but they did not highlight the UPS deliveryman because they rarely receive packages. They highlighted ceiling fan because Ana is aware of the sound and needs to know what makes it, but Ana's parents did not feel that she needed information about deodorant and irons at this time in her development.

Student: Ana Jose | Grade: Pre-Kindergarten
Year Begin: 2009 | Year End: 2010
Recorder: Parents
Environment: Learner's Home This may be used for homes of close relatives and care providers.

| Date | Date | Date | Date
Related People | 28-Aug | Nov | Feb | Jun
Family members | x |  |  |
Family friends |  |  |  |
Pets | x |  |  |
Mailman |  |  |  |
Housekeepers |  |  |  |
Servicemen |  |  |  |
Delivery people Pizza |  |  |  |
Sitters | x |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total | 3 |  |  |
Ratio | 3/6 |  |  |
Percentage | 50% |  |  |

Kitchen Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Cabinets |  |  |  |
Chairs | x |  |  |
Containers |  |  |  |
Cooking utensils |  |  |  |
Dishes |  |  |  |
Dishwasher |  |  |  |
Drawers |  |  |  |
Garbage Can |  |  |  |
Garbage disposal |  |  |  |
Pots and pans |  |  |  |
Range |  |  |  |
Refrigerator | x |  |  |
Silverware |  |  |  |
Sink |  |  |  |
Table | x |  |  |
Other: |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total | 3 |  |  |
Ratio | 3/13 |  |  |
Percentage | 23% |  |  |

Living Room Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Chairs | x |  |  |
Couch | x |  |  |
Lamps |  |  |  |
Table | x |  |  |
Other: TV |  |  |  |
Other: |  |  |  |
Total | 3 |  |  |
Ratio | 3/5 |  |  |
Percentage | 60% |  |  |

Own Bedroom Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Bed | x |  |  |
Chair |  |  |  |
Chest-of-drawers | x |  |  |
Desk |  |  |  |
Music player |  |  |  |
Toys/Knick-knacks | x |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total | 3 |  |  |
Ratio | 3/3 |  |  |
Percentage | 100% |  |  |

Parents' Bedroom Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Bed | x |  |  |
Chair | x |  |  |
Chest-of-drawers |  |  |  |
Desk |  |  |  |
Music player |  |  |  |
Toys/Knick-knacks |  |  |  |
TV |  |  |  |
Other: Treadmill | x |  |  |
Other: |  |  |  |
Total | 3 |  |  |
Ratio | 3/6 |  |  |
Percentage | 50% |  |  |

Siblings' Bedroom Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Bed | x |  |  |
Chair |  |  |  |
Chest-of-drawers |  |  |  |
Desk |  |  |  |
Music player |  |  |  |
Toys/Knick-knacks |  |  |  |
TV |  |  |  |
Other: Computer |  |  |  |
Total | 1 |  |  |
Ratio | 1/7 |  |  |
Percentage | 14% |  |  |

Bathroom Bedroom Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Cabinets |  |  |  |
Deodorant |  |  |  |
Drawers |  |  |  |
Hair care items |  |  |  |
Mirro |  |  |  |
Scales |  |  |  |
Shavers |  |  |  |
Sink | x |  |  |
Soap/Soap dispensers |  |  |  |
Tissues |  |  |  |
Toilet | x |  |  |
Toilet paper | x |  |  |
Toothbrush | x |  |  |
Toothpaste |  |  |  |
Towels | x |  |  |
Tub/Shower | x |  |  |
Washcloth | x |  |  |
Other: Candles |  |  |  |
Other: |  |  |  |
Total | 7 |  |  |
Ratio | 7/18 |  |  |
Percentage | 39% |  |  |

Laundry Room Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Detergent |  |  |  |
Dirty clothes hamper |  |  |  |
Dryer | x |  |  |
Drying rack |  |  |  |
Fabric softener |  |  |  |
Iron |  |  |  |
Ironing board |  |  |  |
Spot remover |  |  |  |
Spray starch |  |  |  |
Washer | x |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total | 2 |  |  |
Ratio | 2/10 |  |  |
Percentage | 20% |  |  |

Garage Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Bicycle |  |  |  |
Garbage cans |  |  |  |
Lawn mower |  |  |  |
Storage boxes |  |  |  |
Work bench |  |  |  |
Yard tools |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total | 0 |  |  |
Ratio | 0/6 |  |  |
Percentage | 0% |  |  |

Home Office Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Books |  |  |  |
Chair |  |  |  |
Computer |  |  |  |
Desk |  |  |  |
Envelopes |  |  |  |
Fax/Copy machine |  |  |  |
Filing cabinet |  |  |  |
Monitor |  |  |  |
Paper |  |  |  |
Paper clips |  |  |  |
Pencil sharpener |  |  |  |
Pens/Pencils |  |  |  |
Printer |  |  |  |
Stapler |  |  |  |
Tape |  |  |  |
Telephone |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Front Yard Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Curb |  |  |  |
Driveway | x |  |  |
Front door | x |  |  |
Garage door |  |  |  |
Lawn furniture |  |  |  |
Mailbox |  |  |  |
Planters |  |  |  |
Porch | x |  |  |
Shrubs |  |  |  |
Sidewalk | x |  |  |
Trees |  |  |  |
Other: |  |  |  |
Total | 4 |  |  |
Ratio | 4/9 |  |  |
Percentage | 44% |  |  |

Back Yard Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Back door | x |  |  |
Barbeque |  |  |  |
Clothesline |  |  |  |
Cubr |  |  |  |
Doghouse |  |  |  |
Driveway | x |  |  |
Garage door |  |  |  |
Lawn furniture | x |  |  |
Planters |  |  |  |
Porch | x |  |  |
Shrubs |  |  |  |
Sidewalk | x |  |  |
Sports/Play equipment | x |  |  |
Trees |  |  |  |
Other: Above ground pool | x |  |  |
Other: |  |  |  |
Total | 7 |  |  |
Ratio | 7/13 |  |  |
Percentage | 54% |  |  |

Dining Room Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Cabinets |  |  |  |
Chairs |  |  |  |
Decorations |  |  |  |
Drawers |  |  |  |
Table |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Den Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Books/Magazines |  |  |  |
Chairs |  |  |  |
Computer |  |  |  |
Couch |  |  |  |
Decorations |  |  |  |
Entertainment center |  |  |  |
Fireplace |  |  |  |
Fireplace tools |  |  |  |
Lamps |  |  |  |
Monitor |  |  |  |
Printer |  |  |  |
TV |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Stairs Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Banister |  |  |  |
Landing |  |  |  |
Risers |  |  |  |
Treads |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total |  |  |  |
Ratio |  |  |  |
Percentage |  |  |  |

Closets Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Accessories |  |  |  |
Clothing |  |  |  |
Hangers |  |  |  |
Shelves |  |  |  |
Shoe rack |  |  |  |
Shoes |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total | 0 |  |  |
Ratio | 0/6 |  |  |
Percentage | 0% |  |  |

Hallway Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Coat stands/Hooks |  |  |  |
Doorways | x |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total | 1 |  |  |
Ratio | 1/1 |  |  |
Percentage | 100% |  |  |

Throughout Sub-environment

| Date | Date | Date | Date
Related Objects | 28-Aug | Nov | Feb | Jun
Carpets/Rugs | x |  |  |
Ceiling fans |  |  |  |
Light switches |  |  |  |
Door/Door handles |  |  |  |
Windows |  |  |  |
Curtains | x |  |  |
Blinds |  |  |  |
Electric plugs |  |  |  |
Pictures/Wall hangings |  |  |  |
Other: |  |  |  |
Other: |  |  |  |
Total | 2 |  |  |
Ratio | 2/9 |  |  |
Percentage | 22% |  |  |

## SAMPLE Curriculum-based Gap Inventory

(C-bGI)

Student: Ana Jose | Grade: Pre-Kindergarten
Recorder: Ms. Becker | Date: 4/22/09
Content Area: Literacy

Skill: Student links new learning experiences and vocabulary to what is already known about a topic. | I
Prerequisite basic concepts: The learner's Symbol and Referent Analysis (SARA) is complete for people and objects included in the Environmental Gap Inventory. |
Traditional learning media: Pictures |
Alternative learning media: Use the real object rather than a picture of the object. Make sure the learner uses the object in its natural context. Then make the objects part of SAM games like "Yours and Mine," "Do It Again," and "Go Fish." A single object cannot directly represent things like "yard" and "school." For these kinds of vocabulary items, use a bag containing three or four actual objects related to the word. That bag becomes the symbol for that concept in SAM games. Some things are too large to include. For early preoperational learners, it is better to include a small object associated with a real car, house, or airplane than to use a toy to symbolize the large object. The small object should be something that the learner touches in his experience with the large object. A seatbelt clip can mean "car." A doorknob can mean "house." A small airline pillow can mean "airplane." This seems counter-intuitive because these things represent only a small part of the object and a toy represents the whole object. Sighted children learn the relationship between toys and real objects because the toys look like their referents and they have seen the whole referent. Learners with visual impairments do not make the same associations between tactual characteristics of toys and their referents. Feeling a small plastic circle that spins when pushed really has no relationship to the large rubber tire on a car that is always stationary when touched by the learner. | x
Skill: Student listens to and understands words heard from tapes, records, CDs, DVDs, and books read aloud. | I
Prerequisite basic concepts: The Symbol and Referent Analysis (SARA) and the Environmental Gap Inventory indicate that the learner's association of words and object symbols to actual people, objects, actions, and places that are part of his everyday life is well established in experiences combining touch with distance bridges. |
Traditional learning media: Commercially developed children's songs and stories |
Alternative learning media: Use bag, box, and binder stories made with objects used by the learner in familiar experiences. Objects, or level one symbols, can be paired with level two symbols--pictures or part-object tactile symbols. Later, level three symbols--braille or print words--can be paired with level two symbols. | x
Skill: Student recognizes books by their covers. | I
Prerequisite basic concepts: The learner understands that an object placed on the front of a bag is a label for the multi-referent concept related to the associated objects in the bag. |
Traditional learning media: Commercially developed children's songs and stories |
Alternative learning media: Use binder stories with object titles placed on the cover. Later, pair level two and then level three graphic symbols with these object titles. Also, use object titles placed on covers of favorite commercial books. | x
Skill: Student understands that written material progresses from left to right. | N/A
Prerequisite basic concepts: The learner understands that objects used in an activity are placed in a series of boxes sequentially from left to right to tell a story about that activity. |
Traditional learning media: Printed words |
Alternative learning media: Use box stories with level two graphic symbols paired with objects, and then level three graphics paired with level two graphics. Use sentence strips in the "Clue" game to practice reading level one, two, and three symbols from left to right. |

Content Area: Writing

Skill: Student begins to understand the association between spoken and written words. | I
Prerequisite basic concepts: The learner touches object symbols as his partner says the word for that object while reading box and binder stories. The learner understands that binder stories are a permanent record of these events. |
Traditional learning media: Reading aloud from commercial children's books |
Alternative learning media: Use the "Clue" game to teach the learner to write short sentences using level one symbols. Later, add level two symbols paired with objects and, finally, level three symbols paired with level two symbols. | x
Skill: Student understands that a variety of media may be used for writing. | N/A
Prerequisite basic concepts: The Symbol and Referent Analysis (SARA) and the Environmental Gap Inventory indicate that the learner has high quality near touch experiences, good distance bridges, and well-established labels for a variety of writing media in environments such as home offices, classrooms, etc. |
Traditional learning media: Pencils, markers, keyboards |
Alternative learning media: Teach the learner to write stories by placing objects in bags, boxes, and binders. Write stories using level two symbols by having the learner place those symbols with the objects in his box and binder stories. Later, use braillers, keyboards, and note takers to let the learner help you write word labels to place on the pages of his binder books. |

Content Area: Math

Skill: Student understands one-to-one correspondence. | I
Prerequisite basic concepts: The learner understands that one object can be paired with an identical object or with an object, person, or action associated with it. |
Traditional learning media: Worksheets requiring the learner to draw a line connecting a picture of an object with a picture of an associated object |
Alternative learning media: Use SAM games like "Yours and Mine" and "Go Fish" to teach the learner to match one object and an associated object when he is given a tray containing several objects and associated object pairs. Have the learner prepare the baskets for these games by having him place one of each object pair in each basket. | x
Skill: Student replicates simple patterns. | N/A
Prerequisite basic concepts: The learner can demonstrate his understanding of "first," "next," and "last" by placing objects used in a familiar activity in a box story or binder story in the correct sequence. |
Traditional learning media: Worksheets with a pictured pattern in which the learner either draws or circles the item that would come next in the pattern |
Alternative learning media: Ask the learner to repeat patterns demonstrated with songs, musical instruments, and body movements. Place a pattern of objects on a Velcro® strip on the SAM tray and ask the learner to place the next object in the pattern on the end of the strip. The objects used do not need to have symbolic significance. Popsicle sticks and blocks, etc., are fine, but small items are choking hazards and diligent attention is necessary. |
Skill: Student places objects in order by size. | N/A
Prerequisite basic concepts: The learner understands that objects that are the same in every other respect can be different sizes. For instance, in a room where there are standard chairs and child-sized chairs, he sits in the smaller chair. Given a pudding cup, a small spoon, and a large serving spoon, he uses the small spoon to eat his pudding. |
Traditional learning media: Nesting cups, graduated rings and pegs |
Alternative learning media: Place a small, medium, and large box in a row. Give the learner different sizes of an object that will fit in each box. Ask him to put the objects in the boxes. Use inexpensive things that come in three sizes like flip-flops, candles, spiral notebooks, combs, etc. |
Skill: Student recognizes basic geometric shapes. | N/A
Prerequisite basic concepts: The learner uses form recognition as part of his exploratory schema in identifying familiar objects. |
Traditional learning media: Three-dimensional shape blocks, pictures of shapes |
Alternative learning media: Play the SAM "Go Fish" game by placing shape blocks in the baskets. Have the learner find a block in his basket that matches the three-dimensional geometric shape shown to him by his partner. Label that shape for him. Have him find other things in his basket that have the same shape. |
Skill: Student puts together simple puzzles. | N/A
Prerequisite basic concepts: The learner has used a variety of objects functionally in natural contexts in which precise placement of two objects relative to each other is necessary--putting a sock on his foot, a straw into a juice box, etc. He also understands that objects have pieces that can be taken apart and put back together--a cup and a lid, a sandwich, a CD and case. |
Traditional learning media: Commercially produced wooden, foam, and cardboard puzzles |
Alternative learning media: Have the learner show his ability to assemble pieces to make a whole by putting together a disassembled doll or flashlight or by putting tools back into a form fitted case. Learners with visual impairments are often given shape, number, and letter puzzles when their sighted peers are doing worksheets. Partners may think they are more appropriate learning media because they are tactual. Actually, putting a foam or wooden shape, number, or letter in an empty space is a primarily visual task requiring the visual perception of negative space as a form. Tactual learners can be taught to associate discrete touch cues of the positive form with discrete touch cues of the rim of the negative form, but it is not easy. These kinds of puzzles give the tactual learner the opportunity to use his two hands together and to practice spatial alignment, but partners need to be aware that the skills involved are difficult. Learners with visual impairments should not be given puzzles with the expectation that they will be able to sit by themselves and complete them without help. |
Skill: Student uses tools for measurement. | N/A
Prerequisite basic concepts: The learner demonstrates that he is aware of size differences related to lengths, widths, and heights of objects in his natural environment by stooping, reaching, varying voice volume, and avoiding obstacles. |
Traditional learning media: Rulers, yardsticks, tape measures |
Alternative learning media: Have the learner compare the width of door openings using his arms, the height of various people using a stick and pieces of tape, or the length of different tabletops using a knotted piece of string. |

Content Area: Science

Skill: Student identifies living organisms. | I
Prerequisite basic concepts: The learner knows that some things move on their own and others don't. He knows that some things change over time--tree leaves are supple and then brittle, plants grow, etc. He knows that pets must be given food and water. |
Traditional learning media: Pictures of animals, plants, and objects |
Alternative learning media: Give the learner a real worm in one hand and a plastic or gummy worm in the other. Replicate with other living organisms. This is an opportunity to clear up something that is a frequent source of confusion for learners with visual impairments. They are frequently given toys when topics like animals are being discussed. Sometimes they end up thinking an elephant is an animal that feels a lot like a small, fat pillow with a long, thinner pillow on one end. This animal is very soft, doesn't weigh very much, doesn't move on its own, or have any odor. When they feel a real worm and a plastic worm, they can be taught that the inert one is a "toy." Then, the word "toy" can be used as a designator to let the learner know that what he is feeling is not the real thing. Learners should not be forced to touch anything. If they resist touching worms, try a small mammal. If that doesn't work, use plants. Help learners understand that living things can be injured and must be touched carefully. | x
Skill: Student uses scientific tools like magnifiers and eyedroppers. | N/A
Prerequisite basic concepts: The learner uses a variety of common objects as tools in familiar activities--utensils for eating, sponges for cleaning tabletops, tooth and hair brushes, music players, etc. |
Traditional learning media: Handheld magnifiers, eyedroppers, tweezers, nets, rulers, etc. |
Alternative learning media: Use a closed-circuit television (CCTV) to help learners with low vision look at plant and animal specimens. The CCTV image is often larger, steadier, and clearer than can be achieved with a simple handheld magnifier. Other tools such as tweezers can be used with the CCTV magnified item because the learner's hands are free to touch the item and the tool. |
Skill: Student uses graphs and charts for information. | I
Prerequisite basic concepts: The learner can organize information in other formats such as bag, box, and binder stories. |
Traditional learning media: Pie charts, bar or line graphs |
Alternative learning media: A daily schedule can be used as a transition from a familiar linear display to a more formal graph. The learner can count the total number of bins in his calendar box and represent that on a linear graph. He can then count the empty boxes at certain times of the day and represent that number with additional lines. He can then compare the lines to see how many of his activities are completed at different times of the day. Snap blocks, pop beads, popsicle sticks, and many other things can be used to create tactual lines. | x
Skill: Student identifies rocks, soil, and water. | I
Prerequisite basic concepts: The learner has many experiences in everyday activities related to these materials. He has collected rocks to throw in ponds at parks, helped with gardening, etc. |
Traditional learning media: Bagged samples, pictures |
Alternative learning media: In order to make sure that the learner connects the bagged samples with the natural contexts in which he has experienced the materials, involve him in collecting samples. Have the learner collect rock, soil, and water samples as he plays on the playground or at the park. Use natural outdoor environments so that the learner isn't inclined to think that the primary environment for rocks, soil, and water is potted plants or flower beds. | x
Skill: Student understands words used to describe weather conditions. | I
Prerequisite basic concepts: The learner helps choose the clothing he wears when getting dressed in the morning. He knows that certain kinds of clothing are related to weather conditions. |
Traditional learning media: Pictures of clouds with descending lines representing rain, etc. |
Alternative learning media: Sound pictures can be used for the learner who cannot use traditional pictures. Wind and rain are easy to record. Hot can be represented by recording the sounds of flip-flops or people playing in a pool; cold can be represented by recording the sound of coats and boots being zipped up. | x
Skill: Student identifies materials made from wood, plastic, and metal. | N/A
Prerequisite basic concepts: The learner has used many objects of each type in a variety of natural contexts. |
Traditional learning media: Pictures |
Alternative learning media: Give the learner a mixed array of objects and have him sort them by attribute. Start with familiar objects like toys, utensils, and grooming items. Once the learner is very accurate with the attribute labels that go with these items, make sure he has a chance to learn those attributes related to large items. His peers will sit at their desks and look at photographs of things like chairs and cars. The learner with visual impairment will need to go to these things and identify their attributes while touching them. |

Content Area: Social Studies

Skill: Student identifies other people involved in a shared task. | I
Prerequisite basic concepts: The learner associates certain objects and places with the familiar activities. |
Traditional learning media: Pictures |
Alternative learning media: Have the learner identify an activity when he is given the bag, box, or binder story that goes with it. Have the learner identify the next activity in his daily schedule after an activity is finished. Use daily schedules made of objects placed in a series of bins, an object calendar, and then transition to level two graphics in bins, on Velcro strips, or in binders. | x
Skill: Student understands the role, responsibilities, and services of community workers. | I
Prerequisite basic concepts: The Associated People lists in the Environmental Gap Inventory and the Person section of the Symbol and Referent Analysis (SARA) indicate that the learner has had many high quality touch experiences with the places and objects associated with the roles and responsibilities of community workers. |
Traditional learning media: Pictures and storybooks |
Alternative learning media: Have the learner create binder stories and "Clue" sentence strips about his experiences with community helpers. | x
Skill: Student is aware of what it means to be a consumer. | I
Prerequisite basic concepts: The Environmental Gap Inventory indicates that the learner has had high quality touch experiences in shopping environments. |
Traditional learning media: Play centers with toy merchandise and money |
Alternative learning media: The learner reads and writes bag, box, and binder stories and plays "Clue" games about actual shopping experiences. | x

Content Area: Art

Skill: Student uses a variety of materials to create original works. | I
Prerequisite basic concepts: The learner understands that objects can be used in a certain way to accomplish a desired result and can assemble the materials associated with a familiar activity like making a snack or bathing. |
Traditional learning media: Finger paint, crayons, scissors, glue, etc. |
Alternative learning media: Have the learner create works with attractive tactual and auditory features, (e.g., collage, papier-mâché, wind chimes, soap carving, clay modeling, textile weaving, rain sticks, waterfalls, recorded soundscapes, etc.). | x

Content Area: Music

Skill: Student plays classroom instruments. | I
Prerequisite basic concepts: The learner performs a variety of actions with objects that are part of familiar activities. |
Traditional learning media: Tambourines, chimes, cymbals, drums, rhythm sticks, maracas, triangles, bells, etc. |
Alternative learning media: Play "What Do" SAM games with musical instruments that the learner finds aesthetically pleasing. The learner with visual impairment may reject common instruments because he has had negative experiences with them, usually having to do with his hands being controlled by someone else, or because he finds the sounds unpleasant. | x

Content Area: Drama

Skill: Student understands that costumes are related to pretending to be another person. | N/A
Prerequisite basic concepts: The learner associates certain items of clothing with the familiar people who wear them. |
Traditional learning media: Dress-up centers |
Alternative learning media: Have the learner with a visual impairment pretend to be real people so that he has touch experience related to what he wears. Costumes related to fantasy figures are almost always entirely picture based. Once the concept of "costume" has been established with a real referent like Mom, Dad, or a firefighter, it can be extended to fantasy characters like princesses and pirates. |

Content Area: Health and Safety

Skill: Student participates in daily hygiene activities such as brushing teeth and washing hands. | I
Prerequisite basic concepts: The learner participates in many fun activities with partners and every effort is made to minimize the unpleasant aspects of hygiene activities. He knows who his partners are and is familiar with the objects used and the features of the places where these activities take place before any demands for participation are introduced. |
Traditional learning media: Restrooms and classroom sinks, toothbrushes, toothpaste, soap, paper towels, etc. | x
Alternative learning media: Hygiene activities can be made more pleasant by letting the learner choose the toothpaste or soap he would like to use when different flavors and scents are provided, by letting him use a vibrating toothbrush if he likes vibration, and by asking him to participate for very short periods of time at first and then gradually lengthening the amount of time. |
Skill: Student recognizes and selects healthy foods. | N/A
Prerequisite basic concepts: The learner recognizes a variety of food items whether he eats them or not. He is involved in helping to prepare food items, set the table, and serve other people's plates. |
Traditional learning media: Pictures |
Alternative learning media: If the learner has not been exposed to a variety of foods, he can play a version of the "Yours and Mine" SAM game with food items. In this game, present small containers of about four food items per game. Ask the learner to identify these food items by smell. Offer tastes, but make sure the learner understands that eating the foods is not part of the game. This will make experimentation more acceptable because the presentation of unknown food items will not be threatening. After he knows the labels for the foods, teach the learner which ones are healthy and which ones are treats. Ask him to put the healthy items on his game tray. |
Skill: Student prepares simple healthy snacks. | N/A
Prerequisite basic concepts: The learner uses a variety of objects like utensils, napkins, cups, and condiment holders appropriately at mealtimes. He helps with preparation by opening containers, pouring milk in his cereal, and assembling sandwiches. |
Traditional learning media: Snack foods, appliances |
Alternative learning media: Use microwave ovens and blenders to teach the learner to heat and combine a variety of items. Adapt a microwave oven by using a template with cutouts to show the learner where to place his finger to push buttons. Templates can be labeled for different snacks like popcorn, soup, hot beverages, etc. Blenders can be used to make smoothies. |
Skill: Student recognizes the danger of fire and treats fire with caution. | N/A
Prerequisite basic concepts: The learner has participated in fire drills at home and at school. He knows that certain things like toasters, pans, and stoves can be hot and is careful when approaching these items. |
Traditional learning media: Pictures |
Alternative learning media: Give the learner an opportunity to associate the smell of smoke with danger. One way to do this is to actually burn something to set off a smoke alarm. The learner should be prepared for this experience in advance. The smoke alarm should be easily accessible so that it can be shut off quickly. |
Skill: Student responds appropriately during fire drill. | N/A
Prerequisite basic concepts: The learner is familiar with the object that makes the sound and the sound itself. |
Traditional learning media: Surprise drills |
Alternative learning media: Give the learner the opportunity to practice drills that are announced in advance. A recording of the alarm rather than the real alarm can be used. |
Skill: Student responds appropriately to strangers. | N/A
Prerequisite basic concepts: The learner recognizes a variety of familiar people in multiple environments. People are careful to introduce themselves in their greetings by showing the learner the object label associated with them. People do not touch the learner without identifying themselves first. |
Traditional learning media: Lecture, role-play |
Alternative learning media: If the learner does not understand that a familiar person is pretending to be a stranger, get a real stranger. Teach the learner that if he does not recognize the person's voice and/or symbol, he must use his "stranger" response. The learner must be taught that he must also use his "stranger" response when anyone touches him without identifying themselves first. |

Content Area: Social Development

Skill: Student identifies his own personal property. | N/A
Prerequisite basic concepts: The learner associates certain objects with certain people in familiar activities. |
Traditional learning media: Photographs and printed name labels |
Alternative learning media: Use braille labels on school materials, desks, cubbies, coats, canes, etc. The learner who does not read braille yet will learn that this is a unique object that is associated with him and no one else. Low vision students who do not recognize themselves in photos can use a personal marker like a brightly colored scarf or sticker. |

Content Area: Physical Development

Skill: Student names and locates body parts. | N/A
Prerequisite basic concepts: The learner moves some body parts in response to requests from partners to participate in hygiene and dressing activities and in games. |
Traditional learning media: Songs and rhymes |
Alternative learning media: Use SAM games like "Finger Tag" and "Simon Says" to teach body parts. |
Skill: Student travels from place to place in different ways such as walking, running, skipping, and scooting. Student moves in place by twisting, bending, kneeling, etc. Student kicks, catches, and bounces balls. | N/A
Prerequisite basic concepts: The learner uses different parts of his body in different ways to participate in familiar activities. |
Traditional learning media: PE class activities |
Alternative learning media: Use the "Simon Says" SAM game to tactually model and teach movements. Sighted children learn these movement skills by watching others. Learners with visual impairments need to feel what the bodies of other people are doing before they are manipulated. |
Skill: Student uses pincer grip to manipulate small parts on objects. Student zips, buttons, and snaps. Student uses scissors. Student holds pencils and colors with finger rather than fist. | M M I M
Prerequisite basic concepts: The learner uses his hands to manipulate objects while participating in familiar activities. |
Traditional learning media: Hand-over-hand manipulation during related tasks |
Alternative learning media: Use the "What Do" SAM game to practice movements using hand-under-hand modeling. The pace of the game can be very slow. Provide multiple repetitions if needed. | x

Content Area: Technology

Skill: Student identifies equipment related to the use of recorded material. | N/A
Prerequisite basic concepts: The learner helps his partner load and operate equipment during familiar activities. |
Traditional learning media: CD players, cassette tape players, DVD players, record players, TVs, and the remote control devices used to operate them |
Alternative learning media: Use the standard equipment as much as possible. Add accommodations like tactile markers and cutout templates if necessary. |
Skill: Student starts, uses, and stops software programs. | N/A
Prerequisite basic concepts: The learner is familiar with the contents of several programs operated by his partners. |
Traditional learning media: Games, stories |
Alternative learning media: Use a touch screen or alternative keyboard (e.g., Intellikeys®) with object symbols attached to grids and templates. |

# SAM Games

A girl sits on a platform swing holding a blue plastic bowl. Her female teacher holds a spoon and sits on the floor facing the child. There is a white plastic container between them resting on their legs.

Photo Caption: Playing games is a great way to help a learner build concepts.
http://tech.aph.org/samvid

## The Emotional Content of Learning Experiences

In SAM, games are used to reinforce the meaning of symbols learned in natural environments and to expand the use of symbols to communication contexts like books. The emotions associated with the strategies used to help learners develop concepts may be as important as the concepts themselves. The interactions between learners and partners participating in these games should result in feelings of

- comfort and safety,
- confidence,
- success, and
- pleasure.

While the emotional content of learning experiences is important for every learner, it is especially important for the learner who relies primarily on touch for basic information about his world. Interactions can be very intrusive and very stressful if they are initiated and carried out by others without regard to the emotional impact of the interaction on the learner. Information provided by another will be resisted if it is felt to be uncomfortable, unsafe, too difficult, or unpleasant. Information provided by another will be welcomed, remembered, and used if the feelings associated with the experience are the ones bulleted above.

Partners need to have expectations and they need to provide correction. Learners usually welcome expectations when they feel the chances are good that they will be successful. Success is more likely when expectations are within a comfortable zone of development. Partners will get the best results when they start with something the learner does confidently, help him add a new piece, practice the new piece with him while decreasing the amount of support given, and then ask him to demonstrate his knowledge of the new skill. When the learner's behavior results in an error, correction is helpful. Partners need to provide correction in a positive way. "Let's try it this way," with a neutral tone of voice results in better learning than a stern "No, that isn't right." Even when correction is positive, there can't be very much of it. Learners need to be involved in experiences where their responses are much more often correct than incorrect.

## Intervention Levels and Corresponding Games

All of the games included in SAM are variations on activities that have been used by parents and teachers for a long time for a variety of reasons. The purpose of including them in this program is to emphasize the use of the games as tools for building concepts and to illustrate how they can be adapted for tactual learners. Partners should keep in mind that many more games and activities can be used for concept building by designing them similarly.

Because the learner's knowledge of his own body is usually well established in infancy, SAM provides only three games at this level. They are intended to help the learner associate word labels with parts of his body so that he can, for example, think about his hand when he hears the word "hand." Some body concepts are not addressed in SAM because they are too abstract (e.g., size, age, and gender). Some position concepts related to the learner's own body are addressed. These include "right," "left," "front," and "back." Partners will notice the absence of the familiar "Head, shoulders, knees, and toes" game. This is an excellent body concept game, but some learners may have developed rote responses that don't reinforce learning labels for body parts as well as they should. The SAM games address even more body parts, and are designed to slow the pace of instruction so that pairing touch, movement, and language can be grounded in fully intentional behavioral responses.

Even though many of the concepts in the second level--people, objects, and actions touching the body--will have been established in the sensorimotor stage of cognitive development, games are provided for the purpose of filling in gaps in concepts, reinforcing the symbol-referent relationship in concepts, and establishing a foundation of good emotional content for interactions. For most preoperational stage learners, the games for levels three and four--beyond the body concepts and schemas--will involve more new learning.

SAM games at the own body and people, objects, and actions touching the body levels teach symbol meaning receptively. In these games, the learner is required to show that he understands basic concepts about objects and the meaning of words used as labels; but he is not required to use symbols expressively. Partners may decide that some learners are ready to say words along with them, but this is not an essential part of the games.

SAM Game Chart
Levels | Games
1. Own body | Body Buzz: Using body part words Whoopee Clothes: Using body position words, left/right, front/back Finger Tag: Using finger name words
2. People, objects, actions touching the body | Hot Potato: Using people words Slap: Using object words Simon Says: Using action words Yours and Mine: Using object words to name similar objects Do It Again: Combining object and action words Go Fish: Using object words to label associated objects Show Me Who: Using object symbols to label people
3. People, objects, actions, places beyond the body | What Do: Using sound bridges to understand action sequences Sounds Like: Using sound and word bridges to understand actions performed by other people beyond the body Mystery Voice: Using sound and object symbol bridges to label people Scavenger Hunt: Using sound bridges to understand people, objects, actions, and places beyond the body
4. People-object-action-place relationships in events beyond the body | Build a Book Games Bag Stories: Using objects and words to tell experience stories Box Stories: Using objects and words to tell time-sequenced experience stories Binder Stories: Using objects and words to tell time-sequenced experience stories in page format Clue: Using words to label places
Watch the SAM Games at http://tech.aph.org/samvid

## Getting Started and Moving Forward

To see how Ana, Dari, Mariah, and Ben got started playing SAM games and to learn how their teams used the Game Planning Worksheet, see Appendix H. Copy the included blank Game Planning Worksheet as needed.

## Adaptations

Adaptations for hearing impairment, motor impairment, tactual defensiveness, and dyspraxia are included with some of the games. Many persons with hearing impairments are able to hear certain sounds. The partner should know about the learner's hearing range generally. For example, many learners with moderate to severe hearing loss hear low frequency sounds but when combined with visual impairment, they may not know what object is making the sound. The sounds may not be meaningful or predictable. Certain environments will facilitate better use of the learner's residual hearing for each of the games. Partners should also take note if the learner uses amplification and if the system is working properly so the learner can participate fully in the learning process. It is very important for learners who are learning sign language to have partners who are able to expand the learner's vocabulary. Consider partnering with professionals who are fluent in sign language--including culturally deaf professionals--to enrich a learner's conceptual and language acquisition through the games process.

## Games

Level: 1

### Body Buzz

Using body part words

Materials

Massager and tray

Preparation

The partner places two comfortable seating arrangements near each other and a massager on a tray between the two seats so that both the learner and the partner can touch the massager and each other. The partner and learner move to the area and sit down. The partner turns on the massager and invites the learner to touch it. She turns it off and says, "Let's play 'Body Buzz.'"

A girl picks a massager up from the SAM tray.

The girl leans forward and places the massager on her upper back.

Note: The Sensory Learning Kit (SLK) massager can be used for this activity. If the learner has shown a preference for a particular head, it should be used. Also, if the learner has developed skills for putting the head on the massager and/or turning it on in his SLK routines, he should be allowed to do these things.

Procedure | Outcomes
1. The partner names a part of the body and then touches that part with her hand. She says, "Massager now," presses the part with the massager, and names the part again while pressing. Repeat on other parts. | 1. The learner associates the body part label with its referent as it is touched
2. The partner holds massager 1 foot in front of learner at waist level and names a body part. The learner moves the named part of his body toward massager. | 2. The learner demonstrates understanding of the body part label without touch cues.

Cautions

If using a plug-in massager, use low setting only. Keep massager away from head and heart area.

Adaptations

Hearing impairment: Learners who cannot hear spoken words can use signed words for labeling. It is important that signs be presented in the learner's best field so she can use her residual vision. Another option is to present the signs tactually using hand-under-hand tactile sign language. If the hearing loss is so severe that the learner cannot hear the massager when it is held one foot in front of her, guide her hand to the massager at the beginning of each trial.

Motor impairment: Learners with motor impairments can demonstrate their understanding of the labeled body part in the second procedure by looking at the part named before the partner moves the massager to it. Another way they can demonstrate learning is to initiate movement of the named body part, even if that only involves a tightening of the muscles or a slight extension. When the partner sees this effort, she can then move the massager to the part of the body where movement was initiated.

Level: 1

### Whoopee Clothes

Using body position words, left/right, front/back

A girl sits in her wheelchair holding a hair dryer. Her female teacher watches her.

Materials

Hair dryer with cool setting and oversized warm-up jacket and pants

Note: If the learner is wearing long sleeves and long pants, the sweats are not necessary.

Preparation

The learner puts on her jacket and pants, if necessary. The partner and learner sit down. The partner turns on the hair dryer and invites the learner to touch it. She turns it off and says, "Let's play 'Whoopee Clothes.'"

Note: If the learner knows how to and wants to turn on the hair dryer, she should be allowed to do this.

Procedure | Outcomes
1. The partner lightly touches an arm or leg with her hand, names that part, and then blows air under the cuff until the clothing covering the extremity is inflated. While this is occurring, the partner says, "Whoopee!" and renames the body part. The procedure is repeated on all four extremities. | 1. The learner associates the extremity label with its referent as it is touched.
2. The partner does the same procedure as the one above except that this time she says, "right arm," "left arm," "right leg," and "left leg." | 2. The learner associates the more refined extremity label with its referent as it is touched.
3. The partner says "right leg" and waits for the learner to lift that leg before inflating the clothing. The procedure is repeated for each extremity. | 3. The learner demonstrates her understanding of the extremity label without touch cues.
Note: Some learners may benefit from going through a preliminary step where a sticker is placed on the wrist and ankle of the left arm and leg. This object should be referred to as "your left sticker." Gradually, smaller and smaller stickers can be used until they are no longer necessary. Don't put markers on both sides. One side is more dramatic and less confusing.
4. The partner touches the learner's waist, says "front," and inflates the front of the jacket. The partner repeats this procedure for the back. | 4. The learner associates the body plane label with its referent as it is touched.
5. The partner says "front" and waits for the learner to lean forward before blowing. The partner repeats the procedure for back. | 5. The learner demonstrates her understanding of the body plane label without touch cues.

Cautions

Use only cool setting on hair dryer.

Adaptations

Hearing impairment: Use signed words for labeling. It is important that signs are presented in the learner's best field so she can use her residual vision. Another option is to present the signs tactually using hand-under-hand tactile sign language. If the learner cannot hear the dryer as it approaches her body, avoid startling by guiding the learner's hand to the dryer to let her know it is there when the game is new. Consider the learner's residual hearing and present the dryer on the student's best side for hearing.

Tactual defensiveness: Use weights instead of stickers.

Level: 1

### Finger Tag

Using finger name words

Materials

Roll of cellophane tape or painter's tape

Preparation

The partner places two comfortable seating arrangements near each other. The partner and learner move to the game area and sit down. The partner tears off a piece of tape about 2 inches long and invites the learner to touch it. She removes the tape and says, "Let's play 'Finger Tag.'"

Note: The learner may tear off the tape and hand it to the partner if appropriate.

Procedure | Outcomes
1. The partner touches the learner's thumb with her finger and says, "Thumb." She immediately places the tape on the learner's thumb. (The procedure is repeated for each finger of each hand.) | 1. The learner associates the finger label with its referent as it is touched.
2. The partner says "thumb" again and helps the learner pull off the tape. (The procedure is repeated for each finger of each hand.) | 2. Same
3. The partner names a finger and waits for the learner to lift that finger before applying the tape. (The procedure is repeated for each finger of each hand.) | 3. The learner demonstrates his understanding of the finger label without touch cues.

The teacher puts a piece of tape onto a boy's finger.

The boy pulls the piece of tape off his finger.

Cautions

Do not use very sticky tape or adhesive bandages (e.g., BAND-AIDS®). If cellophane tape and painter's tape are too sticky, apply them to clothing before using them on the learner's fingers.

Adaptations

Hearing impairment: Use signed words for labeling and hand-under-hand guidance while the initial procedure is being learned. The partner may choose to fingerspell the word "t-h-u-m-b" when she gives the label, but if this is too abstract for the learner, the partner may use hand-under-hand tactile sign to show the student her thumb while holding the student's thumb. The goal is for the student to associate any part of the label with the actual body part. Partners should watch for subtle expressive attempts on the part of the learner. For example, a learner who uses the fingerspelled word may only approximate a letter; this approximation should be recognized and encouraged by the partner. The learner who is learning the sign for thumb, which is merely holding up one's thumb and wiggling it, may begin to wiggle his thumb slightly. These approximations should be treated as word approximations and should be acknowledged with encouragement and imitation by the partner.

Motor impairment: This game may not be appropriate for learners who have fisted hands or diminished tactual sensitivity in the hands due to cerebral palsy. However, these learners may benefit from participating in the game by having their partners extend and move their fingers instead of applying tape to them. Techniques for relaxing and extending fingers need to be demonstrated by a physical or occupational therapist.

Tactual defensiveness: The partner can extend and compress the joints of fingers rather than apply tape to them.

Level: 2

### Hot Potato

Using people words

Materials

Hot potato toy or timer and additional people

Preparation

The partner places comfortable seating arrangements in a circle. The partner, learner, and additional person (s) move to the area and sit down. The partner turns on the toy or timer, says the learner's name, and hands it to her. When it goes off, she removes it and says, "Let's play 'Hot Potato.'"

Procedure | Outcomes
1. The partner and learner turn on the device. The partner says, "Who wants it?" One of additional people says, "_____(own name) wants it." The partner says the person's name again as she helps the learner give the device to that person. | 1. The learner associates the person label with its referent immediately after the person's voice is heard.
2. The person holding the device repeats the step above. The device moves around the circle until it goes off. The players make sure that the learner helps with the transfer of the device on every turn. | 2. Same
3. The partner gives the device to the learner and says, "_____ (player's name) wants it." The learner gives the device to the named person. | 3. The learner demonstrates her understanding of the person label without sound cues.

A girl and two female adults sit in a circle. The girl examines the kitchen timer.

Photo Caption: "Who wants it?"

The girl hands the timer to one of the women.

Photo Caption: "Tristan wants it."

Cautions

Start with only one or two additional people. All the players, except the learner may need to be adults at first.

Adaptations

Hearing Impairment: Learners who cannot hear the ticking of the toy or timer can use a vibrating device such as a vibrating kitchen timer worn as a necklace. Learners who are deafblind may benefit from sitting in between both partners with knees touching in order to understand that three people are engaging in a game. Sign names for partners should be used as the game is played. Working with partners with whom the student is familiar may help facilitate learning the concepts and the sign names. For a student with low vision, partners may wear shirts that are a contrasting color from their skin to facilitate seeing the signs. Some students will need tactile sign language.

Motor Impairment: Learners with severe motor impairments do not have to fully execute transfers. They may indicate their understanding of the name referent by looking toward that person or by extending their hands, heads, or bodies in the direction of the correct person.

Level: 2

### Slap

Using object words

Materials

A basket containing about 10 objects and a tray

Preparation

The partner places two comfortable seating arrangements near each other with the basket and tray between them. The partner and learner move to the game area and sit down. The partner helps the learner take an object out of the basket and place it on the tray. Each time the game is played, one or two new objects should be included. Each object will need to be something that the learner has used in natural contexts previously. The partner names the object and then she helps the learner slap it. She and the learner return the object to the basket and she says, "Let's play 'Slap.'"

Procedure | Outcomes
1. The partner shakes the basket and, if necessary, helps the learner pick up an object and place it on the tray. The learner is allowed to explore the object for an appropriate period of time before he places it on the tray. | 1. The learner recognizes the familiar object.
2. The partner and learner touch the object together as the partner names the object. | 2. The learner associates the object label and its referent as it is touched.
3. The partner and learner lift their hands above the object. The partner says the name of the object again and she and the learner move their hands down to slap the object. To make the game more fun, the partner should say, "Slap the _____ (object name)!" and show conspicuous enjoyment when the object is touched. | 3. Same
4. The partner and the learner place another object on the tray, name it, and slap it as described in the steps above. | 4. Same as above
5. The partner and learner lift their hands above the two objects, the partner says the name of one of the two, and the learner slaps the named object. | 5. The learner demonstrates his understanding of the object label without touch cues.

Using hand-under-hand, a female teacher demonstrates how to play Slap with a cup on a SAM tray.

Photo Caption: "Slap the cup!"

The teacher and boy play Slap using a tennis shoe.

Photo Caption: "Slap the shoe!"

Cautions

The behavior associated with "slap" should be loosely defined. Some learners may touch the object lightly, bang it, or any number of other possibilities.

Adaptations

Hearing impairment: For learners who are deafblind, the partner may demonstrate the actions of slapping objects by using coactive movements; in other words, have the learner's hands on the partner's shoulders, back, or arms while the object is named (using tactile or close range sign language) and then slapped. Two concepts are being taught in this game--the names of objects as well as the action of slapping. For learners who are learning basic fingerspelling, the word, s-l-a-p, may be spelled and then demonstrated using coactive movements.

Motor Impairment: The learner who cannot use his hands to slap the object may be able to use his feet or head for these interactions. If the head is used, the partner can hold the objects in her hands against the learner's cheeks. Movement of the head to one side or the other is the slap.

Level: 2

### Simon Says

Using action words

Materials

Area rug or mat

Preparation

The partner and learner move to the game area and sit down. The partner sits behind the learner with her legs extended on either side of the learner's body. During the second part of the game, the partner stands behind the learner. The partner names one action, demonstrates it, and says, "Let's play 'Simon Says.'" (The action used to introduce the game is always the same.)

Note: If the positions described above are uncomfortable for the partner or the learner, side-by-side positions may be used. The purpose of this game is for the learner to associate word labels with concrete action referents. Actions will have to be demonstrated by the partner. The learner will need to touch the partner's body in order to know what the partner is doing during the demonstration. The behind and side-by-side positions are preferred to sitting or standing across from each other so that the learner does not have to deal with left and right confusion.

A male teenager and his female teacher stand and touch their toes.

Photo Caption: Simon says, "Touch your toes."

The teen and his teacher sit on the floor with a sport bag.

Photo Caption: Simon says, "Zip the bag."

Procedure | Outcomes
1. Without using the "Simon says" phrase, the partner names an action that can be demonstrated while sitting. The word is immediately followed by a demonstration of the action during which the partner helps the learner feel what her body is doing. She repeats the name of the action as often as possible during the demonstration. (Actions in the seated position might include touch, point, shake, lift, scoot, lean, tap, pat, rub, wave, push, pull, blow, nod, etc.) | 1. The learner associates the action label with its referent as the partner's body is touched.
2. The partner says, "Simon says _____(action name)." The partner waits for the learner to initiate the action demonstrated and practiced in the previous step and helps the learner fully perform the action if necessary. | 2. The learner demonstrates his understanding of the action label without touch cues.
3. The partner and the learner stand up. Without using the "Simon says" phrase, the partner names a simple action that can be demonstrated while standing. The word is immediately followed by a demonstration of the action during which the partner helps the learner feel what her body is doing. She repeats the name of the action as often as possible during the demonstration. (Actions in the standing position might include requests to walk, jump, kick, squat, bend, run, step-over, step-down, step-up, wait, stop, etc.) | 3. The learner associates the action label with its referent as the partner's body is touched.
4. The partner says, "Simon says _____(action name)." The partner waits for the learner to initiate the action demonstrated and practiced in the previous step and helps the learner fully perform the action if necessary. | 4. The learner demonstrates his understanding of the action label without touch cues.

Caution

Many learners with visual impairments find action commands very stressful. They do not see what other people's bodies are doing and are rarely given the opportunity to touch another person's body in order to learn what a sighted individual would learn from visual imitation. Start with easy responses so that the game is perceived as non-threatening. Manipulation of the learner's hands or body must be avoided to the maximum extent possible. The partner should always demonstrate the action before the learner is asked to perform the same action. Physical support should be provided at minimum levels. Repeat demonstrations or change to an easier action if the learner is experiencing frustration or if too much manipulation of the learner's body is required.

Adaptations

Hearing impairment: Use signed words for labeling. Many signed words in American Sign Language are visually similar to the actions themselves and are also associated with specific parts of the body. For example, the word "rub" is signed by rubbing an object or body part and shows not just the concept of rubbing but rubbing a specific thing. To demonstrate that rubbing can be done to more than one thing, practice using this word with heads, elbows, and feet. For learners who are beginning to grasp fingerspelling, this can be used with tactile or close range fingerspelling.

Motor impairment: This game may not be appropriate for learners who have very limited voluntary movement ability. However, these learners may benefit from participating in the game if they have the ability to initiate the first part of a response. They should always have the opportunity to feel the partner's demonstration of the action to the fullest extent possible.

Tactual defensiveness: The partner can help the learner accept the touching required for demonstration and for support by following the suggestions included in Appendix A on tactual defensiveness.

Dyspraxia: Learners who have motor planning difficulties will need more support. An occupational therapist (OT) and a physical therapist (PT) should assist partners in designing instruction for these learners. Learners who have extreme difficulty with executing the actions in this game even after a significant period of instruction, but who have not been identified as having motor planning problems, should be referred for evaluation by an OT or PT.

Level: 2

### Yours and Mine

Using object words to label similar objects

Materials

Two baskets each containing one of a pair of objects that are similar but not identical and a large tray

Preparation

The partner places two comfortable seating arrangements near each other with the baskets and tray between them. Each basket should contain about 10 objects. Each time the game is played, one or two new objects should be included. Each object in the learner's basket will need to be something that he has used in natural contexts previously. Each item in the partner's basket will need to be slightly different than the corresponding object in the learner's basket. Items that are clearly examples of the same label, but with slight variations are things like utensils, hairbrushes, toothbrushes, cups, socks, shoes, hats, lotion bottles, balls, markers, combs, pencils, books, etc. The partner puts the baskets and tray in the game area. The partner and learner move to the game area and sit down. The partner puts one basket in front of the learner and one basket in front of herself making sure that both the partner and the learner can reach each basket easily. The partner taps the basket close to the learner and says, "_____'s" (learner's name). She taps the one close to herself and says, "_____'s" (partner's name). Then she says, "Let's play 'Yours and Mine.'"

A girl reaches inside her partner's basket.

Photo Caption: Partner says, "My lotion" and learner finds it in the basket.

A SAM tray is on the table containing a tube of lotion and a smooth, black Tangle Toy. The girl places a bumpy, yellow Tangle Toy in her partner's basket.

Photo Caption: Learner says, "Your toy" and places it in partner's basket.

Procedure | Outcomes
1. The partner shakes the learner's basket so that the objects make sounds. The partner says, "What?" The learner takes one object out of her basket with or without help. | 1. The learner demonstrates her understanding that the word "what" refers to the objects in the basket.
2. While touching the object with the learner, the partner names the object and the owner of the object by saying, "_____'s (owner's name) _____ (object name)." For example, "Jerrita's cup." | 2. The learner associates the person and object labels with their referents as they are touched.
3. The partner shakes her basket and says, "_____'s (partner's name) ____ (object name)?" If necessary, the partner helps the learner find the corresponding similar object in the other basket. The learner continues to hold her object during this search. | 3. The learner associates the person and object labels as they are touched.
4. The partner touches each of the similar objects held by the learner and names the objects as she touches them. She then takes the two objects away and repeats the procedure for all the items in the basket. | 4. The learner associates the same object label with two similar referents as they are touched.
5. When the baskets are empty, the partner places a tray containing a pair of similar objects and one unrelated object in front of the two empty baskets. She says, "Put _____'s (person's name) _____(object name) in the basket." The learner puts the named object in the appropriate basket with or without help. | 5. The learner demonstrates her understanding of the object and person labels.
6. The partner repeats the above step using the other person's name. | 6. Same

Cautions

Many learners with visual impairments avoid touching objects with their hands on demand. They may pull their hands away, drop, or throw objects. Partners must be careful to start the game by encouraging the learner to initiate contact with the items in his basket on his own. Stimulate curiosity about what is in the basket by making noises with the objects and by making sure that there are one or two things in the basket that the learner particularly likes.

A male teenager sits on the floor next to his female learning partner. They each have a SAM basket in front of them. Off to the side, on the floor, are two identical green cups.

Photo Caption: Play an adapted version using identical objects.

Adaptations

Hearing impairment: Use signed words for labeling. Remember that the sign "yours" and "mine" are directional in nature and this is part of a concept that the learner can practice. Some learners may need the partner to help them form the sign for themselves after feeling the signs produced by the partner.

Motor impairment: Learners who have very limited voluntary movement ability may need an adaptation in order to physically access their objects. Instead of baskets, objects may be presented in a hanging array so that the learner can make contact with a desired object using his mouth, foot, or hand. If the objects are attached to a board, two boards can be used or one board divided down the middle so that one side is the learner's and the other side is the partner's. The learner's range of movement will determine the size of the boards. For learners with very limited range, only two or three items can be displayed at a time.

Level: 2

### Do It Again

Combining object and action words

Materials

A basket of objects and a tray

Preparation

The partner and learner sit in two comfortable seats with a basket and tray between them. The basket should contain about 10 objects. Each time the game is played, one or two new objects should be included. Each object should be something that the learner has used in natural contexts previously. The partner and learner move to the game area and sit down. The partner puts the basket in front of the learner making sure that both the partner and the learner can reach the basket easily. The partner reaches into the basket, takes out one object, and shows the object to the learner. She performs an action with the object and says, "Let's play 'Do It Again.'"

A boy and his female learning partner sit side-by-side. She stirs a spoon in a blue plastic bowl.

Photo Caption: Partner demonstrates action.

The learning partner holds the bowl while the boy holds the spoon with both hands and attempts to stir.

Photo Caption: Learner performs same action.

Procedure | Outcomes
1. The partner reaches into the basket and takes out one object. The partner shows the object to the learner and names the object. | 1. The learner associates the object label with its referent as it is touched.
2. As the learner touches the object, the partner says, "Do it again" and the partner demonstrates an action with the object. | 2. Learner demonstrates interest in the partner's activity.
3. The partner says, "Do it again" and repeats the action with the object. She names the action as it occurs. The partner makes sure that the learner knows what she is doing by encouraging the learner to touch her hands as she performs the action. For instance, the partner may take the tissue; blow her nose; and say, "Blow." Some actions may require two objects from the basket. For instance, the partner may take the spoon and the cereal container; take the top off the container; scoop a bite of cereal; and say, "Scoop." | 3. The learner associates the action label with its referent as the object and the partner's body are touched.
4. After the partner demonstrates object functions and named actions for several objects, she hands an object to the learner and says, "Do it again." The learner performs the action while the partner names the action. | 4. The learner demonstrates his understanding of the action label without touch cues.
5. The partner puts three objects in the tray and says, "_____ (learner's name) _____ (action name)." The learner picks up the appropriate object and performs the named action. | 5. The learner demonstrates his understanding of the object related to the action label without touch cues.

Note: More than one action may be demonstrated for each object. For instance, the cereal can be used for "scoop," "pull," "chew," and "throw away."

Caution

Duplicate objects may need to be used for actions such as blowing the nose with a tissue, putting a spoon or toothbrush into the mouth, or brushing hair.

Adaptations

Hearing impairment: In American Sign Language (ASL), action words often mimic the body movements used to perform the task associated with the object. Often the object itself is signed using the action associated with the object. For example, the word "toothbrush" is signed in a similar manner as "brush teeth." Conceptually it may not be necessary to demonstrate the difference in the game other than through imitation and turn-taking with the learner. The sign for "tissue" is not different than the signed action phrase "blow nose." A tissue is used to blow one's nose, and this is conveyed in the sign. If teaching fingerspelling, use hand-under-hand or close-range signing for spelling the words.

Motor impairment: Learners who have very limited voluntary movement ability can follow the movements of the partner's hands, but they may not be able to fully execute the function of objects themselves. Nevertheless, they should be asked to participate in this part of the game. This gives them the opportunity to do the important cognitive parts of the task, the preparation and initiation. They demonstrate their understanding of what takes place rather than their ability to do it.

Level: 2

### Go Fish

Using object words to label associated objects

Materials

One big bag containing associated objects, two baskets, and a tray

Preparation

The partner and learner sit in two comfortable seats with the baskets and tray between them. The partner puts about 20 objects in the big basket. Each object in the basket will need to have at least one other object that is clearly associated with it as it is used in its natural context. For instance, if the big basket contains a tissue, the associated object might be an empty tissue box. If the big basket contains a spoon, the associated object might be a bowl. If the big basket contains a toothbrush, the associated objects might be a tube of toothpaste and a rinse cup. Each object will need to be something that the learner has used in natural contexts previously. Each time the game is played, the basket should contain one or two new objects. The partner and learner move to the game area and sit down. The partner places two associated objects on the tray. She helps the learner touch the first object as she names it, says an exaggerated "And!" and helps the learner touch the associated object as she names it. Then she says, "Let's play 'Go Fish.'"

Two women sit at a table with a sport bag and the SAM tray in front of them. The tray contains a measuring cup and a flashlight. One woman holds a measuring spoon.

One woman holds the sport bag open while the other one places the measuring cup and measuring spoon in the bag.

Photo Caption: This game of Go Fish matches associated items, i.e., measuring cup and measuring spoon.

Procedure | Outcomes
1. The partner says, "Deal." Together, the partner and learner take one object at a time out of the big basket until each player has five objects in his/her smaller basket. The partner names each object as it is dealt using the player's name and the name of the object ("Patti's cup."). | 1. The learner associates the object and person labels with their referents as touched.
2. The partner takes an object out of her basket and shows it to the learner. She says, "_____ (object name) and...?" She emphasizes the question inflection after the word "and" to help the learner understand that she is waiting for something that goes with the first object. If necessary, she helps the learner find an associated object in her small basket. If the learner does not have an associated object in her basket, she says, "Go fish." The partner and the learner find an associated object in the big basket. The partner names the associated object as it is taken out of the learner's small basket or the big basket. The partner and the learner put the two objects in the tray. | 2. The learner begins to understand that the two objects placed in the tray are related.
3. The partner guides the learner's hand to the object named first and says its name. She says, "And," waits for the learner to move her hand to the associated object, and says the name of that object. | 3. The learner demonstrates her understanding that the first object has another object that goes with it.
4. The partner says, "Your turn." If necessary, she helps the learner take an object from her basket. She names the object and says, "And...?" The partner and the learner find an associated object in her small basket or she says, "Go fish." Then she and the learner find an associated object in the big basket. They put these objects in the tray. | 4. Same as #2
5. The partner guides the learner's hand to the object named first and says its name. She says, "And," waits for the learner to move her hand to the associated object, and says the name of that object. Turns repeat until a winner is determined by emptying one basket. | 5. Same as #3
6. The partner says, "Put away time." She places three objects in the tray--two are associated. She picks up one of the associated objects and puts it in the big basket. She says, "And...." The learner picks up the associated object and, with or without help, puts it in the big basket. She repeats the procedure until all the objects are back in the big basket. | 6. The learner demonstrates her understanding of the relationship between two objects.

Caution

Do not chat during the game. Emotionally charging responses adds to the fun, but try to do this with inflection and not by adding a lot of language.

A young girl, holding a pink cup, and her female teacher, holding a yellow cup, sit on a floor mat. A basket sits between them on a platform swing.

The teacher and girl each holds a milk carton. A basket on the floor contains a pink bowl and the basket on the platform swing contains a blue bowl.

Photo Caption: This adapted version of Go Fish matches similar items rather than associated items.

Adaptations

Hearing impairment: Use signed words for labeling. Conceptually, it may be best to use the "your turn" or "find matching" sign prompt instead of using the word "and" because for a learner who is deafblind, the voice inflection will not have the same effect. If the partner sees the learner initiate the search without the need of a full prompt, she may simply nudge the learner on the shoulder to let her know it is her turn. The partner may also want to reinforce that the objects "go together" by making the sign "match" or "together" to emphasize the association.

Motor impairment: Learners who have very limited voluntary movement ability may need alternate arrays so they can use their eyes, mouths, feet, or hands to point to objects that can be scanned tactually or visually.

Level: 2

### Show Me Who

Using object symbols to label people

Materials

Basket containing objects associated with people and a tray

Preparation

The partner places the basket and tray on a table. The purpose of this game is to develop object symbols for people (person symbols) making sure that learners have concrete referents for those symbols. The objects used in this game to refer to people will need to be exact duplicates of objects found on or used by the people they represent. The association between object and person will be established more easily if the people associated with the objects can be contacted immediately. People who are seen intermittently can be added later. For instance, if the partner is the learner's teacher, aides and classmates are a good place to start. If the partner is a parent, other household members are good referents. The partner and the learner move to the game area and stand near the tray. The partner picks up an object, places it on the tray, shows it to the learner, and says the name of the person associated with the object. Then the partner says, "Let's play 'Show me who.'"

A girls holds a laminated identification card to her mouth.

Photo Caption: Ms. Lindsey person symbol

The girl and her teacher feel a laminated identification card attached to a second teacher's pants pocket.

Photo Caption: Ms. Lindsey!

Procedure | Outcomes
1. The partner places a person symbol in the tray, shows it to the learner, and says, "Show me _____ (person's name)." The partner and learner go to the named person. The partner guides the learner's hand to the duplicate object associated with the person. This object might be something the person typically wears or uses, like a badge or a key ring, or it might be an object the person agrees to wear, like a sweatband, a bracelet, or a ring. The partner says the person's name as the person symbol worn by the person is touched. The person then greets the learner. | 1. The learner associates the person symbol with its referent as the person is touched and heard.
2. The partner and learner return to the tray and repeat the procedure for two more people. | 2. Same as above
3. On the fourth return to the tray, the partner places one of the three person symbols just practiced on the tray and says, "Show me who." The learner goes to the person associated with the symbol. | 3. The learner demonstrates his understanding of the person symbol by finding its referent.

A girl and her female teacher feel a string bracelet that is on a SAM tray.

Photo Caption: Ms Jenny Brown person symbol

The girl sits on another woman's lap and feels a string bracelet that the woman is wearing.

Photo Caption: Ms. Jenny Brown!

Caution

Learners with visual impairments usually rely on voice to identify people, but they may or may not know the name of the person they hear. They need person symbols so that they can refer to people in communication contexts such as schedules and experience stories. This game insures that those symbols have concrete referents and are, therefore, meaningful. Objects that are worn by people work well for this purpose. Personal jewelry is problematic because it is often too expensive or unique to duplicate for use in games and other communication environments. A rubber band around the wrist works better than a charm bracelet. Appropriate social touching should be encouraged. It is better to use an object than a beard, mustache, hairdo, or other body feature. Identification objects should be worn on the arms or hands. Touching objects on the face, hair, or torso should be avoided.

A girl and her female teacher sit facing a SAM tray. The girl holds a watch.

Photo Caption: Millie's person symbol

The girl sits on Millie's lap and touches the watch on Millie's wrist.

Photo Caption: Millie!

Adaptations

Hearing impairment: Since some learners with hearing impairments cannot use voice for identification, person symbols are especially important. Sign names may begin to be associated with symbols used for people.

Motor impairment: Learners who have very limited voluntary movement ability can show the person associated with the object by using their eyes or some part of their bodies to point in the direction of the person.

Level: 3

### What Do

Using sound bridges to understand action sequences

Materials

Basket of objects

Preparation

The partner and learner sit in two comfortable seats with the basket between them. The objects in the basket should be things the learner has used in natural contexts. The partner and the learner go to the game area and sit down. The partner picks up an object, does something with it, and says, "Let's play 'What Do?'"

Procedure | Outcomes
1. The partner picks up an object from the basket and performs an action with it making sure the learner can easily hear what she is doing. | 1. The learner understands that the sounds he hears are related to what his partner is doing with an object.
Note: During each new presentation of an object, the learner should not touch the object or the partner's hands. |
2. She hands the object to the learner and says, "What do?" The learner performs the same action with the object with or without help. | 2. The learner demonstrates his understanding of the action beyond his body.
3. The partner demonstrates a different function with the same object, gives the object to the learner, and says, "What do?" The learner duplicates his partner's actions with the object with or without help. | 3. Same
4. The partner performs the two functions, hands the object to the learner, and says, "What Do?" The learner repeats the two actions in the same sequence demonstrated by the partner. | 4. The learner demonstrates his understanding of the two-action sequence using sound information only.

A female teacher plays a guitar. A boy sits across from her and claps along to the music.

Photo Caption: Partner performs action.

The teacher holds the guitar while the boy strums the guitar strings.

Photo Caption: Learner performs same action.

Caution

Learners sometimes develop rote object-action associations. Be sure to demonstrate more than one action with an object so that the learner actually has to use the information available to him (by listening) to determine what happened with the object. For example, a partner might take a piece of paper from the basket. In one game, she might tear the paper for the first action and then wad it up for the second action. In another game, she might let the learner hear the sound of her fingernails creasing a fold. If partners determine that the learner is ready, longer sequences may be included in the game and more than one object can be used.

Adaptations

Hearing impairment: This game may not be appropriate for learners who have severe hearing impairments. Specific information about functional hearing ability will need to be provided by a specialist in hearing impairments. In some cases, the learner will be able to hear specific types of low frequency or high frequency sounds. Particularly, louder sounds may be identifiable to some students. The game can also be adapted to be based on touch to understand the function of specific objects. In this way, a combination of sounds and touch can be used with students who have some residual hearing. The touch also provides the student vibratory information in some cases, which supports the use of residual hearing.

A female learning partner and a girl sit side-by-side at a table. The woman crumples a piece of paper in her hand. The girl feels the action with her fingers.

Photo Caption: This young learner hears the paper being crumpled but does not know what to do with the paper to make that sound until her partner demonstrates. (The game is not appropriate for learners who cannot hear sounds.)

Motor impairment: Learners who have limited voluntary movement ability may not be able to fully execute the function of the object. They should be encouraged to demonstrate function by initiating movements related to the object's use.

Level: 3

### Sounds Like

Using sound and word bridges to understand actions performed by other people beyond the body

Materials

Basket of objects, tray, and helper

Preparation

The partner places two comfortable seating arrangements near each other with the basket and tray between them. The objects in the basket should be things the learner has used in natural contexts, but also things used by other people in those same contexts. The partner and learner move to the game area and sit down. The partner asks her helper to stand next to the learner and perform an action with an object. The partner says, "Sounds like ________ (name of object and action)." Then she says, "Let's play 'Sounds Like.'"

Procedure | Outcomes
1. The partner picks up an object from the basket and performs that object's function making sure the learner can easily hear what she is doing. As she performs the action with the object (spoon scooping, nose blowing, ball bouncing, newspaper pages turning, etc.), she says, "Sounds like _____ (name of object and action)." After several seconds of listening, she helps the learner feel her hands interact with the object as she repeats the object-action label. | 1. The learner associates the object and action labels with their referents as they are heard, then touched.
2. After this step has been repeated with several objects, the partner puts three objects in the tray. She helps the learner explore each object naming the object as the learner touches it. | 2. The learner associates the object labels with their referents as they are touched.
3. The partner picks up one object and uses it while the learner listens. She replaces it on the tray with the two other objects and says, "Sounds like what?" The learner picks up the object used by the partner and performs the same action with it. | 3. The learner demonstrates her understanding of the object-action relationship based on the sounds she heard during her partner's demonstration.
4. The partner and learner walk to an object located in its natural context. The partner lets the learner listen as she performs some function related to the object. For instance, she might open a refrigerator door, turn on a water faucet, sharpen a pencil, open a file cabinet drawer, get an object out of a backpack, etc. As she performs the function, she says, "Sounds like _____ (name of object and action)." After several seconds of listening, she helps the learner feel her hands interact with the object as she repeats the object-action label. | 4. The learner associates sounds with objects as they are touched in actions in their natural contexts.
5. The partner and learner return to the game area. The partner signals her helper to perform a function with an object previously demonstrated by her in some part of the room. The partner says, "Sounds like what?" The learner moves to the object and demonstrates its function. | 5. The learner demonstrates her understanding of the object-action relationship given distance information only.

Using the hand-under-hand technique, a girl and her female teacher bounce a small ball on a table.

Photo Caption: Sounds like ball bouncing.

A girl holds her hand under a running water faucet.

Photo Caption: Sounds like water running.

Caution

Learners should not be asked to touch or go to objects that make sounds they find frightening. A folder (SAM flash drive) containing sounds associated with fear is provided. Let the learner listen to these sounds in this very non-threatening format until he shows no signs of distress. Name the object making the sound each time the recorded sound is heard even though no attempt is being made to establish a concrete referent yet. Then play the "Sounds Like" game using the recorded sounds rather than the actual sound of the scary object. For instance, listen to the vacuum cleaner sound on the flash drive with the volume low. Name the object making the sound. After the sound is familiar to the learner, listen to it beside the unplugged vacuum cleaner and encourage the learner to touch the cleaner as the object label is provided. Do not turn on the vacuum cleaner. After the learner clearly understands the relationship between the recorded sound and the object, have a helper use the object at a safe distance ("safe" from the learner's point of view). Turn the object off and ask the learner to show what made the sound by approaching and touching the object.

Adaptations

Hearing impairment: This game may not be appropriate for learners who have severe hearing impairments. Specific information about functional hearing ability should be provided by a specialist in hearing impairments. Adaptations may involve the use of appropriate amplification based on an audiologist's recommendations. A student who is deafblind may benefit from actions performed on a resonance board or on a surface where vibration is produced.

Motor impairment: Learners who have very limited voluntary movement ability can indicate the object associated with the sound by using their eyes or some part of their bodies to point in the direction of the object.

Level: 3

### Mystery Voice

Using sound and object symbols to label people

Materials

Digital recorder containing 5 to 10 second recordings of voices of people engaged in familiar activities, player, container of person symbols, and tray

Preparation

The partner places two comfortable seating arrangements near each other with the player, recordings, person symbols, and tray between them. The recording will contain several sound pictures featuring the voices of significant people as they are engaged in routine activities in natural contexts. The recordings should be made from 15-20 feet away from the person featured. No attempt should be made to eliminate natural sound clutter, but one primary voice should stand out from other sounds. The partner and the learner go to the game area and sit down. The partner plays one sound picture and says, "Let's play 'Mystery Voice.'"

Procedure | Outcomes
1. The partner places three person symbols on the tray and says, "Hear who?" If necessary, the partner helps the learner pick up a symbol. The partner plays the sound picture for that person while the learner holds the symbol and says, "Hear _____ (person's name)." The partner repeats this procedure using several different person symbols. | 1. The learner begins to understand that the word "who" asks for information about people. The learner associates the symbol with the voice of that person as it is heard at distance.
2. The partner places three person symbols on the tray. She says a person's name and helps the learner touch the symbol for that person. She does this for each symbol on the tray. | 2. The learner understands that three people are represented on the tray.
3. The partner plays a sound picture and says, "Hear who?" The learner picks up the correct symbol. The partner repeats this procedure for several more sound pictures. | 3. The learner demonstrates her ability to use distance sound information correctly for person identification.

A girl and her female teacher sit side-by-side at a table. The girl examines a watch.

Photo Caption: Millie's watch (person symbol)

The teacher holds a digital recorder to the girl's ear.

Photo Caption: Millie's voice (sound picture)

The girl sits on another women's lap and feels the watch that the woman wears on her wrist.

Photo Caption: Millie!

Caution

Learners may identify a secondary voice heard in the recording because they have a particular emotional attachment or interest in that person. Sometimes they will hear a voice partners didn't even realize was in the recording. Partners should affirm their response and then say, "And hear who?" In order to help the learner focus his attention on the voice of a person he finds less interesting, try turning up the volume slightly at a significant point as that person speaks.

Adaptations

Hearing impairment: This game may not be appropriate for learners who have severe hearing impairments. Specific information about functional hearing ability should be provided by a specialist in hearing impairments. For a learner who has residual hearing, play this game using an FM system to better access the person's voice. Instead of using a recorded voice, play the game with live partners using the audiologist's recommended amplification.

Motor impairment: Learners who have very limited voluntary movement ability may be able to point with their eyes or some other part of their bodies to the symbol associated with the voice. They should hold the symbol while listening to the recording with assistance from their partners.

Level: 3

### Scavenger Hunt

Using sound bridges to understand people, objects, actions, and places beyond the body

Materials

Digital recorder containing 15 to 30 second recordings of people engaged in familiar activities, player, container of person symbols, large bag with handles, tray

Preparation

The partner places two comfortable seating arrangements near each other with the player, recordings, person symbols, bag, and tray between them. The recording contains several sound pictures featuring the voices of significant people as they are engaged in routine activities in natural contexts. The recordings should be made from a distance of about 15-20 feet away from the activity. The recording should contain all the sounds naturally associated with the activity including objects being used and the voices of all the people engaged in the activity. The partner and the learner go to the game area and sit down. The partner plays one sound picture. She names one or two people and one or two object-action relationships heard in the recording. Then she says, "Let's play 'Scavenger Hunt.'"

A boy and his teacher listen to a message on a digital recorder

Photo Caption: Marissa says, "Let's play tennis."

The boy and his teacher identify items with which to play tennis.

Photo Caption: Seek the game objects.

Procedure | Outcomes
1. The partner hands the learner a person symbol, says "Hear _____ (person's name)", and plays a sound picture containing that person's voice. The partner then says, "What do?" The partner gives the learner the bag and together they go to the area where the activity took place and put one or more objects heard being used by the identified person in the bag. The partner and the learner return to the game area with the bag of objects. | 1. The learner associates sounds with the objects used by people in events beyond the body.
2. The partner places the symbol for the identified person on the tray and says, "What do?" If necessary, the partner helps the learner put the objects used by that person in the sound picture on the tray. They listen to the recording again. The partner hands an object to the learner and says, "What do?" If necessary, the partner helps the learner do the action associated with the object as heard in the sound picture. As the learner demonstrates the object use, the partner names the action and object. If something like an empty milk carton was collected in the activity area, the learner can demonstrate use by mimicking the use of the object. | 2. The learner demonstrates his understanding of the actions of the person in the event beyond his body.
The boy and his teacher sit at a table and listen to the message on the recording again. Photo Caption: Listen again. The teacher and the boy bounce the tennis ball on the floor. Photo Caption: Play the game.
3. The partner guides the learner's hand to the person symbol and says the name of the person. She then quickly guides the learner's hand to the object and says the name of the action and the object. For example, "Amy open cereal." The partner repeats the procedure if more than one object was collected for the identified person. She makes one short person-action-object phrase for each object making sure that each word is said while the learner is touching the appropriate object or person symbol on the tray. If sequence is relevant, she reads the phrases in the order in which the actions occurred. | 3. The learner reads along with his hands as a short story about the event in the sound picture is read to him.

Caution

If the learner is unable to find objects related to the sounds he has heard, replay the recording in the natural context using very small segments and repeating significant object use sounds several times as the learner touches the related object.

Adaptations

Hearing impairment: This game may not be appropriate for learners who have severe hearing impairments. Specific information about functional hearing ability will need to be provided by a specialist in hearing impairments.

Motor impairment: Learners who have very limited voluntary movement ability may be able to point with their eyes or some other part of their bodies to the objects used by the identified person after they are taken to the event area. They should be expected to demonstrate use of the objects even if they only initiate the movement associated with the action. The partner should wait for initiation before helping the learner finish the movement.

Level: 4

### Bag Stories

Using objects and words to tell experience stories

Materials

Basket of object symbols, basket of person symbols, bags, and tray

Preparation

The partner places two comfortable seating arrangements near each other with the materials between them. Each object in the object symbol basket is something that is used by the learner in a familiar activity. This object becomes the symbol for the activity. The object symbol chosen to represent the activity should be the object the learner would consider the most significant. About five activities should be represented each time the game is played. The partner and the learner go to the game area and sit down. The partner gives the learner one of the bags used exclusively for storytelling and says, "Let's read a bag story."

Procedure | Outcomes
1. The partner hands the learner a basket of object symbols representing familiar activities. The partner says, "Story about what?" If necessary, she helps the learner pick up one of the symbols. As the learner holds the symbol, she says, "Story about _____ (activity name)." She plays a short sound picture of the activity. | 1. The learner associates the object symbol and word label with the activity.
There are three story symbols in a SAM basket. A child's hand explores them. Photo Caption: Select a bag story symbol. A mother and daughter listen to a digital recorder. Photo Caption: Listen to the sound picture.
2. The partner gives the learner an appropriately sized bag for the activity chosen and says, "Make story." The partner and the learner go to the area where the activity occurs and gather objects that are part of the activity. Each time an object is picked up, the partner says a short sentence describing the person-action-object relationship as the object is placed in the bag. For instance, if the learner chose to tell a story about brushing teeth and picked up a toothpaste tube in the sink area, the partner would say, "_____(learner's name) squeezes toothpaste." as the toothpaste is being placed in the bag. | 2. The learner demonstrates that she understands the relationship of objects used together in a familiar activity. The learner associates word labels with the person, action, and object.
3. The partner and learner take the bag back to the game area and place all the related objects in the tray. The partner hands the learner the object symbol for the activity and says, "What do?" The partner guides the learner's hand to the object used first, says the action-object phrase for that object, and proceeds to the next object in the sequence. | 3. The learner begins to understand that the order in which things happen is part of telling a story.
4. The partner repeats the three previous steps with symbols that represent activities that include peers or more than one adult. During the "Make story" part of the game, the partner hands the learner a person symbol and says, "_____(person's name) do what?" The object associated with that person's part in the activity is placed in the bag. During the part of the game where the objects are placed on the tray, the partner again hands the learner the person symbol at the appropriate place in the sequence and says, "_____ (person's name) do what?" | 4. The learner demonstrates her understanding of the actions of other people in activities.

Mother and daughter sit on the floor at a cabinet and put items with which to bath their dog into a story bag.

Photo Caption: Place story symbols in the bag.

Mother and daughter sit at a table with the SAM tray in front of them. The tray contains shampoo, rinse cup, towel, and blow dryer. The empty story bag with the title symbol attached to its front sits on the table next to the tray.

Photo Caption: Read the story.

Caution

Learners with visual impairments often do not know what other people are doing in group activities. They may not understand how their part in an activity relates to the goal or outcome of the whole group. Partners may need to use some special instructional strategies to help the learner with a visual impairment get an overview of the whole activity before he is taught his particular piece of the activity. One strategy is the "observer" strategy. When a new group activity is introduced, the learner with the visual impairment is the "observer." Another person takes his place in the activity. The partner and the learner go from person to person. With each person, the partner helps the learner identify the objects being used by that person. Then, the learner rides the hands of that person while he uses the objects. Peers will need to understand why this is happening so that they can participate in assisting the learner with the visual impairment. The second strategy is "rehearsal." The group activity is set up; but before the other participants arrive, the learner with the visual impairment moves from seat to seat, or place to place, doing each of the actions that will be performed by peers when the group activity begins. He will then associate the sounds made by his peers performing the same actions he did during the rehearsal.

Adaptations

Hearing impairment: Signed words, sign names, and signed phrases may be used to convey the story. Begin with basic routines and short stories for learners who have deafblindness. Use coactive movements with the learner when building the story bag and in telling the story. Watch for sign approximations--which may be subtle--so you can encourage the learner to express the sequence of events back with you.

Motor impairment: Learners who have limited voluntary movement may be able to point with their eyes or some other part of their bodies to the objects used in the story.

Level: 4

### Box Stories

Using objects and words to tell time-sequenced experience stories

Materials

Three bag stories, activity symbols for each bag story, related person symbols, several unattached boxes, and tray

Preparation

The partner places two comfortable seating arrangements near each other with the bags, symbols, tray, and boxes between them. The partner and the learner go to the game area and sit down. The partner hands the learner one of the boxes used exclusively for storytelling and says, "Let's read a box story."

Procedure | Outcomes
1. The partner puts three object symbols for activities on the tray, taps the tray, and says, "Story about what?" If necessary, she helps the learner explore the symbols and pick up one of the symbols. As the learner holds the symbol, she says, "Story about _____ (activity name)." | 1. The learner associates the object symbol with the word label for the activity.
2. The partner gives the learner the bag story for the chosen activity. She and the learner take the objects out of the bag one at a time. As each object is taken out of the bag and placed on the tray, the partner says the person-action-object sentence associated with the object. If the person associated with the action is someone other than the learner, that person's symbol is placed on the tray with the related object. | 2. The learner reviews the person-action-object relationships for the given story.
3. The partner puts an unattached box above the tray and says, "What do first?" If necessary, she helps the learner put the object associated with the first action of the activity in the box. If needed, the person symbol is placed in the box with the object. The partner guides the learner's hand to the box and says the person-action-object sentence. | 3. The learner begins to understand that the order in which things happen in an activity can be represented by a series of boxes. The learner begins to understand that the word "first" refers to the first action and also the first box.
4. The partner and learner place an empty box to the right of the first and the partner says, "What do next?" If necessary, she helps the learner find the correct object on the tray and transfer it to the empty box. She and the learner repeat the procedure until all the objects and related person symbols are sequenced in the boxes. | 4. The learner begins to understand that the word "next" refers to the action after the one just put in the box and for the place just to the right of the previous box.
5. The partner removes the empty tray. She says, "Read story." If necessary, she helps the learner move her hand to the first box. When the learner's hand touches the object in the box, she says, the word "first" followed by the person-action-object sentence. She then says, "Next." If necessary, she helps the learner move her hand to the next box. When the learner touches the object in that box, she reads its person-action-object phrase followed by the word "next." She and the learner repeat the procedure for each box. | 5. The learner demonstrates that she understands the sequence of actions and of the spatial array by touching the objects in order.
6. After the next-to-last box is read, the partner says, "Last." If necessary, she helps the learner move her hand to the last box. As she touches the object in that box, the partner says the word "last" followed by the person-action-object phrase. Then she says, "The end." | 6. The learner associates the word "last" with the last box in the linear array and the words "the end" with the fact that no more boxes will be added.

A girl stands in front of a SAM tray. The tray holds a towel and a hair dryer. Two story boxes are by the tray. The first story box holds a bottle of shampoo and the second holds a rinse cup.

Photo Caption: Build the story one object at a time.

There are four story boxes on the table each containing an item of the story: shampoo bottle, rinse cup, towel, and hair dryer. The girl is touching the third box containing the towel.

Photo Caption: Read the story.

Caution

Spatial sequencing is very hard without vision to provide an overview of the relationship of objects to each other. The linear relationship between two connected objects must be understood before a third or fourth is added. The strategy used in this game is called "errorless" learning. The task is designed so that the learner cannot fail and therefore cannot become confused. Boxes are added one at a time. All the learner has to do is put the object in the empty box, and there is only one empty box. The learner should be encouraged to start at the first box on the left and move to the right, feeling the interior of each box, until he finds the empty box. Either or both hands may be used, but they must be used consistently. If the learner switches hands, spatial relevance will be lost. If the learner becomes tense about the amount of structure or the level of expectation, back off and make the game fun again by letting the learner ride the partner's hands. Begin with very short stories--just two or three boxes. The learner should be very good at tactually building the array before he is expected to move his hand independently from box to box in the correct sequence when he "reads the story."

Adaptations

Hearing impairment: Signed words may be used to play the game. Conceptually, the partner may choose to use "1st, 2nd, 3rd" in a signed sequence as the student gains understanding of the story. The sign "finish" is often used to indicate the end of a sequence. Give the deafblind student time to use her hands before giving her the sign tactually or in her visual field. This will take more time but will allow for success in developing the story sequence.

Motor impairment: Learners who have very limited horizontal movement ability may do better with vertical arrays where "first" is at the top of the array rather than on the left side.

Level: 4

### Binder Stories

Using objects and words to tell time-sequenced experience stories in page format

Materials

Three box stories, related person symbols, three large binders, pages corresponding to the number of boxes, tray, Velcro®

Preparation

The partner places two comfortable seating arrangements near each other with the box stories, symbols, tray, binders, and pages between them. Each object and person symbol will need a Velcro tab so that it can be placed on the corresponding Velcro tab in the center of each of the binder pages. The partner and the learner go to the game area and sit down. The partner hands the learner one of the binders used exclusively for storytelling and says, "Let's read a binder story."

Note: If the box stories have been disassembled so that the same boxes could be used for other stories, the partner can quickly reconstruct the box stories at the beginning of the game. While bag and box stories may not be an abiding resource that the learner can access at any time, binder stories are. Binder stories will be collected and referred to again over time.

A binder story is open to a page that reads, "Add one egg." There is the shell of an egg mounted on an orange card. The card is attached to the page.

The binder story is open to a page that reads, "Put cookie dough on cookie sheet." A large orange arrow at the bottom of the page points to a foil cookie sheet sitting on the table next to the binder.

Photo Caption: The egg shell is a removable object because it is too fragile to remain in the binder. The arrow designates the "whole" object (baking sheet) is next to the binder.

Procedure | Outcomes
1. The partner gives the learner an empty binder. She helps the learner explore the binder and says, "Binder." She and the learner pick up one of the pages and put it in the binder, opening and closing the rings together. After the page is securely fastened into the binder, the partner helps the learner move the page from the right side of the binder to the left saying, "Page." | 1. The learner associates the words "binder" and "page" with their concrete referents.
2. The partner puts three object symbols for activities in the tray, taps the tray, and says, "Story about what?" If necessary, she helps the learner pick up one of the symbols. As the learner holds the symbol, she says, "Story about _____ (activity name)." | 2. The learner reviews the association of the word label with the object symbol.
3. The partner gives the learner the box story for that activity. She and the learner read the story together. | 3. The learner reviews the person-action-object relationships and sequence of the story.
4. The partner places the binder in front of the box story and says, "Make story." She guides the learner's hand to the page in the binder and says, "What do first?" She helps the learner take the object from the first box and place it on the binder page. The partner guides the learner's hand to the object on the page and says the person-action-object phrase. | 4. The learner begins to understand that the order in which things happen in an activity can be represented by a series of pages. The learner begins to understand that the word "first" refers to the first action and also the first page.
5. The partner and learner turn the page, open the rings, place a new page in the book, and close the rings. The partner says, "What do next?" If necessary, she helps the learner find the correct object from the box story and transfer it to the page. While the learner touches the object, she reads the phrase. She and the learner repeat the procedure until all the objects are in the book. | 5. The learner begins to understand that turning a page means that it is finished and that the word "next" requires a new page.
6. The partner removes the boxes. She closes the binder, taps the front cover, and says, "Read story." If necessary, she helps the learner open the binder. When the learner's hand touches the object on the first page, she says the word "first" followed by the person-action-object phrase. She then says, "Next." If necessary, she helps the learner turn the page. When the learner touches the object on that page, she says the person-action-object phrase. She and the learner repeat the procedure for each page. | 6. The learner demonstrates that he understands the sequence of actions and of the spatial array by opening the book, turning the pages, and touching the objects in order.
7. After the next-to-last page is read, the partner says, "Last." If necessary, she helps the learner turn the page. As he touches the object on that page, she says the person-action-object phrase. Then she says, "The end." She and the learner close the book. | 7. The learner associates the words "last" and "the end" with the end of the array.
8. The partner and learner turn the book over so that the front cover is facing the learner. The partner says, "Story about what?" The partner and learner take the associated object symbol and place it on the Velcro tab on the front cover of the binder. While the learner is touching the symbol on the front cover, the partner says, "Story about _____(activity name)." | 8. The learner associates the object symbol on the cover of the binder with the story represented by the objects inside the binder.

Caution

Opening and closing the binder for each new page may seem like a lot of work, but it is an effective way to reinforce one-to-one correspondence and the addition of a "new" page in the sequence.

Adaptations

Hearing impairment: Use signed words, sign names for people, and action phrases in the game. Remember to use the concepts of "first," "next," and "finish" in teaching the story.

Motor impairment: Learners who have very limited hand use can participate by using their eyes or another part of their bodies to point to objects and by initiating movement toward objects. Partners should not read sentences until the learner's hand or some other part of his body is touching the object.

Level: 4

### Clue

Using words to label places

Materials

Three binder stories, tray, and Velcro®

Preparation

The partner places two comfortable seating arrangements near each other with the binder stories and tray between them. The partner places a Velcro strip horizontally across the center of a tray. The partner and the learner go to the game area and sit down. The partner places one of the objects from the binder story on the tray strip and says, "Let's play ‘Clue.’"

A boy and his female teacher sit on a small couch. A SAM tray rests across their laps. The boy explores the Velcro strip in the center of the tray

Photo Caption: Explore the sentence strip.

The boy and teacher look at a binder story on the SAM tray.

Photo Caption: Select a book.

Procedure | Outcomes
1. The partner places the tray in front of the learner and helps him explore the Velcro strip. While his hands are touching the strip, she says, "Sentence strip." | 1. The learner associates the words "sentence strip" with the Velcro strip on the tray.
2. The partner removes the tray, puts three books in front of the learner, and says, "Sentence about what?" If necessary, she helps the learner select a book. | 2. The learner begins to understand that a sentence is related to a story.
The teacher smells inside the open cheese bag. Photo Caption: Mimic action. The boy and teacher face the kitchen counter. Photo Caption: Explore the action place.
3. The partner puts a person symbol at the beginning of the sentence strip on the tray. She says, "_____(person's name) do what?" If necessary, she helps the learner find the object in the book associated with the person's action. Together, they take the object out of the book and place it on the sentence strip after the person symbol. As the partner reads the sentence, she and the learner mimic the action associated with the object. | 3. The learner begins to understand that a sentence is a small unit of information contained in the story.
4. The partner says, "Show me where." If necessary, she helps the learner go to the place where the action typically occurs. | 4. The learner begins to understand that the word "where" asks for information about place.
5. The partner helps the learner touch at least three distinctive features of the location saying the object name and the location name while each feature is touched. (For example, "Sink. Where? Bathroom. Tub. Where? Bathroom.") | 5. The learner begins to understand that a place is a location with distinctive features that are related.
6. The partner gives the learner the tray in the appropriate location. They read the sentence again. The partner says, "Where?" The learner touches one of the features of the location. The partner names the object and the location as the learner touches the feature. | 6. The learner demonstrates his understanding that a "where" question requires information about place.

The teacher stands and watches the boy who sits at the kitchen table and reads the sentence strip.

Photo Caption: Read the sentence.

Caution

Sometimes objects are used as symbols for more than one concrete referent. A toothbrush can stand for an activity, brushing teeth, or it can stand for a place, such as a bathroom. In order to avoid confusion, objects should not be used as place symbols in SAM. A system for helping learners understand how the same symbol can be used in different concept categories is introduced at the next APH intervention level in Tactile Connections: Symbols for Communication. In the SAM game 'Clue,' preparation for the use of place symbols is addressed. The goal is to make sure that the learner has good place concepts so that place symbols are meaningful. One of the most important concepts related to place is that a place is an area consisting of features touching the body and beyond the body. A learner who only has contact with a table surface and an attached stool does not really know what the place called "cafeteria" is until he moves around in that space and touches other features. He must understand that things touched previously are still there and can be touched again if he moves his body to them.

Adaptations

Hearing impairment: Use signed words and phrases to play the game as well as showing "where." Remember that in sign language, expressing the location of items is also directional. For example, to respond to the question of "where," a learner may be taught to point to the location as well as travel to the location. Engage learners who are deafblind in activities where they locate items; this is an excellent orientation and mobility teaching opportunity.

Motor impairment: Learners who have limited hand use can participate by using their eyes or some other part of their bodies to point to objects and by initiating movement toward objects. Vertical rather than horizontal sentence strips may be used. Partners should not read sentences or name location features until the learner's hand or some other part of his body is touching the related object.

# Acknowledgements

A boy and his female teacher sit on a couch. He holds a spoon and she holds a blue plastic bowl.

Field Testers

The American Printing House for the Blind extends a special thank you to the following professionals who contributed their time and expertise to the evaluation of SAM: Symbols and Meaning. These individuals stayed focused on this project for a full academic year; many incorporated SAM into their learner's Individual Education Program (IEP).

Anonymous, Teacher and Speech Language Pathologist, Huntsville, TX
Leslie Daniels, Special Education Teacher, Fruitland, ID
Patti Eswein, Teacher of Students who have Visual Impairments, Braselton, GA
Yvette Hoisington, Teacher of Students who have Visual Impairments, Alvin, TX
Ramona Lee, Special Education Director, Fruitland, ID
Melinda Loyd, Teacher of Students who have Visual Impairments, Sherman, TX
Barbara McElyea, Teacher of Students who have Visual Impairments, Johnson City, TN
Anita Medley, Teacher of Students who have Visual Impairments, COMS, Olive Branch, MO
Joyce Olson, Teacher of Students who have Visual Impairments, Genoa, NE
Suzan Patillo, Itinerant Visually Impaired Program Chairperson, Grayson, GA
David Presley, Teacher of Students who have Visual Impairments, Clarksville, TN
Gina White, Special Education Teacher, Caldwell, ID

Photography

Michael Bicknel - front cover, 272-274
Janie Blome - 3
Scott Blome - 241
Phillip Graschal - 219, 221
Tristan Pierce - 213, 225, 229, 232, 237, 239, 243, 246-247, 250, 254, 256, 257-258, 261-262, 266, 269, 277, 279
Larry Smith [BIG] - 227, 236, 251
Ann Travis - 1
Viewoftheworld - 7

Videography

Michael Bicknel, TSBVI - Bag Story (Abraham), Clue, Do It Again (Matthew), Do It Again (Cassie), Finger Tag (Leo), Finger Tag (Matthew), Mystery Voice, Show Me Who, Simon Says, Slap, Sounds Like, Yours and Mine (Abraham)
Scott Blome, APH - Go Fish (Patti)
Donnie Bott, [BIG] - Bag Story (Butter's Bath Time), Box Story, Scavenger Hunt
Kendra Doty, TSBVI - Clue
Stephanie Lancaster, APH - Go Fish (Patti), Binder Story
Marcela Meza - Whoopee Clothes
Sherry Pollen - Body Buzz
Larry Smith, [BIG] - Hot Potato, What Do, Yours and Mine (Jerrita)