APH SAM - Symbols and Meaning 
Assessments and Games
 
Millie Smith, M.Ed., TVI
 
Book 2 of 2
Catalog No. 7-08854-00 
For use in kit 1-08854-00
 
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 (c) 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
 
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
 
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
 
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(r)-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 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(r), 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(r) 
*   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.

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(r)
 
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(r)
 
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(r) 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-mache, 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(r)) 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      Voice, sound of key ring 
                        to elastic band during
                        greeting
                        10/2/09                     10/7/09

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


Action Words            Near Experience             Sensory Bridge
Push (pants)            Hands grasp                 Partner mimics 
                        waistband as arms           action while learner's hands ride 
                        extend downward             her hands
                        and body bends forward
Sit down                x                           x
Get (toilet paper)      x                           x
Wipe                    Hand holds paper            Same
                        and moves paper 
                        over area 10/12/09
Stand Up                x                           x
Pull (pants)            Hands grasp                 Same
                        waistband as arms lift
Go (to the sink)        x                           x
Turn on (water)         Hands find and              Same
                        move faucet handles
Get (soap)              x                           x
Wash (hands)            Hands rub together          Same
                        under water stream
Turn off (water)        Hands find and              Same
                        move faucet handles
Dry (hands)             Hands find                  Same
                        dispenser, grasp 
                        towel, pull, rub 
                        hands against towel
Throw away              (towel)                     Same
                        Hands find trash, 
                        place towel in opening


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

 
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        te      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        Dat         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                   x
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.                  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(r) 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-mƒch‚, 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"                  X
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                    N/A
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                                 I
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                       X
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                       N/A
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                          N/A
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                        N/A
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                    N/A
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                        N/A
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                                N/A
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                                  N/A
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.                      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           M
small parts on objects. 
 
Student zips, buttons, and snaps.                       M
 
Student uses scissors.                                  I
 
Student holds pencils and colors with finger            M
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"           X
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                                N/A
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              N/A
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(r)) with 
object symbols attached to grids and templates. 
 
 
SAM Games
 
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.'"
  
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
 
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. 
 
Cautions
Do not use very sticky tape or adhesive bandages (e.g., BAND-AIDS(r)). 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. 
 
Photo Caption: "Who wants it?"
 
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.
 
Photo Caption: "Slap the cup!"
 
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.
 
Photo Caption: Simon says, "Touch your toes."
 
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.'"
 
Photo Caption: Partner says, "My lotion" and learner finds it in 
the 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.
 
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.'" 
 
Photo Caption: Partner demonstrates action.
 
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.'" 
 
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.
 
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.'"
 
Photo Caption: Ms. Lindsey person symbol
 
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. 
 
Photo Caption: Ms Jenny Brown person symbol 
 
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.
 
Photo Caption: Millie's person symbol
 
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.
 
Photo Caption: Partner performs action.
 
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.
 
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.
 
Photo Caption: Sounds like ball bouncing.
 
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. 
 
Photo Caption: Millie's watch (person symbol)
 
Photo Caption: Millie's voice (sound picture)
 
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.'"
 
Photo Caption: Marissa says, "Let's 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. 
 
Photo Caption: Listen again.
 
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. 
 
Photo Caption: Select a bag story symbol. 
 
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.
 
Photo Caption: Place story symbols in the bag. 
 
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.
 
Photo Caption: Build the story one object at a time. 
 
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(r)

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.
 
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(r)

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.'" 
 
Photo Caption: Explore the sentence strip. 
 
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. 
 
Photo Caption: Mimic action. 
 
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. 
 
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
 
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)



