NET Activity: Ball Pit
• Have learner ask for the ball pit
• Have learner ask to get in
Mands •
•
Have learner ask for balls
Have learner ask to jump in
• Have learner ask to throw balls at a target or at the ceiling
• Have learner ask for the slide
• Have learner ask for balls by color
• Have the learner mand in 2-word combinations (“Throw ball”)
• Have the learner mand with carrier phrases (“I want…” Can I
have…?”)
Tacts •
•
Have learner tact objects (“What is this?”)
Have the learner tact colors (“What color is this?”)
• Have the learner tact actions of self/others (“What am I/you
doing?”)
• Have the learner tact pronouns (“Who has the ball?”)
• Have the learner tact prepositions (“Where are you?”)
Receptive •
•
Have learner touch objects
Have the learner touch colors (“Touch the one that’s red.”)
• Have the learner demonstrate actions (“Show me throwing.”)
• Have the learner demonstrate prepositions (“Get in.” “Get
out.”)
Intraverbals •
•
Have learner fill in words: (“1, 2, __”; “Throw the ___”)
Have learner answer IFFC questions (“What do you play in?”
“What do you throw?”)
• Have learner answer IFFC reversal questions (“A ball is
something you ___”)
• Have the learner name other related items (“Tell me some
other toys.”)
NET Activity: Balloons
• Have learner ask for a balloon, pump, water
• Have learner ask to put on, pump, push, blow, take off, tie, let
Mands •
go, pop, throw, hit, kick
Have learner ask for colors /sizes
• Have the learner mand in 2-word combinations (“Blow
balloon”)
• Have the learner mand with carrier phrases (“I want…” Can I
have…?”)
Tacts •
•
Have learner tact (“What is this?”)
Have the learner tact colors (“What color is this?”)
• Have the learner tact size of balloons (“What size is this one?”)
• Have the learner tact actions of self/others (“What am I/you
doing?”)
Receptive •
•
Have learner touch the balloon, etc.
Have the learner touch colors/sizes (“Touch red.” “Give me the
big one”)
• Have the learner demonstrate actions (“Show me throwing.”)
Intraverbals •
•
Have learner fill in words: (“1, 2, __”; “Ready, set, ___”)
Have learner answer IFFC questions (“What do you blow up?”
“What is something that’s round?” “What is filled with air?”
“What can you pop?”)
• Have learner answer IFFC reversal questions (“What do you do
with a balloon? “A balloon is filled with ___”)
• Have the learner name other related items (“Tell me some
things that are round.” “Tell me some things you see at a
birthday party.”)
NET Activity: Blocks
• Have learner mand for a block
• Have learner mand to build or stack blocks
Mands •
•
Have learner mand to knock down blocks
Have learner mand for blocks by color, shape, or size
• Have learner mand using two-word combinations (“stack
block”)
• Have learner mand using carrier phrases (“I want…” “Give
me…”)
• Have learner mand using prepositions (“on top of…”, “next
to…”)
Tacts •
•
Have learner tact a block (“What is this?”)
Have learner tact actions of self/others (“What are you
doing?”)
• Have learner tact the color of a block (“What color is this?”)
• Have the learner tact the shape of a block (“What shape is
this?”)
• Have the learner tact the size of a block (“What size?”
big/little)
• Have learner tact using prepositions (“Where is the block?)
• Have learner tact using pronouns (“Who has the block?”)
Receptive •
•
Have learner touch/give a block (“Touch the block”)
Have learner demonstrate actions (“Show me building.”
“Knock them down.”)
• Have learner tact the color of a block (“What color is this?”)
• Have the learner touch/give a color, size, or shape
• Have learner place a block in a specific location (“Put it on
top/in bucket”)
• Have learner touch my/your blocks (“Touch my block.” “Touch
your block”)
Intraverbals •
•
Have learner fill in words: (“1, 2, __”; “Knock them ___”)
Have learner answer IFFC questions (“What do you build with?”
“What is a type of toy?”)
• Have learner answer IFFC reversal questions (“What do you do
with blocks?” “Blocks are a type of ___”)
• Have the learner name other toys (“Can you tell me some
toys?”)
NET Activity: Bubbles
• Have learner ask for bubbles
• Have learner ask for the wand
Mands •
•
Have learner ask to dip the wand in
Have the learner ask to blow
• Have the learner ask for big / little bubbles
• Have the learner ask to pop bubbles
• Have the learner mand in 2-word combinations (“Blow
bubbles.”)
• Have the learner mand with carrier phrases (“I want…” Can I
have…?”)
Tacts •
•
Have learner tact objects (“What is this?”)
Have the learner tact the size of the bubbles (“What size is this
one?”)
• Have the learner tact actions of self/others (“What am I/you
doing?”)
Receptive •
•
Have learner touch objects
Have the learner demonstrate actions (“Show me blowing.”
“Show me popping.”)
Intraverbals •
•
Have learner fill in words: (“1, 2, __”; “Ready, set, ___”)
Have learner answer IFFC questions (“What do pop?” “What is a
type of toy?”)
• Have learner answer IFFC reversal questions (“What do you do
with bubbles?” “Bubbles are a type of ___”)
• Have the learner name other related items (“Tell me some
toys.”)
NET Activity: Car
• Have learner ask for the car
• Have learner ask to open the door or get in
Mands •
•
Have the learner ask to drive or for a push
Have learner mand for speed (fast/slow)
• Have learner mand for where they want to go
• Have the learner mand in 2-word combinations (“Push car.”
“Open door.”)
• Have the learner mand with carrier phrases (“I want…” Can I
have…?”)
Tacts •
•
Have learner tact the car(“What is this?”)
Have the learner tact colors on the car (“What color is this?”)
• Have the learner tact actions of self/others (“What am I/you
doing?”)
• Have the learner tact parts of objects (“What’s this part?” Door,
horn, headlight, wheel)
• Have the learner tact pronouns (“Who is driving?”)
Receptive •
•
Have learner touch the car
Have the learner demonstrate actions (“Show me driving.”)
• Have the learner touch parts of objects (“Touch the door.”
“Touch the horn.”)
Intraverbals •
•
Have learner fill in words: (“The big red __”, “Ready, set, ___”)
Have learner answer IFFC questions (“What is something you
ride in?” “What is a type of vehicle?” “What has wheels?”)
• Have learner answer IFFC reversal questions (“What do you do
with a car?” “A car is a type of ___”)
• Have the learner name other related items (“Tell me some
types of vehicles.”)
NET Activity: Chalkboard
• Have learner ask for chalkboard, chalk, eraser (or wet/dry
paper towel)
Mands •
•
Have learner ask to draw, write, color,
Have the learner mand for stencils or for you to draw
something (i.e. house)
• Have the learner mand for long / short pieces of chalk
• Have the learner mand for different colors of chalk
• Have the learner mand for wet vs. dry paper towels to erase
pictures
• Have the learner mand in 2-word combinations (“draw house,”
“red chalk”)
• Have the learner mand with carrier phrases (“I want…” Can I
have…?”)
Tacts •
•
Have learner tact objects (“What is this?”)
Have the learner tact colors, length, wet/dry, dirty/clean
• Have the learner tact actions of self/others (“What am I/you
doing?”)
• Have the learner tact parts of pictures you drew (i.e. eyes,
nose, mouth of smiley face)
• Have the learner tact pronouns (“Who is drawing?”)
• Have the learner tact prepositions (“Where is the chalk?”)
Receptive •
•
Have learner touch/point to/ give objects
Have the learner touch adjectives (“Touch the one that’s
long/wet/dirty/blue.”)
• Have the learner demonstrate actions (“Show me drawing.”)
• Have the learner touch parts of pictures you drew (i.e. eyes,
nose, mouth of smiley face)
• Have the learner demonstrate prepositions (“Draw a mouth
under his nose.”)
Intraverbals •
•
Have learner fill in words: (“1, 2, __”; “Ready, set, ___”)
Have learner answer IFFC questions (“What do you draw with?”
“What does a teacher write on?”)
• sHave learner answer IFFC reversal questions (“What do you do
with chalk?” “A teacher writes on a ___”)
NET Activity: Drawing / Coloring
• Have learner ask for crayon, marker, pencil, paper, coloring
book pictures
Mands •
•
Have learner ask to draw, write, color
Have the learner mand for you to draw something (i.e. house)
• Have the learner mand for colored crayons / markers / paper
• Have the learner mand in 2-word combinations (“draw house,”
“red crayon”)
• Have the learner mand with carrier phrases (“I want…” Can I
have…?”)
Tacts •
•
Have learner tact objects (“What is this?”)
Have the learner tact colors/length of crayons
• Have the learner tact actions of self/others (“What am I/you
doing?”)
• Have the learner tact parts of pictures you drew or colored (i.e.
eyes, nose, mouth of smiley face)
• Have the learner tact pronouns (“Who is drawing?”)
• Have the learner tact prepositions (“Where is the crayon?”)
Receptive •
•
Have learner touch/point to/ give you objects
Have the learner touch adjectives (“Show me a short crayon.”
“Touch yellow.” )
• Have the learner demonstrate actions (“Show me drawing.”)
• Have the learner touch parts of pictures you drew/colored(i.e.
eyes, nose, mouth of smiley face)
• Have the learner demonstrate prepositions (“Draw a mouth
under his nose.”)
Intraverbals • Have learner fill in words related to the theme of the pictures:
(“You colored Barney the __”; “Wags the ___”)
• Have learner answer IFFC questions (“What do you draw with?”
“What do you color with?”)
• Have learner answer IFFC reversal questions (“What do you do
with crayons?”)
• Have the learner name members of a category (“Name some
things you draw with.”)
NET Activity: Hungry Hungry Hippos
• Have learner ask for Hungry Hippos, a specific hippo, marbles
• Have learner ask for actions: push, pick up
Mands • Have the learner mand with carrier phrases (“I want…” Can I
have…?”)
• Have the learner mand with pronouns (“My turn.”)
Tacts •
•
Have learner tact (“What is this?”)
Have the learner tact colors (“What color is this?”)
• Have the learner tact actions of self/others (“What am I/you
doing?”)
• Have the learner tact parts of objects (neck, eye, ear of hippo)
• Have the learner tact pronouns (“Who won?”)
• Have the learner tact prepositions (“Where are the marbles?”)
Receptive •
•
Have learner touch the hippo / marbles
Have the learner touch colors (“Touch the yellow hippo.”)
• Have the learner demonstrate actions (“Show me pushing.”
“Make the hippo eat.”)
• Have the learner touch parts of objects (“Touch the hippo’s
neck.”)
• Have the learner demonstrate prepositions (“Take the marble
out of the hole.”)
Intraverbals •
•
Have learner fill in words: (“1, 2, __”; “Ready, set, ___”)
Have learner answer IFFC questions (“What’s an animal that
you see at the zoo?” “Tell me a game?” “What has marbles?”)
• Have learner answer IFFC reversal questions (“Where does a
hippo live?” “A hippo has a ___ “ “What is Hungry Hungry
Hippos?”)
• Have the learner name other related items (“Tell me some
animals.” “Name some games.” “Tell me some things you see
at the zoo.”)
NET Activity: Legos
• Have learner ask for legos, building parts, people
• Have learner ask to open, dump, build, push, pull,
Mands •
•
Have learner ask for legos by shape or color
Have the learner mand in 2-word combinations (“red lego”
“square lego”)
• Have the learner mand with carrier phrases (“I want…” Can I
have…?”)
Tacts •
•
Have learner tact (“What is this?”)
Have the learner tact colors/shape (“What color is this?” “What
shape?”)
• Have the learner tact actions of self/others (“What am I/you
doing?”)
• Have the learner tact colors/shapes of legos
• Have the learner tact the height of towers (“tall/short”)
• Have the learner tact parts of objects that they have built
• Have the learner tact pronouns (“Who is building?”)
Receptive •
•
Have learner touch objects
Have the learner touch colors/shapes/height /length (“Show
me the tall one.” “Give me a long lego.”)
• Have the learner demonstrate actions (“Show me building.”)
Intraverbals • Have learner answer IFFC questions (“What do you build with?”
“What is a type of toy?”)
• Have learner answer IFFC reversal questions (“What do you do
with legos?” “Legos are a type of ___”)
• Have the learner name other related items (“Tell me some
types of toys.” “Name some things you build with.”)
NET Activity: Watching Movies
• Have learner ask for a movie
• Have learner ask for the specific movie that they want
Mands •
•
Have learner ask to pull movie out of the box
Have the learner ask to push movie into VCR/DVD player
• Have the learner mand to push play or turn it on
• Have the learner mand in 2-word combinations (“Push play”)
• Have the learner mand with carrier phrases (“I want…” Can I
have…?”)
Tacts •
•
Have learner tact the movie(“What is this?”)
Pause the movie and ask learner to tact objects on the screen
• Have the learner tact actions of self/others (“What am I/you
doing?”)
Receptive •
•
Have learner touch the movie
Pause the movie and ask learner to point to objects on the
screen
• Have the learner demonstrate actions (“Sit down.”)
Intraverbals • Have learner fill in words: (“Baby Einstein.” “Barney the
Dinosaur.”)
• Have learner answer IFFC questions (“What do you watch?)
• Have learner answer IFFC reversal questions (“A movie is
something you ___”)