NET Lesson Plans 2:
1. Mr. Potato Head
2. Office chair
3. Pain5ng
4. Play-doh
5. Rainbow Rocker
6. Rice table
7. Sit & Spin
8. Therapy Ball
9. Trains
NET Activity: Mr. Potato Head
• Have learner ask for potato, body parts, clothing
• Have learner ask to open, push, pull
Mands • Have the learner mand using colors (“Which shoes do you
want?”)
• Have the learner mand using size (“What size potato do you
want?”)
• Have the learner mand in 2-word combinations (“Red shoes.”)
• Have the learner mand with carrier phrases (“I want…” Can I
have…?”)
Tacts •
•
Have learner tact Mr. Potato Head (“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 (clothing, body parts)
Receptive •
•
Have the learner touch Mr. Potato Head
Have the learner touch/give adjectives (“Touch the one that’s
big.”)
• Have the learner demonstrate actions (“Pull his nose out.”
“Show me pushing.” “Make him walk.”)
• Have the learner touch parts of objects (clothing, body parts)
Intraverbals •
•
Have learner fill in words: (“Mr. Potato __”)
Have learner answer IFFC questions (“What’s something you
play with?” “What do see with?” “What do you wear on your
feet?”)
• Have learner answer IFFC reversal questions (“What do you do
with Mr. Potato Head?” “Mr. Potato Head is a type of ___” “What
do you do with your nose?”)
• Have the learner name other related items (“Tell me some
toys.” “Name some body parts.” “Tell me some clothes.”)
NET Activity: Office Chairs
• Have learner ask for a chair
• Have learner ask to sit or get on
Mands • Have learner ask for a push
• Have learner ask to spin
• Have learner mand which way s/he wants to go (“This way!”)
• Have the learner mand for speed (fast, slow)
• Have the learner mand in 2-word combinations (“Push chair”
“Stop chair”)
• Have the learner mand in carrier phrases (“I want…” Can I
have…?”)
• Have learner mand to stop / get off
Tacts •
•
Have the learner tact the chair
Have the learner tact actions of self/others (“What am I/you
doing?”)
• Have the learner tact the parts of the chair (“What’s this part?”
Wheels, arm rest,)
Receptive •
•
Have the learner touch the chair
Have the learner demonstrate actions (“Show me sitting.” “Get
on.” “Get off.”)
• Have the learner touch/point to parts of the chair (“Touch the
legs.” “Touch wheels.”)
Intraverbals • Have learner fill in words: (“1, 2, __”; “Ready, set, ___” “Hold on
___”)
• Have learner answer IFFC questions (“What do you sit on?”
“What is a type of furniture?” “What has an arm rest?”)
• Have learner answer IFFC reversal questions (“What do you do
with a chair?” “A chair is a type of ___”)
• Have the learner name other related items (“Tell me some
types of furniture.”)
NET Activity: Painting
• Have learner ask for paint, paintbrush, paper, cup, water,
sponges, easel
Mands • Have learner ask for colors of paint / paper
• Have the learner ask for actions: open, pour, squeeze, dip,
paint, wipe
• Have the learner mand in 2-word combinations (“red paint”
“squeeze paint”)
• 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 paintbrushes using adjectives
(Long/short/fat/thin)
• Have the learner tact actions of self/others (“What am I/you
doing?”)
• Have the learner tact parts of objects (bristles/handle;
bottle/lid)
• Have the learner tact pronouns (“Who is painting?”)
Receptive •
•
Have learner touch objects
Have the learner touch colors (“Touch red.”)
• Have the learner touch paintbrushes using adjectives (“Give
me one that’s short.”)
• Have the learner demonstrate actions (“Show me painting.”)
• Have the learner touch parts of objects (“Show me the bristles.”
“Find the cap.”)
Intraverbals • Have learner answer IFFC questions (“What do you paint with?”
“What do you paint on?)
• Have learner answer IFFC reversal questions (“What do you do
with a paintbrush?”)
• Have the learner name other members of a category (“Tell me
some colors.”)
NET Activity: Play-doh
• Have learner ask for play-doh, rolling pin, scissors, knife, cookie
cutters
Mands • Have learner ask to open, push, squeeze, pull, roll, cut,
• Have the learner mand in 2-word combinations (“cut play-
doh”, “red play-doh”)
• Have the learner mand with carrier phrases (“I want…” “I
need…”,”Can I have…?”)
Tacts •
•
Have learner tact (“What is this?”)
Have the learner tact colors (“What color is this?”)
• Have the learner tact shapes of cookie cutters (“What
shape?”)
• Have the learner tact actions of self/others (“What am I/you
doing?”)
• Have the learner tact prepositions (“Where is the play-doh?”)
Receptive •
•
Have learner touch/point to/ give play-doh toys
Have the learner touch colors/shapes (“Touch red.” “Give me
the circle.”)
• Have the learner demonstrate actions (“Show me pushing.”
“Cut the pizza.”)
• Have the learner demonstrate prepositions (“Put play-doh in.”
“Take play-doh out.”)
Intraverbals •
•
Have learner fill in words: (“1, 2, __”; “Ready, set, ___”)
Have learner answer IFFC questions (“What do you
roll/squeeze/cut?” “What do you play with?” “What comes in a
can?”)
• Have learner answer IFFC reversal questions (“What do you do
with play-doh?” “Play—doh comes in a ___”)
NET Activity: Rainbow Rocker
• Have learner ask for rainbow or rocker
• Have learner ask to sit, stand, lie down, or get on
Mands • Have learner ask for you to push or rock
• Have learner ask to spin
• Have the learner mand for speed (fast, slow)
• Have the learner mand in 2-word combinations (“Rock me”)
• Have the learner mand in carrier phrases (“I want…” Can I
have…?”)
• Have learner mand to stop / get off
Tacts •
•
Have learner tact rainbow (“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 is rocking?”)
• Have the learner tact prepositions (“Where are you? On the
rainbow.”)
Receptive •
•
Have learner touch the rainbow (“Touch the rainbow.”)
Have the learner touch colors (“Touch the red.” “Point to
yellow.”)
• Have the learner demonstrate actions (“Sit down.” “Show me
jumping”)
• Have the learner demonstrate prepositions (“Get on..” “Get
off…” “Go under..”)
Intraverbals • Have learner fill in words: (“1, 2, __”; “Ready, set, ___” “Rock
back and ___”)
NET Activity: Rice Table
• Have learner ask for rice, cup, shovel and other toys to play
with
Mands • Have learner ask to pour
• Have the learner mand in 2-word combinations (“Pour rice”)
• Have the learner mand with carrier phrases (“I want…” Can I
have…?”)
Tacts •
•
Have learner tact the rice (“What is this?”)
Have the learner tact actions of self/others (“What am I/you
doing?”)
• Have the learner tact parts of the table (“What’s this part?
Leg.”)
• Have the learner tact prepositions (“Where is the block? In the
rice”)
Receptive •
•
Have learner touch the rice
Have the learner demonstrate actions (“Show me pouring.”)
• Have the learner demonstrate prepositions (“Take the block out
of the rice.”)
Intraverbals • Have learner fill in words: (“1, 2, __”; “Ready, set, ___”)
NET Activity: Sit & Spin
• Have learner ask for sit & spin
• Have learner ask to sit, hold on, spin
Mands • Have the learner mand to spin fast/slow
• 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/shapes (“What color/shape is
this?”)
• Have the learner tact actions of self/others (“What am I/you
doing?”)
• Have the learner tact pronouns (“Who is spinning?”)
Receptive •
•
Have learner touch the sit & spin
Have the learner touch colors/shaps(“Touch blue.” “Show me a
circle.”)
• Have the learner demonstrate actions (“Show me spinning.”)
• Have the learner identify pronouns (“Who is spinning?”)
Intraverbals • Have learner fill in words: (“1, 2, __”; “Ready, set, ___” “Hold on
___”)
• Have learner answer IFFC questions (“What do you sit on?”
“What is a type of toy?” “What do you spin on?”
• Have learner answer IFFC reversal questions (“Sit & Spin is a
type of ___”)
• Have the learner name other related items (“Tell me some
toys.”)
NET Activity: Therapy Ball
• Have learner ask for the ball
• Have learner ask to sit or stand on the ball
Mands • Have learner ask to jump on, roll, push, kick, bounce, or throw
the ball
• Have the learner mand in 2-word combinations (“Red ball.”
“Throw ball.”)
• Have the learner mand with carrier phrases (“I want…” Can I
have…?”)
Tacts •
•
Have learner tact the ball(“What is this?”)
Have the learner tact color / size of ball (“What color? What
size?”)
• Have the learner tact actions of self/others (“What am I/you
doing?”)
Receptive •
•
Have learner touch the ball
Have the learner demonstrate actions (“Show me kicking.”)
Intraverbals • Have learner fill in words: (“1, 2, __”; “Up and ___” “Jumping on
the ___”)
• Have learner answer IFFC questions (“What do you bounce?”
“What is a type of toy?” “What is round?”)
• Have learner answer IFFC reversal questions (“What do you do
with a ball?” “A ball is a type of ___”)
• Have the learner name other related items (“Tell me some
types of toys.”)
NET Activity: Trains
• Have learner ask for a train, track, tree, sign
• Have learner ask to push train
Mands • Have learner mand for trains by color (“Which one do you
want?”)
• Have the learner mand in 2-word combinations (“Push train”
“Blue train”)
• Have the learner mand with carrier phrases (“I want…” Can I
have…?”)
Tacts •
•
Have learner tact objects (“What is this?”)
Have the learner tact color or size of trains (“What color?”
“What size?”)
• Have the learner tact actions of self/others (“What am I/you
doing?”)
• Have the learner tact parts of objects (“What’s this part?
Wheels.”)
• Have the learner tact pronouns (“Who has the train?”)
• Have the learner tact prepositions (“Where is the train?”)
Receptive •
•
Have learner touch objects
Have the learner touch colors (“Touch red.”)
• Have the learner demonstrate actions (“Show me pushing.”)
• Have the learner touch parts of objects (“Touch the wheels.”)
• Have the learner demonstrate prepositions (“Put the train under
the bridge.”)
Intraverbals • Have learner fill in words: (“Chugga, chugga ___” “Thomas the
___”)
• Have learner answer IFFC questions (“What do can you ride
on?” “What is a type of vehicle?” “What has a whistle?”)
• Have learner answer IFFC reversal questions (“What does a
train have?” “A train is a type of ___”)
• Have the learner name other related items (“Tell me some
vehicles.”)