Opposites: Level 2

Prerequisite:

First, test if the student knows what fast/slow is (ex. give the student a toy car and say, "Drive the car fast"). If they do not perform the correct movement, then go back to opposites level 1 for this specific opposite.

Teaching Instructions:

Grab a toy car and drive it quickly. Say, "I'm driving fast, show me the opposite of fast." Then give them your toy car. The student should respond by driving the car slowly. 

Repeat with the other opposite: Drive a toy car slowly. Say, "I'm driving slow, show me the opposite of slow." Then give them your toy car. The student should respond by driving the car quickly. 

Generalization: 

After achieving this goal, repeat it with new materials (ex. action figure flying fast or slow, clapping fast or slow).

Prerequisite:

First, test if the student knows what up/down is (ex. ask, "Put your hand up"). If they do not perform the correct movement, then go back to opposites level 1 for this specific opposite.

Teaching Instructions:

Put your hand down to the ground. Say, "My hand is down, show me the opposite of down." The student should respond by putting their hand up. 

Repeat with the other opposite: Raise your hand up. Say, "My hand is up, show me the opposite of up." The student should respond by putting their hand down. 

Generalization:

After achieving this goal, repeat it with new materials (ex. action figure flying up or down, looking up or down).

Prerequisite:

First, test if the student knows what in/out is (ex. ask, "Put the block in the box"). If they do not perform the correct movement, then go back to opposites level 1 for this specific opposite.

Teaching Instructions:

Get a block and empty box. Put the block in the box. Say, "The block is in, show me the opposite of in." The student should respond by taking the block out. 

Repeat with the other opposite: Put the block next to the box. Say, "The block is out, show me the opposite of out." The student should respond by putting the block in the box. 

Generalization:

After achieving this goal, repeat it with new materials (ex. putting a marble in and out of hand, putting coins in and out of a jar, putting tongue in and out of mouth).

Prerequisite:

First, test if the student knows what on/off is (ex. ask, "turn the lights off"). If they do not perform the correct movement, then go back to opposites level 1 for this specific opposite.

Teaching Instructions:

Go to a light switch and say, "The lights are on, show me the opposite of on." The student should respond by turning the lights off.

Repeat with the other opposite: Go to a light switch with the lights off and say, "The lights are off, show me the opposite of off." The student should respond by turning the lights on.

Generalization:

After achieving this goal, repeat it with new materials (ex. turning an ipad on and off, turning a talking toy on and off).

Prerequisite:

First, test if the student knows what on/off is (ex. ask, "put the block on the box"). If they do not perform the correct movement, then go back to opposites level 1 for this specific opposite.

Teaching Instructions:

Get a block and box. Put the block on the box. Say, "The block is on, show me the opposite of on." The student should respond by taking the block off. 

Repeat with the other opposite: Put the block next to the box. Say, "The block is off, show me the opposite of off." The student should respond by putting the block on the box. 

Generalization:

After achieving this goal, repeat it with new materials (ex. putting a hat on and off of their head, putting their hand on and off of their leg).

Prerequisite:

First, test if the student knows what loud/quiet is (ex. tell the student to say "no way" with a loud voice). If they do not perform the correct volume, then go back to opposites level 1 for this specific opposite.

Teaching Instructions:

Yell, "I'M TALKING LOUD, SHOW ME THE OPPOSITE OF TALKING LOUD!" The student should respond by saying something quietly, such as, "I'm talking quiet." 

Repeat with the other opposite: Whisper, "I'm talking quiet, show me the opposite of talking quiet." The student should respond by saying something loudly, such as, "I'M TALKING LOUD!" 

Generalization: 

After achieving this goal, use phrases.

Example: 

Tell the student, "I'm going to say something loud and you say it the opposite way." Pause, then shout, "I WANT A HAMBURGER!" The student should then whisper, "I want a hamburger." 

Then repeat the other opposite by presenting the phrase quietly for the student to repeat back loudly.

Prerequisite:

First, test if the student knows what open/closed is (ex. ask, "close the door"). If they do not perform the correct movement, then go back to opposites level 1 for this specific opposite.

Teaching Instructions:

Go to a closed door and say, "The door is closed, show me the opposite of closed." The student should respond by opening the door. 

Repeat with the other opposite: Go to an open door and say, "The door is open, show me the opposite of open." The student should respond by closing the door. 

Generalization:

After achieving this goal, repeat it with new materials (ex. opening and closing a cabinet door, opening and closing a bottle).