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Unexpected Events

Unexpected Events Example 1

Amy's skill to learn is to Name Body Parts.
Amy and her teacher are together.
Her teacher set things up for Unexpected Events by putting Amy's sock on her hand.
Amy is surprised and says, "That doesn't go there. No, not on my hand."
Amy receives a natural reward when her teacher then hands her the sock and she puts it on her foot.

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Unexpected Events Example 2

Jong's skill to learn is to Initiate An Interaction With His Teachers Or Peers..
Jong and his classmates are at a table drawing.
His teacher sets things up for Unexpected Events by placing tape over the opening of Jong's cubby..
The teacher asks Jong to put his things in his cubby.
Jong walks to his cubby.
Jong initiates discussion with his teacher by saying "It's stuck".
The natural consequence is that the discussion about the cubby continues..

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Time to Stop and Think

In the two examples, how did the adults set things up for Unexpected Events?

What did they do that was the same?
What did they do that was different?

Why should you only change routines that are familiar to your child?

Many times people naturally create teaching opportunities without calling it that or using the words we do. Probably you have already created teaching opportunities for your child. Can you think of times when you already used Limited Access, Giving a Little Bit, Incomplete Activities, or Unexpected Events to help your child learn a skill?

If your child has an IFSP or an IEP, try to write a plan for how you might use Limited Access, Giving a Little Bit, Incomplete Activities, or Unexpected Events to help your child develop one of the skills listed on the IFSP or IEP. You might ask your child's teacher to help you review your plan.

Here are some examples of possible teaching opportunities. For each child, can you think of ways to create successful teaching opportunities we have discussed so far and how you might use them in each example?

1. Sascha's skill to learn is to Label Objects. It is snack time. Her mother has a plate of cheese and crackers.

2. Halle's skill to learn is to Start a Talk with Others. In her childcare center, adults routinely read to children before naptime either one on one or in very small groups as the children sit on sleeping mats.

3. Diana's skill to learn is to Say Sentences using simple, complete sentences. At the art center, each child has a paper. In the center of the table, there is a supply of interesting items that can be pasted on the paper-colored leaves, feathers, and scraps of cloth. Each child has a small paper cup for glue.

4. Keisha's skill to learn is to Ask Someone When She Needs Help or Wants Something. It is music time. Keisha and other children are looking in the box of musical instruments.

5. Miguel's skill to learn is to Identify Red, Green and Yellow. Miguel and four other classmates are creating a picture during an art activity. They are using construction paper and glue.

6. Shellie's skill to learn is to Learn the Names of Common Food Items. During snack time, her teacher is passing out food items.

7. Afad's skill to learn is Counting. His teacher has planned an activity where each child will need several bean bags.

8. Rachel's skill to learn is to Start Relationships with Peers. She and her friend have some blocks; Rachel wants to build a tower.