Program Recalls Events (Immediate Past/with a Delay)

 Program Procedure:
(1) Immediate Past––Prompt the child to go to a specific location and to perform an action in the
location (e.g., “Go to the bathroom and wash your hands”). Accompany the child to the location.
Following the action, return to the teaching room and ask the child several questions about the
event (e.g., “Where did you go?” “What did you do there?” “Whom did you see?”). Prompt the
child to answer each question (e.g., “To the bathroom,” :I washed my hands,: :I saw Daddy”).
Reinforce the response. Fade prompts over subsequent trials. Differentially reinforce responses
demonstrated with the lowest level of prompting. Eventually, only reinforce correct, unprompted
responses.
(2) With a Delay––Prompt the child to go to a specific location and to perform an action in the
location (e.g., “Let’s go to the kitchen and have some cookies and milk”). Return to the teaching
room and engage in a play activity (e.g., do a puzzle with the child). After the activity, ask the
child questions about the previous activity (e.g., “Where did we go before we did the puzzle?”
“What did we do in the kitchen?” “Who was in the kitchen?”). Prompt the child to answer each
question (e.g., “We went to the kitchen,” “We had cookies and milk,” “Sam was in the kitchen”).
Reinforce the response. Fade prompts over subsequent trials. Differentially reinforce responses
demonstrated with the lowest level of prompting. Eventually, only reinforce correct, unprompted
responses.

 Suggested Prerequisites:
(1) Labels rooms, actions, and uses correct tense.
(2) Recalls events without a delay, retells a story, and describes objects not in view.

 Prompting Suggestions: Model the correct responses.

(1-2) A question Response Date Introduced Date Mastered

about the event (1-2) Answer the
question
1. No delay
2. Delay
 Helpful Hint: Eventually, drop the verbal prompt of telling your child where he or she is going to go
and just physically guide your child to engage in the activity (e.g., lead him or her into the bathroom,
guide him or her to wash his or her hands, return to the teaching room and ask a question about the
activity). Do fun activities for your child to recall (e.g., run into the bedroom and jump on the bed).
Remember to ask your child to recall information in natural contexts throughout the day (e.g., when
you get home from the park, ask “Where did we go?” “What did you do at the park?” and “Whom
did you see at the park?”). If your child has difficulty with this program, try teaching one recall
question at a time (e.g., first teach “Where did you go?” across different events, then “What did you
do?” across different events, and then ask both questions, “Where did you go?” and “What did you
go?”). Add additional questions as your child’s performance improves.