Why / because

What is the goal of this program?

Able to answer “why” about simple situations, and predict the possible outcome of events

Why is this program important?

Helps with: 

• Developing abstract reasoning 
• Expanding language  
• Understanding the sequence of events  

How can this be taught?

Stage 1: Inferencing by Object Functions 

Phases 1: Receptive (SD “Why is he using a camera? Because he is taking pictures) 

Targets: 

Taking pictures – Camera  

Eat – Spoon/Fork 

Swim – Float  

Drive – Car 

Paint – Paintbrush 

See – Eye Glasses 

Clean – Broom 

Read – Book  

Cutting – Scissors  

Glue – Pasting 

Watching TV – Television 

Calling – Phone 

Phase 2: Expressive 

Targets: 

Taking pictures – Camera  

Eat – Spoon/Fork 

Swim – Float  

Drive – Car 

Paint – Paintbrush 

See – Eye Glasses 

Clean – Broom 

Read – Book  

Cutting – Scissors  

Glue – Pasting 

Watching TV – Television 

Calling – Phone 

Stage 2: Inferencing by Events/Locations Functions 

Phase 1 Receptive: In FO3, tx asks “Why is he wearing a school uniform?” with 3 visuals of different events/locations 

Targets 

School Uniform – School/Class 

Swimwear – Beach/Swimming Pool 

Ballet Costume – Dance Class/Ballet Class 

Birthday Hat/Balloon  – Birthday Party 

Disney outfit/costume – Disneyland  

Phase 2: Expressive: “Why is he wearing a school uniform? 

Targets 

School Uniform – School/Class 

Swimwear – Beach/Swimming Pool 

Ballet Costume – Dance Class/Ballet Class 

Birthday Hat/Balloon  – Birthday Party 

Disney outfit/costume – Disneyland 

Stage 3: Inferencing from Cause & Effect Scenarios 

Phase 1: Receptive in FO3 (SD “Why are the plates shattered?) 

Dropped plates – Plates shattered  

Wash hands – clean hands  

Puts band-aid – fell down 

Crying – toys broken  

Mum Angry – Broken vase 

Girl pulling out Umbrella – Raining 

Phase 2: Expressive (SD “Why are the plates shattered?) 

Dropped plates – Plates shattered  

Wash hands – clean hands  

Puts band-aid – fell down 

Crying – toys broken  

Mum Angry – Broken vase 

Girl pulling out Umbrella – Raining 

Phase 3: Generalization (Run in-vivo) 

Someone dropped xx  – xx broken 

Wash hands – clean hands  

Puts band-aid – fell down/injured 

Crying – toys broken  

Mum Angry – Broken vase 

Someone pulling out Umbrella – Raining 

Suggested toys and materials 

Daily situations

Related programs 

• Basic Emotion
• Action Verbs
• Cause and Effect
• AB Sequencing
• First – Then
• Functions
• General Knowledge
• Locations 

Troubleshooting / Prerequisite skills 

• Action Verbs
• Basic Emotions