Light Box Activity Guide Level Two, Large Print (7-08680-00)

egardless of their location, or, instead, shows signs of afield defect. For example, if the child tilts her head to oneside, appears to be using only one eye, or reaches forobjects on one side only, there may be a field loss or thechild may have difficulty crossing the midline. This willaffect the manner in which you present activities.9. Use colored acetate sheets and objects and observewhether the child prefers one color over another.10. If the child has difficulty manipulating items on the LightBox because of their tendency to slip, use the soft vinylsheet included with the kit, or use masking tape to attacha large square of clear contact paper, with its adhesiveside up, to the Light Box surface. At first, the contactpaper may be too sticky, but with a little use it will providea nonslip surface.11. Use words like “look,” “see,” and “find” when presentingitems on the Light Box work surface. Encourage the childand describe for him what he is seeing – its shape, size,position, and color.12. Show enthusiasm for each activity you perform with thechild, and use strategies that are particularly motivatingto her. Show the child a new activity, then ask her toperform it. Provide verbal and physical prompts whennecessary.13. Praise the child’s appropriate responses. It is importantto immediately reinforce correct responses with thingsthe child finds motivating—a hug, verbal praise,applause, etc.12