When choosing items for sensorimotor routines and assessments, teaching partners should consider all sensory systems. This mirror primarily impacts the visual system. Standing on its own, the mirror also allows a teaching partner freedom to provide additional physical support as necessary.
As described in APH’s Sensing and Learning (SAL), learners maintain attention to their reflections in the mirror and anticipate the continuation of that visual sensory event during the SAL Attention Routine. Later, learners recognize this familiar learning media and initiate actions to repeat desired effects, and even search for the mirror after a pause (object permanence) during the SAL Exploration Routine. Finally, during the SAL Function Routine, learners use the mirror to accomplish a specific outcome after modeling and finally obtain the mirror to observe action of or object on their face or head.
