The plan involves giving the child a small reward (a token) for little steps of progression in speaking at school. These tokens are redeemed at home for items the child has indicated she would like to have.

Please note that this is an individualized plan that is working (for the most part) for this child. You will have to take into account your child's preferences, your preferences about using material things for rewards, your child's teacher's willingness to work with you and child.

SETTING UP
Mom and Mary together determine which items Mary would like to acquire through a reward system. Cut out from magazines, catalogs or draw pictures of these items.
Paste the pictures onto construction paper sheets. Staple into a booklet to make "Mary's Catalog". Do this project together - the child got child very excited and interested in the whole thing. Doing the project together also allowed the parents to be able to talk to their child a little about "talking."

Determine the economy you will use - ie Monopoly money, tokens, or points. Then determine how many tokens (points, monopoly money) it will take to "buy" each item.
Write the "price" of each item next to its picture in the catalog. Once you determine the economy, you explain it to the child. We used shiny brand-new washers as our tokens. Mary loves tools, screws, nails, nuts, bolts. So the shiny washers were a big hit.

The incentives: (Catalog)
lunch with Mom at school - 5 tokens
"Bitty Baby" doll clothes - 10 tokens
"Bitty Baby" doll furniture - 15 tokens
"Barbie" airplane - 20 tokens
"Kit" doll clothes and accessories - 10 to 15 tokens per set
A puzzle piece of the "Kit" doll - 10 tokens

Earn tokens during fading sessions to save up and trade in at home to "buy" items pictured in a catalog.

Puzzle - "Kit" an American Girl Doll- earn pieces to complete the puzzle and get the doll.
Explanation: Mary really likes the doll "Kit". She also likes earning puzzle pieces to get a reward. We glued a picture of this doll to cardboard and cut it up into 25 puzzle pieces.
The doll is a huge incentive for Mary but it is really expensive (in the real economy!) so it is going to be much harder to earn. Earning the puzzle pieces will be the immediate reinforcement but it will take a while for Mary to get the reinforcement of obtaining the actual item.
However, she has a bunch of stuff she can earn. So, she can choose to spend all her tokens on Kit, or she can mix it up a little, i.e., use some tokens to buy lunch with mom and some Bitty Baby clothes/furniture (shorter-term but smaller rewards) and put some tokens toward the purchase of Kit (a longer-term but relatively huge reward).

The token/catalogue purchases will give Mary a more immediate reinforcement. I designed things so that Mary will be able to earn enough tokens in the first session to "buy" at least one item immediately upon getting home that day.

FADING - gradually changing the conditions in which Mary is already speaking. Mary already speaks to Mom in the classroom. We want to gradually change the conditions so that Mary will speak to Mrs. Jones (teacher) in the classroom.

Before we start the program, Mom will talk to Mary to explain the program, the incentives, how the tokens are earned.
Tell Mary that she will get a token after she names all the pictures on a sheet of paper.
She will get to name 4-6 sheets of pictures per session. Also explain we are doing this to help her feel more comfortable talking at school.

THE PICTURE SHEETS
We have several sheets of paper with 20 pictures per sheet; 5 rows of 4 pictures. The pictures must be things easily recognized by the child. The child is not being tested on if he/she gets the picture right or wrong.
It has to be something the child has no problem with. It's the speaking that is important here, not the IQ. Here is a list of possible pictures to use:
Page 1 Fish, Pig, Teddy Bear, Shoe, Paintbrush, Rabbit, Slide Squirrel, Flower, Cat, Apple, Birthday Cake, Pizza, Bird, Beach Ball, Snail, Doll, Frog, Butterfly, House.

Page 2 Train, Book, Duck, Flag, Jack-in-the-Box, Dog, Food (Meal or Hamburger), Cap or Hat, Girl, Boy, Sand Pail or Bucket, Present (Gift), Tea Set, Dinosaur, Hotdog, Pencil, Pen, Balloons, Cupcake, Heart.

Page 3
Giraffe, Rhinoceros, Lion, Wolf, Beaver, Elephant, Ape or Gorilla, Camel, Goat, Monkey, Moose, Mouse, Panda, Raccoon, Rat, Tiger, Horse, Pig, Zebra, Sheep.

Page 4
Suitcase, Wagon, Ambulance, Car, Baby Carriage, Safety Pin, Pacifier, Scissors or Shears, Bulldozer, Steam Shovel, Dump Truck, Fire Truck, Bicycle, Roller Coaster, Castle, Igloo, Tent, Yo-yo, Swing, Kite.

Page 5
Camera, Telescope, Telephone, Arm, Foot, Hand, Ear, Feet, Comb, Brush, Toothbrush, Toothpaste, Spoon, Fork, Knife, Bowl, Drum, Guitar, Piano, Trumpet.

Page 6
Chair, Table, Bed, Fan, Key, Hammer, Saw, Barn, Windmill, Whale, Deer, Fox, Alligator, Cow, Fish, Hat, Flower, Tree, Dog, Cat.
Reward = a token.

Immediate secondary rewards = tokens, puzzle pieces delayed primary rewards = the stuff she purchases with the tokens and puzzle pieces

PART 1
After school, in the classroom, Mom sits with Mary at a table. Mrs. Jones is at other end of room. (Or out of the room if Mrs. Jone's presence is too anxiety provoking).
Step 1
Mom shows Mary pictures on sheets of paper. It's best if the pictures are on sheets to enable very fast, seamless naming (fast with no time for pauses). Mom points to the pictures one at a time. Mary is to name the item pictured. After each sheet named, Mary receives a token.
Just point to the picturess, no need to ask her "what is this?" Let her name them as fast and as loud as she can (we're shooting for a conversational tone here, not screaming).
We may have to actually SHAPE up to louder naming if she's doing it really soft. At first any audible naming would earn a reward. Then tell her it has to be a little louder in order to earn the reward, and so on until she is naming the pictures in a conversational tone.

Step 2
Mrs. Jones moves closer, as Mom continues with showing pictures, rewarding after each sheet named. Just keep going as long as it takes for Mrs. Jones to work her way next to Mary. (Of course, in order for Mary to continue to earn the rewards, she needs to name the pics in a conversational tone. You may have to strengthen that before you start moving Mrs. Jones closer).

Step 3
Mrs. Jones casually joins Mom and Mary at the table. Build up to: no hesitation from Mary in naming the pictures. Continue to reward with one token after each sheet completed. You shouldn't have to change the schedule of reinforcement.(You should not have to increase the number of tokens rewarded per page). If you think this is going to be necessary, BEFORE THE SESSION BEGINS, tell Mary that she will get 1 token per page when Mrs. Jones is standing far away, 2 tokens per page when Mrs. Jones takes the next step forward, 3 tokens per page when Mrs. Jones gets even closer, and so on. Set up the contingencies in advance so you don't inadvertently reward her for showing signs of anxiety.
If you up the ante when she hesitates, you'll reinforce hesitating. See what I mean? You'll avoid this potential pitfall if you set up the contingencies ahead of time.

Have Mary keep naming until she's doing so without any visible signs of anxiety. If this has been going on for a while and she looks fatigued, just end the session. At the next session, just start from the step you left off. You shouldn't have to start over.
***Part 1 took us two months- we worked after school and had three or four sessions per week.***

PART 2
Step 4 - Let Mrs. Jones move closer and closer until she, not Mom, is pointing to the pictures.
At first just focus on getting Mary to name pictures with Mrs. Jones sitting at the table next to her and, perhaps, turning the pages. Then have Mrs. Jones point to the pictures.
**We had to spend three sessions with both Mom and Mrs. Jones poiningt to the pictures together. Then Mom "forgot" to move her figure to the next picture until Mary ended up naming the rest of the page with just Mrs. Jones pointing.**
Once we've achieved that, then Mrs. Jones gave Mary the tokens (Mom had been passing out the tokens until now).
***step 4 took about 2 weeks.***

Step 5
Mom gradually moves away from the table, to other side of the room, and out of the room.
***After two weeks, Mom now at the door of the room, with one foot out the door. Mary is naming the pictures and answering a few other simple free-form questions to Mrs. Jones.***

The family will continue to meet with the psychologist for instructions on the next phase which will be getting Mary able to speak to her teacher during the school day with other children present.