Autism, non-verbal, teaching
I try to teach my son by providing frequent opportunities throughout the day in his natural environment. Furthermore, I tend to narrate as often as possible: what he is doing (Eric is watching Toy Story), what I'm doing (Mommy is washing the dishes), what someone else is doing (the man is mowing the lawn), or just noting a certain event (it is raining).
For example: When I notice my son is rubbing his eyes and he is sleepy, I would say "you look sleepy..It is time to go to bed". If I notice that his hands are dirty after playing basketball, I would say "your hands are dirty...go wash them". These particular commentaries will progress into "you hands are dirty..what do you need to do?", to simply making an observation "your hands are dirty" with a non-verbal cue pointing him to the sink to wash his hands. Eventually, he would be noticing on his own that his hands are dirty and proceeds to wash them independently . These examples of incidental teaching mixed with narrating, modeling, intraverbal style of communicating, using prompting/fading, all in the natural environment, could also be reinforced using structured teaching.
I designed an activity called "what do you do when...."?. If your child can read then you can just use written language. Otherwise, use pictures. I use one set of index cards for the "What to do" and another set of cards for the "when". Examples of "what to do" answers would be "wash them", "go to bed", "Turn up the volume". The corresponding "what to do" questions would be "when your hands are dirty", "when you are sleepy", and "when you can't hear the TV".
My son proceeds to match the answers to the corresponding questions. This is particularly helpful if the child is a visual learner and seeing the actions in words helps reaffirm the concepts learned incidentally.