In this example, we use matching and naming as a technique to teach students to describe special features that are specific to the situation.
In this example, we use a visual template as a technique to teach students to describe locations more specifically.
For children with more advanced language, we can teach them to explain to others about how to do something. This increases the student’s opportunities to interact with other people and express what he wants.
This program is designed to teach students to initiate questions in response to naturally occurring events. The goal of this program is to increase student’s awareness of his environment and actions that people are performing and provide a means of obtaining information.
Commenting skills in play can be taught successfully if we have our systematic plan. The goal of this program is for students to be able to demonstrate the skill in natural setting (without priming and also with peers).
This program demonstrates the phases of developing story-making skill – answering what’s next. It is a crucial step in developing creativity. Through this practice, we will have a great number of opportunities, to teach students general knowledge and fantasy concepts, to shape their skills in logical reasoning, and to develop higher-level of describing skills.
Question asking would be a good start to expand the variety of our students’ communication. The purpose of this program is to expand their communication variety and increase their awareness and curiosity to other people.
This program is designed to teach students to complete an instruction that they are told to do at a later time when something (the condition) happens.
This program teaches a student the listening skills to comprehend who, what, where, and what’s happening questions.
This program teaches a student the different temporal concept and the listening skills to comprehend when questions.
This program teaches students to follow instructions that involve 2-steps. Multi-part instructions refers to instructions that have a combination of verb, adjective, prepositions and nouns. The purpose of this program is to teach students to follow multi-part instructions which allow them to become more independent as well as increasing their information retaining skills.
This is a following instructions program. The purpose of the program is to have students learn to go away from the therapy area to retrieve items and return back to their chair. It also works to develop the student’s memory, scanning skill and overall participation.
This program begins to teach a student to initiate making comments.
This program incorporates sequencing into student’s use of language, increase attention to the temporal relationship between events and improve recall.
This program teaches a student the concepts of What’s Next. The goal is to increase the student’s social and environmental awareness as well as his/her logical reasoning and basic inferencing skill.
This program is designed to make learning labels more enjoyable and increase a child’s motivation to learn.
This program teaches student to understand and use often-used gestures such as “stop” and pointing to communicate with others and to increase their ability to read social cues.
The purpose of this program is to give opportunities for the student to learn to seek help from others when he/she is doing a difficult task.
Recalling events is a vital skill for our students to answer common conversational questions. This program is designed to increase memory and attending skills and provide means for the student to discuss previous activities and events. Ph1: Immediate Recall with Template and Pictures Ph2: Immediate Recall Activities without Template and Pictures Ph3: Recall Activities with […]
Asking questions is a vital skill for our children to solve problems and also increase their curiosity about their surroundings. This program is designed to teach the student to ask “Where” questions in multiple scenarios.
Directing other people to follow instructions is a major skill for our students to get what they want. This allows our students to understand that they can use language to “control” other people which increases their motivation to communicate verbally. This program is designed to teach the student to provide different instructions to different adults […]
This program is designed to teach the student to tell others what he/she wants him/her to do.
The objectives of this program are to develop awareness of environment, and comment on the absurdities they observed spontaneously.
The objectives of this program are to develop awareness of environment, develop memory and comment on the environmental changes spontaneously.
This program is more around looking at Why/Because or reasoning using same vs different as a concept. The objectives of this program are to increase abstract reasoning and increase awareness and attention to detail of objects in the environment.
This program teaches students the concept of same and different. The objectives of this program are to increase abstract reasoning and increase awareness and attention to detail of objects in the environment.
In this video, you will see the student’s skill level prior to implementation of the program and how the therapist works with the student. You’ll also hear several tips from Toby.
In Phase 6, the therapist will be playing with the student, and ask questions that involve information about categories.
In Phase 5, the student is asked to retrieve multiple items in one category without visual prompt.
In Phase 4, the teacher will show an example of a category, the student is asked to identify multiple items in one category with visual prompt.
In Phase 3, the teacher will say the specific item of a category, the student is asked to identify the more broad category in their response.
In Phase 2, the student is asked to find an item that fits the category asked for by the therapist.
In Phase 1, the student is taught to match objects to other objects by category.
In this video you will see the student being unable to retrieve the correct item that fits the category asked for by the therapist.
This phase is designed to teach a student to describe what he sees in picture. When the student’s performance is consistent, he is asked to describe things that are occurring right in front of him.
This phase is designed to teach a student to describe someone’s actions without the help of visual prompts.
With a discrimination piece added into the trials, this phase is designed to teach a student to describe someone‘s actions with the help of visual prompt.
This phase is designed to teach a student, using a board and two picture cards, to describe someone‘s actions with the verb and the object.
This phase teaches students to retrieve the second item during a game or activity.
This phase teaches students to retrieve the second item just before the student has gotten the first. Then as the student is successful the delay between the 2 objects is faded. Stevens also discuss how to use a rehearsal/recall prompt.
This phase teaches students to retrieve the second item immediately after getting the first item.
In this video you will see the student being unable to retrieve both items.
This phase teaches students to use a color + object phrase to make a request.
This phase teaches students to say a color and a noun together without using the picture board.
This phase teaches students to say a color and a noun together. The picture board is used, but the spaces are left blank.
This phase teaches students to say a color and a noun together. To facilitate the student’s speaking, a 2-part picture board for the student to complete is used.
This phase teaches students to say a color while using a picture card to know how many sounds he needs to say.
In Exercise 3, the teacher is reading a book with the student. The student will share with the teacher when he sees something that he’s interested in.
In Exercise 2, the teacher is having a card activity with the student. The student needs to label what’s on the card when the teacher flips the card over.
In Exercise 1, the teacher is having a farm activity with the student. The student needs to label the animals that he picks out of the bag in order to retrieve it.