Mums and Tutors - I need your teaching ideas !!

This week I want ideas. Lots of them - big, small, whatever, please get your typing fingers ready!

Who has or is working with a child with asd, and, although they have a repertoire of more than 300 words spanning labelling and functional language, they show little interest in 'talking'??

Taking the step from labelling pictures at the classroom table, to talking about things can seem miles apart.

We can start with teaching a strong labelling repertiore - which builds language, confidence, accuracy and communication. O.k. Then we go onto teaching the function of items and objects (you write with a ..........pencil) - which is also helpful and builds on language.

Now - to the next part. Answering a variety questions. 'Wh' questions - What, Who, Where, When, Why, and How ? are our textbook selection. And we use pictures and verbal prompts for teaching these - such as pictures of people, places, storyboards etc.

So far so good, and the student can answer some questions - and fluently when practised. Where do you go from here? My stategy at this stage is to have a stack of random questions (influenced by the intraverbal questions in ABLL's appendix) - practise them with and without visual prompts, and build from there. Using reinforcers to keep their interest at the table during the questions (I'm asking about 8 at a time inbetween other activities) and giving the list to mum to practise randomly at home. Repetition of varied questions will hopefully lead to the student answering basic questions without a prompt, and so on.

My question is this:

Is this the best way to teach answering questions? I know every child is different etc, but if you have an idea or activity that worked, I'd love to hear it! Any of your teaching ideas for practical social/classroom skills will be great for all to see and use.

Thanks, in anticipation for ideas,

Claire x

Unconditional Positive Regard!

This is undoubtedly one of the most difficult aspects of teaching children with challenging behaviour, and I don't know a single teacher or parent who do not struggle with this from time to time - if not daily!

I recently had a testing day with one of my students. His SNA remarked that she had 'NEVER seen me anything but positive' and upbeat in relation to challenging behaviour. I was taken aback by her surpise, and answered 'I'm only human' I got a hug in return for my honesty!

We all love the kids we work with, and that goes without saying. So, when a carefully planned piece of work is immediatly torn, discarded to the floor the second its presented, and you've replaced your little apprentice on their chair for the umpteenth time today, then they leave the room - again.


And as you fall over the chair, slip on the discarded work, and be hit by the rebounding door, it's a natural reaction to feel your unconditional positive reagard slipping away, and frustration setting in.

It's time to stop what you're doing, breathe, and think on the spot about what is happening.
Is the cause of your frustration that you've prepped the work and now it's time wasted? Is the child's behaviour getting the better of you? Whether it's just the day, or that you know they can easily do the task at hand, don't get stressed, try this:

Clear the space, forget the task for now and bring out something fun and physical like water play or playdough - something you know your little student will be happy to play with. Get down on the floor and play for a while. (You will require energy for this!)
Return to the task at another time and don't be hard on yourself. You will quickly return to being a happy, in control tutor who is a very reinforcing and fun person.

Again - have fun!
Claire.

Chair-pushing v Communication!

If you are considering teaching communication to children with special needs, it is important to first look at the relationship we have with the child. With both verbal and non-verbal behaviour in mind, answer these questions:
How often do you organise or give your child something you know they want or like, without them having to make an attempt to communicate?
Do you leave your child to help themselves - is everything they need readily available to them?

Yes, it avoids a melt-down, frustration and can keep a little peace at home, but does anticipating their needs teach communication? Not really.
So how can you teach every day language, such as 'mands' and requests without causing too much stress??

1) Decide 'today's the day' - a change in your own behaviour requires prep. Pick a day to go for it.

2) Choose a small range of favoured items, food, drink, toys and create PECS for these. If your child is verbal, make sure they can label the items you choose.

3) Organise how you display these items - playdough cutters and no play dough, garage without cars, cup with no juice etc. (it is important to leave them out, as many children will not look for a drink or toy if they haven't seen a cup or the garage).

If you keep a basket with the required items, and have a picture or the word for the things they want, teach your child if they give you a picture, they get the item straight away.
Depending on your child's understanding, it may take a few days to teach, but stick with it. If they can push a chair across the kitchen floor, climb onto the worktop, open a press and take out a biscuit, you can be fairly sure they can master picture exchange!!
Remeber to say the word as you get the picture card and again when you give the item, this will help with labelling skills.

Have fun and persist! Any ideas?
For more ideas, go to: www.hometrain.ie
Claire.