AAC IN THE CLASSROOM FOR STUDENTS WITH AUTISM

Size: px
Start display at page:

Download "AAC IN THE CLASSROOM FOR STUDENTS WITH AUTISM"

Transcription

1 AAC IN THE CLASSROOM FOR STUDENTS WITH AUTISM Jennifer Thomas, M.Ed., CCC-SLP Speech Language Pathologist Assistive Technology Team Houston County School System

2 WHAT IS AAC? Augmentative and alternative communication (AAC) includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas. We all use AAC when we make facial expressions or gestures, use symbols or pictures, or write. From

3 WHO, WHAT, WHY, AND HOW People with severe speech or language problems rely on AAC to supplement existing speech or replace speech that is not functional. Special augmentative aids, such as picture and symbol communication boards and electronic devices, are available to help people express themselves. This may increase social interaction, school performance, and feelings of self-worth. AAC users should not stop using speech if they are able to do so. The AAC aids and devices are used to enhance their communication. From

4 TODAY: Define communication v. language skills How do we move the language skills that students have into functional communication Identify basic communication needs of students within a school day Identify AAC options for meeting those needs (low tech to high tech solutions) Identify implementation strategies

5 Communication Language

6 AAC IS FOR COMMUNICATION.

7 BUT how do we move the LANGUAGE that students have into FUNCTIONAL COMMUNICATION????

8 LET S AVOID THE INEVITABLE He can t talk He needs a device. We got a device. He still can t communicate.

9 IDENTIFY THE COMMUNICATION DEMANDS General communication demands Classroom specific communication demands Activity Specific communication demands

10 HOW? Let s make the implementation plan part of the evaluation process Let s know what he needs to say Let s know who he needs to say it to Let s write a plan we all have access to Let s select a tool that is right for the task (we may have more than one tool )

11 SCHEDULING COMMUNICATION

12 Priority Routine/ActivityCommuni cation Partner Message/Purpose Current Communication Desired Communication&Vocabulary Lunch/Mrs. Jackson Help opening Offered container to para Lunch/Mrs. Request Point to Jackson supplies lunchbox,hold up spoon Lunch Order lunch Point, adults ask yes/no Adults Gain attention Wait, tap table, gesture toward, look at Teacher/Cla Sit and wait ss work Adults Clarify task on arrival or when finished with work Communicate body needs Gesture (ex:pointed to sore on nose, points to body part) Verbal request will you open please I need to put my spoon in my bag or Can I have my lunchbox meal vocab Desired food choices excuse me /call specific name What do I need to be doing can I (request leisure) I m finished. What s next Feelings, body parts, hurt, excused to use restroom

13 Message Current Desired/Vocabulary Gain adult attention Touch, physical proximity Gain peer attention Touch Photos of teachers Teacher names Students names Photos of students Tattle on peers Point Action words photos of students Request assistance with play/work Brings object to teacher Say help Signal Completion Sits, waits Say I m finished

14 Message Current Desired/Vocabulary Request more Wait Say more Request to begin Request peer leave alone Communicate preference Toileting needs Needs a break Hits Runs away, pushes away, takes others Runs away, yells, throws activity Go Say stop Say like or don t like Say I need a break walk, trampoline, balls

15 PRACTICE Find a partner or small group and think through some of the activities that you do Pick an academic activity Pick a social, leisure, or self help activity Pick a community based instruction activity Identify current and desired communication demands and participation of a particular student

16 AAC SYSTEMS What are you using now? What do you know about?

17 PECS SYSTEM AT HOME Rush, Lana, Goin Old School entry. Along Came the Bird. Posted July 24, Accessed January 22, ( hebird.blogspot.co m/2012/07/goinoldschool.html?m=1).

18

19 MANUAL COMMUNICATION BOARD Based on The Pixon Project Kit by Gail M. Van Tatenhove, MS, CCC-SLP

20

21

22

23

24

25

26

27

28

29

30

31

32

33 DYNAMIC DISPLAY (HIGH TECH) DEVICES

34 APP BASED DYNAMIC DISPLAY

35

36 Proloquo2go

37 IMPLEMENTATION We decided that we needed something else in addition to spoken language to succeed in the classroom. We decided what we needed. We bought it or made it. NOW WHAT?

38 USING YOUR OBSERVATIONS TO DETERMINE AAC NEEDS AND IMPLEMENTATION PLAN Look at the communication demands that are not being met, the setting and the communication partner. What tools would help to meet that communication need? Who will teach the skills? Who will collect the data to determine if the tool is working? Refer to the SETT Framework by Joy Zabala at

39 CLASSROOM PLAN FOR INCREASING COMMUNICATION

40 GET BACK INTO YOUR GROUPS Put your observations into the plan. Identify the activity, desired outcome, who and where (setting), target vocabulary and action plan (how teach this skill and collect the data)

41 HOW DO WE TEACH STUDENTS TO USE AAC Prompts Core Vocabulary Routines or activities (see your charts) Scripts Aided Language Input Motivating Activities

42 PROMPTS MADE TO FADE Spontaneous Natural cue Verbal prompt Indirect visual prompt Direct point prompt Physical assist/physical prompt

43 CORE VOCABULARY Teach core vocabulary first Words that can be used in multiple settings for multiple purposes Toddlers first words Most frequently used words for all people GO I, YOU

44 ROUTINES (SEE YOUR HANDOUTS) Math Number sense small group just had the board or device available to model requesting, signaling completion, and answering how many questions Morning Meeting rote but still great practice for responding! What are your examples? Pick the routine/activity, choose your vocabulary, partner, and then model and practice!!

45 USING SCRIPTS TO FACILITATE AAC USE What is a script? Why use a script? When do we use scripts? Predictable, natural, promptable, and natural reinforcement.continued conversation

46 EXAMPLES OF SCRIPTS Person Words Navigation 1 Adult Hey, student! 2 Student Hey Mrs. Martin (med tech) Verbal or quick-fire or My Phrases Social 3 Adult Hang on (if busy) OR How are you? 4 Student Bad/not good/good. How are you? 5 Adult Ok/Tired/Good 6 Student Will you check my batteries? 7 Adult Ok, sure. They are good to go OR it s almost dead. I ll need to change it. 8 Student Ok, thanks. 9 Adult See you tomorrow. 10 Student See you.

47 Person Words Navigation 1 Adult Hey, student! 2 Student Hey! Verbal or quick-fire or My Phrases Social 3 Adult How are you? 4 Student Good/Bad/Tired. How are you? 5 Adult Good, bad, alright. 6 Adult What are you doing? 7 Student {Current Classroom Activity} 8 Adult Are You having fun? Talk. My Classroom, Student Desk, My Phrases, Talking with friends, close popup My Classroom, Student Desk, What I do, Select, close pop 9 Student I like it/i don t like it. My Classroom, Student Desk, My Phrases, What I think 10 Adult Gotta get back to work! See you later! 11 Student See you later! See you later! (my phrases, talking with friends)

48 Person Words Navigation 1 Cashier Hello! 2 Student Hey! Verbal or quick-fire or My Phrases Social 3 Adult Can I help you? 4 Student I want to buy this. 5 Adult Ok. That will be $ 6 Student Here s my money. 7 Adult Ok. 8 Student Can I have my change? 9 Adult Here you go. Thank you. 10 Student Thank you! See you later! See you later! (my phrases, talking with friends)

49 Person Words Navigati on 1 Adult Hey, student! 2 Student Hey! 3 Adult How are you? 4 Student Good/Bad/Tired. How are you? 5 Adult Good, bad, alright. 6 Adult What are you doing? 7 Student I need to return my library book. 8 Adult Ok. Did you like it? 9 Student I like it/i don t like it. 10 Adult Did you want to check out another book? 11 Student Yes or no. 12 Adult What s your reading level? 13 Student Level or I don t know. 14 Adult What kind of book do you want to get today? 15 Student Answer with topic or type of book (realistic fiction, etc) 16 Adult You can find that (Location) 17 Student Look at the book I found. 18 Student Ok. Thanks 18 Adult I like it. Are you ready to check out. 19 Student Yes m am. My number is 20 Adult Got it! See you next time. 21 Student Thanks! See you later!

50 HOW TO WRITE AND USE A SCRIPT Listen to other students have a conversation Write the conversation down Put your device or pictures in front of you and think through how that would look using it. Revise the conversation for simplicity Model the conversation for your student Provide a print copy of the conversation for the partner Provide practice having the conversation with you prompting the student Decrease the prompts and CONVERSATION!!!

51 AIDED LANGUAGE INPUT Aided language stimulation (ALS) is a communication strategy, where a communication partner teaches symbol meaning and models language by combining his or her own verbal input with selection of vocabulary on the Augmentative and Alternative Communication (AAC) system. This is done by simultaneously selecting vocabulary on the AAC system and speaking. Modeling AAC is something that we forget to do. Teaches us the system, slows us down, allows for aided receptive language input.

52 AIDED LANGUAGE INPUT Is a student support Sometimes use printed boards to teach the language and how to use it then transition that skill to his personal device. Examples of when to use Storybook reading Play 1

53

54 STORY BOARD FROM :

55 MOTIVATING ACTIVITIES

56 RESOURCES Dynavoxtech.com Implementation Toolkit search for Scripts SETT Framework by Joy Zabala resources available at Dynamic Goal Grid available at Dyanvoxtech.com AAC Language Lab lesson plans available at Storybook boards are at:

SUGGESTIONS FOR WORKING WITH STUDENTS WITH AUTISM SPECTRUM DISORDERS (ASD) Provided for Information and sharing only

SUGGESTIONS FOR WORKING WITH STUDENTS WITH AUTISM SPECTRUM DISORDERS (ASD) Provided for Information and sharing only SUGGESTIONS FOR WORKING WITH STUDENTS WITH AUTISM SPECTRUM DISORDERS (ASD) Provided for Information and sharing only 1. I have attached an informational handout about autism spectrum disorders and the

More information

Domain and goal Activities Dancing game Singing/Vocalizing game Date What did your child do?

Domain and goal Activities Dancing game Singing/Vocalizing game Date What did your child do? AUDITION Sways, dances or vocalizes to music and singing CD, MP3, radio Voice Bombardment of /p/ Speech Sounds p.5 6 An important aspect of learning to listen is learning that music and singing is different

More information

Become Independent with Daily Routines

Become Independent with Daily Routines Teaching Your Child to: Become Independent with Daily Routines Does this Sound Familiar? Nadine is a single mom with two young children ages 3 and 5. Her children attend preschool while she is working.

More information

Grade 2 Lesson 3: Refusing Bullying. Getting Started

Grade 2 Lesson 3: Refusing Bullying. Getting Started Getting Started Lesson Concepts You can refuse to let bullying happen to you or to others. Being assertive is one way to refuse bullying. Key Words Refuse, assertive Objectives Students will be able to:

More information

Role-Play Activities. Establishing Role-Play Groups. Preparing for the Role-Plays 1/7. Note: As written, these

Role-Play Activities. Establishing Role-Play Groups. Preparing for the Role-Plays 1/7. Note: As written, these TEACHER GUIDE DOCUMENT 20 Role-Play Activities This document contains guidelines on how to structure student role-plays as well as two sample roleplay scripts that students can act out. For more information

More information

More AAC Solutions for People with Severe Disabilities: Part I

More AAC Solutions for People with Severe Disabilities: Part I More AAC Solutions for People with Severe Disabilities: Part I Cathy Binger, Ph.D., CCC-SLP June 11-12, 2009 WATR workshop Binger 2009 1 Overview What is AAC? What is Low Tech AAC? Who needs AAC? Who needs

More information

Why use a visual schedule?

Why use a visual schedule? Why use a visual schedule? As teachers or parents working with children with disabilities, we often assume that the child knows the daily schedule. Do they really know? Think how lost you would be if someone

More information

Expressive Objective: Realize the importance of using polite expressions in showing respect when communicating with others

Expressive Objective: Realize the importance of using polite expressions in showing respect when communicating with others QUARTER 4 - WEEK 1 Theme: My School and Friends TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objective: Realize the importance of using polite expressions in showing

More information

The USPI Physician and Care Provider s Guide to Effective Communication

The USPI Physician and Care Provider s Guide to Effective Communication The USPI Physician and Care Provider s Guide to Effective Communication KNOW HOW PATIENTS WILL EVALUATE PROVIDER SKILLS The Clinician and Group CAHPS - Consumer Assessment of Healthcare Providers and Systems

More information

Communication Process

Communication Process Welcome and Introductions Lesson 7 Communication Process Overview: This lesson teaches learners to define the elements of effective communication and its process. It will focus on communication as the

More information

Nick s Plan. My case study child is a young boy in the third grade. I will call him Nick. Nick is a

Nick s Plan. My case study child is a young boy in the third grade. I will call him Nick. Nick is a Jamie Oliver Nick s Plan My case study child is a young boy in the third grade. I will call him Nick. Nick is a student who has cerebral palsy. He remains in a wheelchair all day long while in school.

More information

Examples of IEP Goals and Objectives

Examples of IEP Goals and Objectives AUTISM SPECTRUM DISORDER SERIES Examples of IEP Goals and Objectives Introduction Suggestions for Students with Autism When writing goals for children with Autism it is crucial to be as specific as possible.

More information

Tool for Analysis of Language and Communication (TALC)

Tool for Analysis of Language and Communication (TALC) Tool for Analysis of Language and Communication (TALC) Language Sampling Tool for Multimodal Communicators Student: Date: Partner Name / Relationship Activity: Learning Context: SG= Small Group, LG= Large

More information

ALBUQUERQUE PUBLIC SCHOOLS

ALBUQUERQUE PUBLIC SCHOOLS ALBUQUERQUE PUBLIC SCHOOLS Speech and Language Initial Evaluation Name: Larry Language School: ABC Elementary Date of Birth: 8-15-1999 Student #: 123456 Age: 8-8 Grade:6 Gender: male Referral Date: 4-18-2008

More information

Lesson 2: How to Give Compliments to Tutees

Lesson 2: How to Give Compliments to Tutees Kids As Reading Helpers: A Peer Tutor Training Manual Copyright 2002 by Jim Wright www.interventioncentral.org L2-1 Lesson 2: How to Give Compliments to Tutees Introduction When correctly used, compliments

More information

Making AAC Work in the Classroom ST LUKES ELKS CHILDREN S REHAB

Making AAC Work in the Classroom ST LUKES ELKS CHILDREN S REHAB Making AAC Work in the Classroom ANNE KUHLMEIER, M.A., CCC/SLP, ATP ST LUKES ELKS CHILDREN S REHAB AKUHLMEIER@ELKSREHAB.ORG What words do children and adults really use to communicate? 78% of the words

More information

Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk. Outcome 2 Acquisition & Use of Knowledge & Skills

Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk. Outcome 2 Acquisition & Use of Knowledge & Skills Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk NPG Domains Outcome 1 Positive Social Emotional Skills Outcome 2 Acquisition & Use of Knowledge & Skills Outcome 3 Appropriate

More information

American Gestures. A lesson for Elementary Students

American Gestures. A lesson for Elementary Students American Gestures A lesson for Elementary Students Gestures Every culture has its own unique set of gestures and facial expression. Gestures and facial expressions are part of what is called non-verbal

More information

All About Apps for AAC

All About Apps for AAC All About Apps for AAC K E L L Y K A M P W E R T H, M. A., C C C - SLP C H A R L E S T O N C O U N T Y S C H O O L D I S T R I C T K E L L Y _ K A M P W E R T H @ C H A R L E S T O N. K 1 2. S C. U S Learning

More information

The Ideal Classroom Community Member: Establishing Expectations for Classroom Behavior

The Ideal Classroom Community Member: Establishing Expectations for Classroom Behavior The Ideal Classroom Community Member: Establishing Expectations for Classroom Behavior Collaborative rule making promotes mutual respect, cooperation, self discipline and personal responsibility while

More information

California Treasures High-Frequency Words Scope and Sequence K-3

California Treasures High-Frequency Words Scope and Sequence K-3 California Treasures High-Frequency Words Scope and Sequence K-3 Words were selected using the following established frequency lists: (1) Dolch 220 (2) Fry 100 (3) American Heritage Top 150 Words in English

More information

Growing Up With Epilepsy

Growing Up With Epilepsy Teaching Students with Epilepsy: Children with epilepsy often experience learning issues as a result of their seizures. These may include ongoing problems with motor skills or cognitive functions, as well

More information

A Low Cost and Effective Approach to Developing Communication and Literacy

A Low Cost and Effective Approach to Developing Communication and Literacy Interactive Convention 2014 Learning Labs A Low Cost and Effective Approach to Developing Communication and Literacy Cindy Gee & Yvonne Romero, Ysleta ISD Lillian Montes, El Paso ISD Core Vocabulary Project

More information

Classroom Behavior Management Plan

Classroom Behavior Management Plan Haffner 1 Classroom Behavior Management Plan Daniel Haffner November 20, 2009 EDUC 348 Haffner 2 Philosophy of Classroom Management Classroom management is a course taught at every teacher college across

More information

Script for Administering Computer-Based Tests. Polk County Midterm and Final Exams

Script for Administering Computer-Based Tests. Polk County Midterm and Final Exams Script for Administering Computer-Based Tests Polk County Midterm and Final Exams Revised 08/2016 During the test session, remember the following: Ensure that all documented student testing accommodations

More information

Barter vs. Money. Grade One. Overview. Prerequisite Skills. Lesson Objectives. Materials List

Barter vs. Money. Grade One. Overview. Prerequisite Skills. Lesson Objectives. Materials List Grade One Barter vs. Money Overview Students share the book Sheep in a Shop, by Nancy Shaw, to learn about choice, making decisions, trade, and the barter system. They complete worksheets on comparing

More information

Transportation: Week 2 of 2

Transportation: Week 2 of 2 The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)

More information

Grade 8 Lesson Peer Influence

Grade 8 Lesson Peer Influence Grade 8 Lesson Peer Influence Summary This lesson is one in a series of Grade 8 lessons. If you aren t able to teach all the lessons, try pairing this lesson with the Substance and Gambling Information,

More information

Days. Day 1. Reflection Teacher Responsibilities. Lesson Plans

Days. Day 1. Reflection Teacher Responsibilities. Lesson Plans Days Day 1 Lesson Plans Call the students to the carpet by the number of letters in their names. If your name has less than 5 letters, come to the carpet. If your name has more than 5 letters, come to

More information

What strategies work when teaching and coaching individuals with ASD? Using Evidence- Based Practices in Your Settings

What strategies work when teaching and coaching individuals with ASD? Using Evidence- Based Practices in Your Settings What strategies work when teaching and coaching individuals with ASD? Using Evidence- Based Practices in Your Settings National Autism Center: Evidence-Based Practices The National Autism Center s National

More information

AR State PIRC/ Center for Effective Parenting

AR State PIRC/ Center for Effective Parenting Helping Young Children Learn to Read What Parents Can Do Reading is one of the basic building blocks for your child s learning and school success. It is a skill on which most other learning is built. Children

More information

TeachingEnglish Lesson plans

TeachingEnglish Lesson plans Worksheets Meetings (1): Getting down to business Reading: Text 1 Let s stop wasting time and get on with it! TeachingEnglish Lesson plans Did you know you can download a clock from the internet to calculate

More information

SO, HOW DOES IT WORK?

SO, HOW DOES IT WORK? Communication Supports Inventory-Children and Youth (CSI-CY) for children who rely on augmentative and alternative communication (AAC) Charity Rowland, Ph. D., Melanie Fried-Oken, Ph. D., CCC-SLP and Sandra

More information

INTRODUCTION TEACHING TIPS. THE NURSERY CLASS Purpose

INTRODUCTION TEACHING TIPS. THE NURSERY CLASS Purpose INTRODUCTION THE NURSERY CLASS Purpose Letter to Parents The purpose of the nursery class is to help children learn the restored gospel of Jesus Christ and live it. The nursery class should help the children

More information

Teaching & Behavioral Challenges

Teaching & Behavioral Challenges Cook Children s 1 Part 1: Teaching & Behavioral Challenges Succeeding at the basic skills for daily living Michael Smith, M.A., Neuropsychology Department Cook Children s 2 This presentation This is a

More information

ONE HEN ACADEMY EDUCATOR GUIDE

ONE HEN ACADEMY EDUCATOR GUIDE ONE HEN ACADEMY EDUCATOR GUIDE 2013 One Hen, Inc. 3 OHA Module 3: Loans, Interest, & Borrowing Money This OHA Module introduces students to the common financial concepts of loans, loan interest, and the

More information

Child s Communication Book

Child s Communication Book Written by: Nadia Mia What is a Communication Book? A communication book can mean different things to different people. In some schools, parents and teachers use a communication book to share information

More information

Newspaper Activities for Students

Newspaper Activities for Students Newspaper Activities for Students Newspaper Activities for Students Page 2 Higher Learning By the year 2010, millions of the jobs available in the United States will require more than a high school diploma.

More information

Integrating AAC Into your Day: Ideas, Tips, and Tricks from A-Z and Everything In Between

Integrating AAC Into your Day: Ideas, Tips, and Tricks from A-Z and Everything In Between Integrating AAC Into your Day: Ideas, Tips, and Tricks from A-Z and Everything In Between Ellie Stack, Tara Clauss, Elizabeth Obester Integrated Technology Services Fairfax County Public Schools Fairfax,

More information

Classroom Management Plan for the Resource Room, Grades 4 and 5. Student materials (binders, lesson books, pencils) available in crates as they enter

Classroom Management Plan for the Resource Room, Grades 4 and 5. Student materials (binders, lesson books, pencils) available in crates as they enter Classroom Management Plan for the Resource Room, Grades 4 and 5 A. Physical Arrangement Student materials (binders, lesson books, pencils) available in crates as they enter Puzzles, educational games,

More information

What information is needed in the Career Portfolio?

What information is needed in the Career Portfolio? Content: Occupational Course of Study - English Grade : 11 Essential Standard: OEV.R.1 Create informational products for use in employment, post secondary education /training, and independent living domains.

More information

IH Barcelona Annual Conference February 2006 Disciplined classes: not just rules.

IH Barcelona Annual Conference February 2006 Disciplined classes: not just rules. Borja Uruñuela burunuela@stjames.es On this handout I ve included: o 1. What I understand by disciplined classes. o 2. Some systems I follow with my 7-year-olds to help me have disciplined classes. o 3.

More information

Students will be able to explain the difference between harmless teasing and verbal bullying

Students will be able to explain the difference between harmless teasing and verbal bullying LESSON PLAN: I WAS JUST KIDDING! OVERVIEW: Students are asked to consider the difference between good-natured teasing and bullying through discussion of fictional scenarios and reflection on real-life

More information

Cambridge English: ESOL Skills for Life

Cambridge English: ESOL Skills for Life Cambridge English: ESOL Skills for Life ESOL Skills for Life Speaking and Listening Entry 3 Sample Test E This test should not exceed 22 minutes. Please note: With the exception of the Task Sheets in Phases

More information

Objective: God is all Powerful! Bible Memory Verse: Matthew 19:26b With man this is impossible, but with God all things are THEME OVERVIEW

Objective: God is all Powerful! Bible Memory Verse: Matthew 19:26b With man this is impossible, but with God all things are THEME OVERVIEW Jesus the Magnificent Scripture: Luke 8:40-56 and Luke 18:35-43 Objective: God is all Powerful! Bible Memory Verse: Matthew 19:26b With man this is impossible, but with God all things are possible. THEME

More information

Lesson Plan for Teaching: Give Respect

Lesson Plan for Teaching: Give Respect Lesson Plan for Teaching: Give Respect 1. Concept (Expectation) E Give Respect 2. Definition and Critical Attributes To show concern and consideration for others and/or property, behaviors that help people

More information

Writing IEP Goals and Objectives for Authentic Communication - for Children with Complex Communication Needs

Writing IEP Goals and Objectives for Authentic Communication - for Children with Complex Communication Needs Writing IEP Goals and Objectives for Authentic Communication - for Children with Complex Communication Needs Adopt and Share Beliefs and Basic Assumptions about Communication: Not having speech is not

More information

Teaching. Social Skills

Teaching. Social Skills Tool S ToolS for Teaching School Grades K 12 Social Skills in Lesson Plans, Activities, and Blended Teaching Techniques to Help Your Students Succeed Michele Hensley, M.S. Jo C. Dillon Denise Pratt Jacqueline

More information

Moving from primary to secondary school Supporting pupils with an autism spectrum disorder

Moving from primary to secondary school Supporting pupils with an autism spectrum disorder Moving from primary to secondary school Supporting pupils with an autism spectrum disorder The transition from primary to secondary school is a major change in any child s life, and pupils with an autism

More information

Building Blocks: Effective Practices for Including Young Children with Disabilities in Community Based Programs

Building Blocks: Effective Practices for Including Young Children with Disabilities in Community Based Programs Building Blocks: Effective Practices for Including Young Children with Disabilities in Community Based Programs Cassandra Cerros Jaime Martin Gail Joseph Head Start Center for Inclusion University of Washington

More information

MAXIMUS Telephone Enrollment- Phase I Call Center Script

MAXIMUS Telephone Enrollment- Phase I Call Center Script Hello, is (First Name) there? (Full Name)? Hi, Mr./Ms. (Last Name). This is (Representative Name) calling from California Health Care Options. I m calling about your Medi-Cal benefits. Did you get the

More information

How Can Teachers Teach Listening?

How Can Teachers Teach Listening? 3 How Can Teachers Teach Listening? The research findings discussed in the previous chapter have several important implications for teachers. Although many aspects of the traditional listening classroom

More information

Dance with Me. Pre-Reading Preparation. I love to dance. In fact, I have danced most of my life.

Dance with Me. Pre-Reading Preparation. I love to dance. In fact, I have danced most of my life. Reading Dance with Me 1 I love to dance. In fact, I have danced most of my life. Lesson 2 C C 5 10 I started dancing when I was five years old. Mom and Dad enrolled me in a jazz dance class at the local

More information

TeachingEnglish Lesson plans. Mobile phones. Topic: Mobile phones and text communications

TeachingEnglish Lesson plans. Mobile phones. Topic: Mobile phones and text communications Mobile phones Topic: Mobile phones and text communications Aims: - To develop students understanding of telephone and text communications - To give students a chance to practise speaking Level: Pre-intermediate

More information

TRI-STATE WEBINAR SERIES

TRI-STATE WEBINAR SERIES TRI-STATE WEBINAR SERIES Using Verbal Behavior Strategies in Your Classroom Presented by: Deb Rauner and Rhonda Ayres Tri-State Autism Spectrum Disorder Webinar Series This presentation is a collaborative

More information

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with Alignment of the School Readiness Goals for Infants and in Head Start and Early Head

More information

Related KidsHealth Links Articles for Kids:

Related KidsHealth Links Articles for Kids: Grades 3 to 5 Personal Health Series KidsHealth.org/classroom Teacher s Guide This guide includes: Standards Related Links Discussion Questions Activities for Students Reproducible Materials Standards

More information

Making Inferences Picture #1

Making Inferences Picture #1 Making Inferences Picture #1 Casey and Josie are standing in front of East Moore Middle School. Making Inferences Picture #2 Sue surprised her friend with a gift. Making Inferences Picture #3 Angela isn

More information

Behavior Lesson Plans

Behavior Lesson Plans Behavior Lesson Plans Teaching Rules Teaching Procedures Teaching Social Skills Teaching Character Traits Behavior and Reading Improvement Center Bob Algozzine Kate Algozzine Tina McClanahan 2006 Behavior

More information

Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego

Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego Courtney O Donovan Class: Algebra 1 Day #: 6-7 Grade: 8th Number of Students: 25 Date: May 12-13, 2011 Goal: Students will

More information

Classroom Management Plan

Classroom Management Plan Classroom Management Plan 1 Classroom Management Plan Miss. Jessica Stiffler Classroom Management Plan 2 Classroom Management Plan Jessica Stiffler Education 360 November 22, 2010 Classroom Management

More information

Form: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist

Form: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist Lesson Plan English First Additional Language Grade 5 Content in context: Text from other Learning Area - Whether Los and ASs Learning Activities Details of Assessment Barriers to Learning LO 1 Listening

More information

Talking on the Phone: Week 1 of 1

Talking on the Phone: Week 1 of 1 The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)

More information

Lesson 8 Setting Healthy Eating & Physical Activity Goals

Lesson 8 Setting Healthy Eating & Physical Activity Goals Lesson 8 Setting Healthy Eating & Physical Activity Goals Overview In this lesson, students learn about goal setting. They review the activity sheets they filled out earlier to log their eating and activity

More information

Individual Education Plan (IEP)

Individual Education Plan (IEP) Individual Education Plan (IEP) THIS IEP CONTAINS AC MOD ALT REASON FOR DEVELOPING THE IEP Student identified as exceptional by IPRC Student not formally identified but requires special education program/services,

More information

Level 2 6.4 Lesson Plan Session 1

Level 2 6.4 Lesson Plan Session 1 Session 1 Materials Materials provided: image of 3R symbol; 4 environment images; Word Map; homework puzzle. Suggested additional materials: examples of compostable and non-compostable waste, i.e., apple

More information

Implementing AAC in Classrooms, Homes, and Therapy Settings for Children Who are Deaf or Hard of Hearing

Implementing AAC in Classrooms, Homes, and Therapy Settings for Children Who are Deaf or Hard of Hearing ara Robinson, M.A., CCC-P peech-anguage Pathologist Implementing AAC in Classrooms, s, and Therapy ettings for Children Who are Deaf or Hard of Hearing 1 Questions? For any questions during this broadcast,

More information

Writing Meaningful IEPs for Students With Severe Multiple Disabilities

Writing Meaningful IEPs for Students With Severe Multiple Disabilities Writing Meaningful IEPs for Students With Severe Multiple Disabilities This workshop will address key areas in long range planning. We will look at writing comprehensive student focussed long range goal

More information

Sample Behavior Intervention Plan for Child With Attention Deficit Disorder and Conduct Problems

Sample Behavior Intervention Plan for Child With Attention Deficit Disorder and Conduct Problems Sample Behavior Intervention Plan for Child With Attention Deficit Disorder and Conduct Problems for Developed by: Date: This behavior intervention plan has been created to support the goals and objectives

More information

The Boardmaker Project

The Boardmaker Project The Boardmaker Project A Resource Package assembled by Darcy Allen Rita Bouchard Priscilla Fortier Bonnie Lamb Rob Watt 2004 05 A joint project of the BCTF, the PGDTA, and School District 57 Funded by

More information

Chapter 4 COMMUNICATION SKILLS. The difference between verbal and nonverbal communication. The difference between hearing and listening

Chapter 4 COMMUNICATION SKILLS. The difference between verbal and nonverbal communication. The difference between hearing and listening Chapter 4 COMMUNICATION SKILLS What You Will Learn The difference between verbal and nonverbal communication The difference between hearing and listening Factors that promote effective communication Barriers

More information

Alphabetic Knowledge / Exploring with Letters

Alphabetic Knowledge / Exploring with Letters Alphabetic Knowledge / Exploring with Letters Reading Goal 67: demonstrate awareness of the alphabetic principle Reads books with repetitive sounds and/or pronounces words deliberately and slowly when

More information

Making requests and asking for permission.

Making requests and asking for permission. Making requests and asking for permission. Read the conversations below and fill in the gaps with the words and phrases from the lists. Do you mind if I is it OK if I could you turn What s the problem

More information

Behavior Impedes Learning

Behavior Impedes Learning Behavior Impedes Learning ARSD 24:05:27:01.02. (1) In the case of a student whose behavior impedes his or her learning or that of others, consider the use of positive behavioral interventions and supports

More information

Classroom Management Plan Nicole Short EDUC 360

Classroom Management Plan Nicole Short EDUC 360 Classroom Management Plan Nicole Short EDUC 360 The purpose of this classroom management plan is to address my philosophy and beliefs about discipline, state classroom procedures, and the implementation

More information

PART II: ACTIVITY PACKETS. Lesson Planning. What Are the Essential Components of a Lesson Plan?

PART II: ACTIVITY PACKETS. Lesson Planning. What Are the Essential Components of a Lesson Plan? PART II: ACTIVITY PACKETS Adult English language learners generally have limited time to devote to participating in language classes. A good lesson plan is an important tool that focuses both the instructor

More information

CDCI Assistive Technology Tryout Center, Communication Connection! The conference call in number for today is Phone number 1-888-850-4523

CDCI Assistive Technology Tryout Center, Communication Connection! The conference call in number for today is Phone number 1-888-850-4523 CDCI Assistive Technology Tryout Center, Communication Connection! The conference call in number for today is Phone number 1-888-850-4523 Passcode is:859908 Let me show you! Using modeling to teach language

More information

Tennessee Educator Acceleration Model (TEAM) TEAM Evaluation Supplemental Materials 2014

Tennessee Educator Acceleration Model (TEAM) TEAM Evaluation Supplemental Materials 2014 Tennessee Educator Acceleration Model (TEAM) TEAM Evaluation Supplemental Materials 2014 The contents of this manual were developed under a grant from the U.S. Department of Education. However, those contents

More information

Student Name: What do you expect InterACT to provide?

Student Name: What do you expect InterACT to provide? InterACT Team Interdisciplinary Augmentative Communication and Technology Team Montgomery County Public Schools Lynnbrook Annex 7921 Lynnbrook Drive Bethesda, MD 20814 301 657-4929 Fax 301 657-4969 Preview

More information

Link: University of Canberra http://www.canberra.edu.au/studyskills/learning/oralpres.html#preparing

Link: University of Canberra http://www.canberra.edu.au/studyskills/learning/oralpres.html#preparing 6. Voice, speech and body language: The way you speak, the way you act and the way you move around can be very important to succeed in your presentation. Here you will find some useful advices and links

More information

Treasure the Silence! Using Non-Verbal Cues to Manage Behaviors

Treasure the Silence! Using Non-Verbal Cues to Manage Behaviors Treasure the Silence! Using Non-Verbal Cues to Manage Behaviors Would you like to. Be able to deter negative behaviors without speaking a word? Be able to change behaviors without stopping your instruction?

More information

Saving Money. Grade One. Overview. Prerequisite Skills. Lesson Objectives. Materials List

Saving Money. Grade One. Overview. Prerequisite Skills. Lesson Objectives. Materials List Grade One Saving Money Overview Students share the book A Chair for My Mother, by Vera B. Williams, to learn about counting and saving money. They complete worksheets on coin counting and saving. Prerequisite

More information

Steps for Implementation: Least-to-Most Prompts

Steps for Implementation: Least-to-Most Prompts Steps for Implementation: Least-to-Most Prompts Neitzel, J., & Wolery, M. (2009). Steps for implementation: Least-to-most prompts. Chapel Hill, NC: National Professional Development Center on, Frank Porter

More information

I. School Lunch Periods

I. School Lunch Periods I. School Lunch Periods Previous research suggests that inadequate time to eat discourages students from purchasing and eating complete lunches. Waiting in line is the most commonly reported factor contributing

More information

Student Centred Appraisal of Need

Student Centred Appraisal of Need Student Centred Appraisal of Need Booklet for parents, carers and staff January 2010 INTRODUCTION The Student Centred Appraisal of Need provides a consistent approach in determining educational needs of

More information

Lesson Plan for Note Taking

Lesson Plan for Note Taking Lesson Plan for Note Taking Goals: To prepare students to take pertinent notes form lecture, books and activities. Expose students to different styles of note-taking. Give students an opportunity to practice

More information

Counting Change and Changing Coins

Counting Change and Changing Coins Grade Two Counting Change and Changing Coins Content Standards Overview Students share the book The Penny Pot, by Stuart J. Murphy, to learn about choices, producers and consumers, and counting money.

More information

On the Cutting Edge: Using ipads to Teach Children with ASDs

On the Cutting Edge: Using ipads to Teach Children with ASDs On the Cutting Edge: Using ipads to Teach Children with ASDs H A Y L E Y V I N I N S K Y, M. S., B C B A G O L D L E A R N I N G C E N T R E, M O N T R E A L Objectives What s so good about apps? How do

More information

Teaching Communication Skills to Children with Autism

Teaching Communication Skills to Children with Autism Contents Note: page numbers on actual pages correspond to those in the book. The table of contents merely describes page numbers as they appear on the PDF. Introduction 2-3 Assessment Text 4-7 Suggested

More information

LESSON TITLE: Jesus Visits Mary and Martha THEME: Jesus wants us to spend time with \ Him. SCRIPTURE: Luke 10:38-42

LESSON TITLE: Jesus Visits Mary and Martha THEME: Jesus wants us to spend time with \ Him. SCRIPTURE: Luke 10:38-42 Devotion NT249 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Jesus Visits Mary and Martha THEME: Jesus wants us to spend time with \ Him. SCRIPTURE: Luke 10:38-42 Dear Parents Welcome to Bible Time

More information

Basic: Communities, Week 4 Bank & Library

Basic: Communities, Week 4 Bank & Library Basic: Communities, Week 4 Bank & Library Unit objective: Students will be able to fill out a deposit slip, practice a dialogue at the bank, fill out a library application, practice a dialogue at the library

More information

Date Solving Multi-Step Word Problems Warm-Up

Date Solving Multi-Step Word Problems Warm-Up Date Solving Multi-Step Word Problems Warm-Up 3 rd grade CST Released Question: Review: On Friday, 1,250 people visited the The store sells flour in 1-lb, 5-lb, and zoo. Three times as many people 10-lb

More information

A Math Talk Community in Math Expressions Common Core

A Math Talk Community in Math Expressions Common Core hmhco.com BUILDING A New Standard OF Success A Math Talk Community in Math Expressions Common Core Dr. Karen Fuson, Program Author of Math Expressions Common Core and Professor Emerita of Learning Sciences,

More information

How can I improve my interviewing skills? MATERIALS

How can I improve my interviewing skills? MATERIALS Mock Interviews 6 Finding a job The BIG Idea How can I improve my interviewing skills? AGENDA Approx. 45 minutes I. Warm Up: Model an Interview (10 minutes) II. Interview Practice (30 minutes) III. Wrap

More information

Mental Health Role Plays

Mental Health Role Plays Mental Health Role Plays Goals: To discuss various mental health issues and mental illnesses. To discuss stigma, support and treatment options surrounding mental health issues and mental illnesses. Requirements:

More information

What is aphasia? Aphasia is a language disorder. It can cause problems with. Thinking (cognitive) skills are usually good.

What is aphasia? Aphasia is a language disorder. It can cause problems with. Thinking (cognitive) skills are usually good. Adult Aphasia What is aphasia? Aphasia is a language disorder. It can cause problems with understanding speaking reading writing Thinking (cognitive) skills are usually good. What causes aphasia? Aphasia

More information

EXPRESSING LIKES, DISLIKES AND PREFERENCES DIALOGUE SCRIPT AND GLOSSARY

EXPRESSING LIKES, DISLIKES AND PREFERENCES DIALOGUE SCRIPT AND GLOSSARY EXPRESSING LIKES, DISLIKES AND PREFERENCES DIALOGUE SCRIPT AND GLOSSARY INTRODUCTION In this podcast we re going to be looking a various ways of expressing likes, dislikes and preferences. It is very easy

More information

Private talk, public conversation Mike Askew King s College London

Private talk, public conversation Mike Askew King s College London Private talk, public conversation Mike Askew King s College London Introduction There is much emphasis on the importance of talk in mathematics education. In this article I explore what sort of talk we

More information

Module 6.3 Client Catcher The Sequence (Already Buying Leads)

Module 6.3 Client Catcher The Sequence (Already Buying Leads) Module 6.3 Client Catcher The Sequence (Already Buying Leads) Welcome to Module 6.3 of the Client Catcher entitled The Sequence. I recently pulled over 300 of the local lead generation explosion members

More information

Participation Scripts

Participation Scripts Participation Scripts WHAT & WHY Students spend much of their day engaged in class activities that may offer limited opportunities for interactive communication. This is especially true in fast-paced general

More information