List of Receptive/Expressive Functions

[Guest guest]

In a message dated 12/7/99 2:24:43 PM Pacific Standard Time,

diana@... writes:

<< However, I can only get my son to answer " What do you throw? - ball "

expressively. Even though he can expressively label the pictures, he can

not think of an expressive answer to a question " What do you read? " without

a visual prompt and then the response really doesn't count (in my opinion).

>>

Ok, reminding every one that I feel like I have no place giving advice after

only attending a two day conference, here goes an attempt to help( however

lame it may be).

Have you done the intraverbal transfer? What do you throw? ball( with

visual) Pick visual up off table immediately " what do you throw " " ball. " or

What do you throw? ball( with visual) Pick up visual " you throw a .... "

" ball " . This part of the transfer is very important in our program. It is

immediate. We make sure he is successful many times before we try the

straight intraverbal on it's own, no pic, and we make sure we have a visual

right there if he needs it( I've had materials specifially made for this-

tact on front- intraverbals on the back). Much love and clumsiness in

explaining via e-mail, kat

[Guest guest]

In a message dated 12/7/99 3:41:18 PM Pacific Standard Time,

jennie@... writes:

<< am not at this stage, but experience tells me this would be a great

bridging gap. Because Isaac has such severe aphasia still and the noun

issue is neurological more than anything else, we're priming him and acting

as if he will say these things eventually, hopefully sooner than later. >>

The intraverbal transfer is really exciting. Maybe you can give it a try.

love,kat

[Guest guest]

>

>I am sharing this list to get others to share additional lists.

>I need a good list of beginner Fill--ins like:

> " ready, set, ____ "

> " 1,2, ___ "

> " Winnie the ____ "

>

Thanks for sharing this!!! My son is still to close to nonverbal to get

many answers yet, which is why we have a consultant coming to do this

approach. He is ready for a lot more language work now that he has

receptive ability.

However, just the above stuff is gonna take some work and then a little.

>The ABLLS appendix 12 has a fill-in list but it is intraverbal.

>

>I also need some better ideas for Features of objects like:

>Which one has a tail?

>Which one has wheels?

>

>Thanks

>

We are only starting to do this, so we have done very little. We are more

in the, " What do you sit on? " mode and he points to chair.

Which one is shiny? (mirror)

Which one has legs? (horse)

Which one has stripes? (zebra)

Which one has leaves? (tree, and we just did this visually and my son got

it which threw me for a happy loop!)

Which one has numbers? (clock)

What one has seats? (car)

Which one has a mane? (lion, horse)

Which one has whiskers? (kitty, rabbit)

Which one has many legs? (spider)

These are some that come to mind. I love the list you generated and

appreciate it since I was grappling for some new ideas.

My son still needs those cards, but considering he could not identify more

than three OBJECTS max last year, I am thrilled he can now not only

identify tons, but can point to things by function, and if he needs the

cue, than at this stage in the game I can say, You've come a long way baby.

;-)

Jennie

[Guest guest]

>

>Have you done the intraverbal transfer? What do you throw? ball( with

>visual) Pick visual up off table immediately " what do you throw " " ball. "

or

>

>What do you throw? ball( with visual) Pick up visual " you throw a .... "

> " ball " .

Kat,

I am not at this stage, but experience tells me this would be a great

bridging gap. Because Isaac has such severe aphasia still and the noun

issue is neurological more than anything else, we're priming him and acting

as if he will say these things eventually, hopefully sooner than later. We

have been throwing in are function card questions very often now in between

are more traditional drills and he seems to actually LIKE them and seems

pleased when we ask. Maybe because he feels like he is talking, but anyhow,

we often do this format,

You throw a ______ and you put on socks and ______ and you blow a _____ and

he has a field of three and points to the correct answer.

He's gotten them right A LOT, and I am truly pleasantly surprised. I think

when he gets more verbal with this, he will echo better since he is hearing

it in several forms now. The other thing is he does speak now and then,

usually appropriate but delayed echo. For instance tonight we were chowing

down on chinese food. Isaac looked at me and commented, " Very good! " and I

said, " Thanks, " even though all I did was microwave it. And he said,

" Mommy, good. " and I smiled and a few minutes later he said, " Very, very

good. (pause, and I could clearly see him trying to retrieve language by

his expression, etc.,) and then he said verbally, " You did good! "

I almost choked on my egg roll. I don't know how many times a week, Isaac

has heard me say that to him when he does something well. I guess it was

programmed and he was able to retrieve this expression at the right time.

But, as I have mentioned on the other ABA list, Isaac still has next to no

nouns and struggles with saying anything on command. Finally verbal Im is

getting more consistent and we added another ocuple sounds.

Jennie

[Guest guest]

>I have tried

>

>1. book on table - SD= " what's this? " - he says book

>2. SD= " What do you read? " - no response

>3. SD= " What do you read? book " - he'll say " book " in imitation

>

Do you think you can do " touch the one for reading " or something like that

before What do you read??

Mariko

[Guest guest]

Is anybody on the list in North Carolina or Southern Virginia? I would love to

come and see this program in action. I think that Partington will be speaking

at our next FEAT conference, but that is not until May and I would love to see

how this works very soon!!

Thanks,

Carmen

Kat1216@... wrote:

> From: Kat1216@...

>

> In a message dated 12/7/99 3:41:18 PM Pacific Standard Time,

> jennie@... writes:

>

> << am not at this stage, but experience tells me this would be a great

> bridging gap. Because Isaac has such severe aphasia still and the noun

> issue is neurological more than anything else, we're priming him and acting

> as if he will say these things eventually, hopefully sooner than later. >>

> The intraverbal transfer is really exciting. Maybe you can give it a try.

> love,kat

>

> >

[Guest guest]

I am making the assumption that everyone on this list has the S/P book. It

will make our discussions easier for everyone. It is a good book that is a

prerequisite for understanding this teaching language approach.

Here is a list of Receptive/Expressive Functions (RFFC) I've made. I have

taught many of these receptively, by placing down 3 pictures and asking

" What do you throw? " and he picks the ball.

However, I can only get my son to answer " What do you throw? - ball "

expressively. Even though he can expressively label the pictures, he can

not think of an expressive answer to a question " What do you read? " without

a visual prompt and then the response really doesn't count (in my opinion).

I am sharing this list to get others to share additional lists.

I need a good list of beginner Fill--ins like:

" ready, set, ____ "

" 1,2, ___ "

" Winnie the ____ "

The ABLLS appendix 12 has a fill-in list but it is intraverbal.

I also need some better ideas for Features of objects like:

Which one has a tail?

Which one has wheels?

Thanks

List of Receptive/Expressive Functions

1 What do you throw? ball

2 What do you sit on? chair

3 What do you wear? shirt, pants

4 What do you eat? apple, banana,chip,cookie

5 What do you read? book

6 Where do you sleep? bed

7 What do you draw with? crayon

8 What do you ride? bike

9 Where do you swim? water

10 What do you sweep with? broom

11 What do you open? door

12 What do you color on? paper

13 What do you cut with? scissors

14 What do you watch? TV,show

15 What do you play with? ball, bubbles, train, beans

16 What do you catch? ball

17 What do you brush teeth with? toothbrush

18 What do you blow? bubbles

19 What do you push? swing

20 Where do you slide? park

21 What flys in the sky? airplane

22 What has wheels? car, motorcycle, truck, bus

23 What floats in the water? boat

24 Where do you go potty? bathroom

25 What goes choo choo? train

26 What do you wear on feet? shoes, socks

27 What do you wear on your head? hat

28 Where do you wash hands? sink

29 What says meow? cat

30 What says quack quack duck

31 What says whoof whoof dog

32 What says moo? cow

33 Where do you eat? kitchen

34 Where do you sleep? bedroom

35 Where do you watch TV? family room

[Guest guest]

I have tried

1. book on table - SD= " what's this? " - he says book

2. SD= " What do you read? " - no response

3. SD= " What do you read? book " - he'll say " book " in imitation

You know what I think, even though he knows these functions of objects

receptively it is too much of a leap for him to do them expressively

because he needs more expressive language practice at the Fill-In Level.

Which is what the ABLLS would indicate.

Do you teach in order of the ABLLS?

Thanks

>What do you throw? ball( with visual) Pick up visual " you throw a .... "

> " ball " . This part of the transfer is very important in our program. It is

>immediate. We make sure he is successful many times before we try the

>straight intraverbal on it's own, no pic, and we make sure we have a visual

>right there if he needs it( I've had materials specifially made for this-

>tact on front- intraverbals on the back). Much love and clumsiness in

>explaining via e-mail, kat

>