Guest guest Posted January 3, 2000 Report Share Posted January 3, 2000 At 06:11 AM 1/3/00 -0600, Lynda Rands wrote: >From: Lynda Rands <lrands@...> > >Janet, > >We started with 5 pictures on the table. Select a carrier phrase for each >one. Then begin with one picture (juice) and ask, " Which one do you >drink? " and immediately prompt the correct answer and point to the picture. > Immediately follow up with a similar question, " Something you drink >is....Juice " where you would say juice almost immediately again, unless you >think your child will give the correct answer. We usually ask the question >again when we are teaching a new carrier phrase, so something like, " What's >something you drink? " and immediately prompt with " juice " or this time give >a slight pause and see if the child will echo juice. But you keep asking a >variation of the question until you get the child to give the answer >independently. Breakthrough! I mean in my understanding. But, you would not keep going necesarily till you hear JUICE if they really could not say it, but you would go on to the other card and do multi-drills on the other card hoping for a response, Yes? So, if Isaac sometimes says CRACKER, I would try to do a drill, What is a food, CRACKER? And he would point. Show me a SQUARE food, and would I say, CRACKER hoping he would point and say the word, or would I leave off the word, CRACKER. I hate being ignorant!!!! Then you move immediately to another of the pictures and go >through the same sequence with it. You do all five pictures on the table >and then go back and do them another time or two... So, in other words you focus on JUICE and its attributes MORE than once, but have the other cards there and go to all of them during the sitting. Possibly having say a DOG and then saying, Show me an animal? (Isaac can) and Show me something furry, (and he can,) Show me a DOG, and, " The animal is a ----- DOG! (I am confused how you work on getting that word out though.) He did say, KITTY the other day after a lot of effort and talking about the kitty while patting the cat and nearly bouncing her off the bed. LOL Jennie Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 3, 2000 Report Share Posted January 3, 2000 In a message dated 1/3/00 4:08:10 AM Pacific Standard Time, lrands@... writes: << " Something you drink is....Juice " where you would say juice almost immediately again, unless you think your child will give the correct answer. >> Here is where we started doing the reversal...so it would be immediately in our program " Juice is something you....(drink) " . We found doing the reversal at this point was critical for best use of time. I did ask at a recent workshop I saw if the reversal should be put in here at this point and was answered yes. I only bring it up because we wasted time not knowing this. much love,kat Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 3, 2000 Report Share Posted January 3, 2000 At 04:36 PM 1/3/00 EST, Kat1216@... wrote: >From: Kat1216@... > >In a message dated 1/3/00 4:08:10 AM Pacific Standard Time, >lrands@... writes: > ><< " Something you drink > is....Juice " where you would say juice almost immediately again, unless you > think your child will give the correct answer. >> > >Here is where we started doing the reversal...so it would be immediately in >our program " Juice is something you....(drink) " . We found doing the reversal >at this point was critical for best use of time. I did ask at a recent >workshop I saw if the reversal should be put in here at this point and was >answered yes. I only bring it up because we wasted time not knowing this. >much love,kat We have somebody coming this week who has this background, so I hope we will get started. It is not one of the big names, but the waiting list is too long for me to wait and get started. I am in a dilemna and that is why we want to change our program to a more oriented language one. Because all of these examples use expressive language and we can not do this for almost all of our drills right now the way things stand. If we ask Isaac, " What do you drink? " he would point to any juice picture, be it a glass of juice, a carton or a juice box. If you said, " Do you drink Juice, " we would most likely get a nod, Yes. If you asked, " Show me the one called Juice, " he would point to the juice. I think at this point if we had two foods, like sphaghetti, meat and juice and said, " What do you have at breakfast, " he might even point to juice now, but he can not say that word yet. So, finding ways to expand our program is hard, and I know he is ready to start using words again, slowly, yes and with tons of prompting and assitance, but I think it is coming. It is hard to reverse anything, if you are expecting a verbal answer. Today we did, " Which one is blue? " and he pointed to a lunch box which was blue. " What is furry and soft? " and he pointed to the dog. " What is red? " and he pointed to the tulip. " What is to eat with? " and he pointed to the plate. We did have them in a row. And then, " What do you put lunch in, " and he hesitated and touched the plate, but then touched the lunch box. Poor kid, he was sort of right both times, but the IN part got him. We prompted LUNCH BOX. Then we said, " Which is an animal? " and he touched dog, and " What grows outside, " and he touched the flower. I am very proud of this kid beyond measure and he looks at me and sometimes he mouths things with no voice and looks confused, and then other times, he can say a word here and there, but not labeling things. Jennie Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 4, 2000 Report Share Posted January 4, 2000 Jennie, Why not give Isaac an aug com voice? It would lend variety to his therapy sessions and tons of research has shown that it absolutely does not inhibit speech. You can use whatever pictures or symbols he is now touching or pointing to -- the difference will be that he will hear his answer. For Colin, this really strengthened his auditory processing. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 4, 2000 Report Share Posted January 4, 2000 In a message dated 1/4/00 10:22:35 AM Central Standard Time, jennie@... writes: > I know I am not supposed to use the list replying to personal email. I hope > this is not considered personal, as I think having an expressive dril for > our kids whose language does not permit them to show as much as they know > is relevant. Jennie, Colin could never have done the Lovaas curriculum without a device to supply the expressive component. If we do switch to S & P, we will use aug com for all the same reasons. If using the toy recorder seems to spark Isaac's participation, which is what I am hoping, you could get the next step up, which is a 4 or eight switch device. We used an excellent quality one called Cheap Talk. It is sold by a New Jersey Co. called Enabling Devices: Special Toys For Special Children. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 4, 2000 Report Share Posted January 4, 2000 At 10:10 AM 1/4/00 EST, OMara@... wrote: >From: OMara@... > >Jennie, > Why not give Isaac an aug com voice? It would lend variety to his >therapy sessions and tons of research has shown that it absolutely does not >inhibit speech. You can use whatever pictures or symbols he is now touching >or pointing to -- the difference will be that he will hear his answer. For >Colin, this really strengthened his auditory processing. > > Dear , Actually, we have a toy that has four spaces for photos that you can record short sentences on and we are going to start using this some as well for some things. He uses PECS modestly, doing better, but I don't use it enough. Now, that the verbal is coming a bit more consistently, I want to emphasize this, but I agree giving him a voice and mode to communicate is important. He had a device on loan once, but this was long time ago, and it was never used or training was never appropriately and they did not continue, and then we moved, and the LKS stuff got so bad, he really had no viable means to communicate, since he had no receptive processing at all for a long time. I know I am not supposed to use the list replying to personal email. I hope this is not considered personal, as I think having an expressive dril for our kids whose language does not permit them to show as much as they know is relevant. Jennie Jennie Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 21, 2000 Report Share Posted January 21, 2000 Jennie: Have you tried pairing I's words with sign? Get with me in a private email. C. A. , Ph.D. The Childhood Learning Center www.tclc.com " Why do people behave as they do? " (BFS) Re: [ ] how to do FFC drill From: Jennie Ladew <jennie@...> At 04:36 PM 1/3/00 EST, Kat1216@... wrote: >From: Kat1216@... > >In a message dated 1/3/00 4:08:10 AM Pacific Standard Time, >lrands@... writes: > ><< " Something you drink > is....Juice " where you would say juice almost immediately again, unless you > think your child will give the correct answer. >> > >Here is where we started doing the reversal...so it would be immediately in >our program " Juice is something you....(drink) " . We found doing the reversal >at this point was critical for best use of time. I did ask at a recent >workshop I saw if the reversal should be put in here at this point and was >answered yes. I only bring it up because we wasted time not knowing this. >much love,kat We have somebody coming this week who has this background, so I hope we will get started. It is not one of the big names, but the waiting list is too long for me to wait and get started. I am in a dilemna and that is why we want to change our program to a more oriented language one. Because all of these examples use expressive language and we can not do this for almost all of our drills right now the way things stand. If we ask Isaac, " What do you drink? " he would point to any juice picture, be it a glass of juice, a carton or a juice box. If you said, " Do you drink Juice, " we would most likely get a nod, Yes. If you asked, " Show me the one called Juice, " he would point to the juice. I think at this point if we had two foods, like sphaghetti, meat and juice and said, " What do you have at breakfast, " he might even point to juice now, but he can not say that word yet. So, finding ways to expand our program is hard, and I know he is ready to start using words again, slowly, yes and with tons of prompting and assitance, but I think it is coming. It is hard to reverse anything, if you are expecting a verbal answer. Today we did, " Which one is blue? " and he pointed to a lunch box which was blue. " What is furry and soft? " and he pointed to the dog. " What is red? " and he pointed to the tulip. " What is to eat with? " and he pointed to the plate. We did have them in a row. And then, " What do you put lunch in, " and he hesitated and touched the plate, but then touched the lunch box. Poor kid, he was sort of right both times, but the IN part got him. We prompted LUNCH BOX. Then we said, " Which is an animal? " and he touched dog, and " What grows outside, " and he touched the flower. I am very proud of this kid beyond measure and he looks at me and sometimes he mouths things with no voice and looks confused, and then other times, he can say a word here and there, but not labeling things. Jennie --------------------------- Quote Link to comment Share on other sites More sharing options...
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