Re: Answering questions/labeling attributes

[Guest guest]

Dear Cate,

If your son is hyperlexic, mine too, give him the written word as the

visual.

When you ask " what color " have " red " written on a card. Begin with errorless

teaching.

Have 2 cards, one with the word " red " and one with the word " shirt " .

Overtime, fade the card cues.

Gretchen

Your Name wrote:

> From: Your Name <g.kurowsky@...>

>

> Hi,

>

> I have a child who has most definite splinter skills, hyperlexia being

> one of them, (which has helped us a lot), but is a real real challenge

> auditorily, and would be one of the more basic challenges for any

> consultant. We have a lot of issues when it comes to auditory

> discrimination. I think the S/P type of programming goes after these

> kids a little diffently than we had originally done, and we are working

> on changing some tactics and approaches. I am willing to try anything

> to get this skill acquired.

>

> My son has no trouble labeling/tacting, and manding but conversational

> commenting/reciprocal speech is elusive. He will tact willingly to

> " Himself " especially as he " reads " but not to me. If I join him when he

> is " reading " he will close the book. Arghhhh. frustrating. He has poor

> joint attending skills, and prefers his own company. He is a happy

> camper however most of the time. He loves books and catalogues.

>

> The MOST frustrating area for us at present and last year and the year

> before, has always been answering simple questions such as describing an

> item by its color for instance. We can hold up a shirt, and say What is

> it? He will say shirt. If you say what color? Or what color is the

> shirt? He says shirt. He cannot describe anything, and this is so

> frustratingly holding us back. He is trying very hard, and I feel that

> IF I could present this in a way HE understands the question I would

> gladly do so. What is it? Car. What color is the car? CAR. This is our

> usual scenario. He cannot attach an attribute to a label.

>

> This has gone on and on and on, with no end in sight. What is it ? Boy,

> What is the boy wearing, (he cannot answer). If you point to the shirt

> and say what is it? He then says shirt. If you say what color, he says

> shirt. He does not seem to be able to really understand much of the

> questions being asked, and does not gain any language incidentally, it

> has to be taught.

>

> I would be satisifed at this point just to ask What is it, have a label

> reply, and then say what COLOR and get him to sort out those two things.

> I am not asking for anything more at this point. What is is apple, what

> COLOR is the apple? I have visually cued our program as much as humanly

> possible in areas where it helps, and I would like to hope and think he

> can learn to discriminate questions to some degree for his own sake and

> ability to understand what people say to him. I truly think he does not

> understand the meanings of words. I don't know, but I sure would like

> someone to give me some leads on this. I have tried EVERYTHING.

>

> If there is an S/P program that addresses this or chips away at it, I'd

> love to try it. Nothing has worked thus far, and I'd love to see Dr.

> Carbone, and say HELP!

>

> Thanks.

>

> Cate

>

> >

[Guest guest]

Cate,

I'd work on expanding his responses when in a variety of ways. One is that

you could simply prompt him with the desired reponse.

What is it? Shirt

What color is it? Yellow (Prompt it immediately, try to get an echo.)

You could also tackle it another way by exanding (shaping) the desired

response.

What is it? Shirt

Good! It is a yellow shirt

What is it? Yellow shirt (Prompt it immediately)

Also, the suggestion about a visual is good as well. Our son is hyperlexic

as well, and sometimes he needs the visual to figure it out.

Hope this helps,

Mark