Re: Book Themes - curriculum planning

[Guest guest]

>

>The computer games really help because he can control how many times he

>repeats things (ie. probably a little stimming going on)

>

>Some other ones we plan to use that have a computer game and book are:

>1. Arthurs Birthday

>2. Just Me and My Mom

>3. Just Me and My Dad

>4. Winnie the Pooh and the Honey Tree

>

>So my question is, do you think fill-ins and intraverbals centered around

>books promotes useful language or is it satisfing a stim?

>Thanks for your input

>

>

>---------------------------

,

Probably both, but given the practice of going with the EO, I would think

this would be okay, as long as it doesn't start to interfere or become

incredibly perseverative. We are starting to use a couple videos for this

and we also are checking out Isaac's books and trying to find a few with

very simple pictures to start pointing out in a more natural way than the

flash cards. I love his flash cards, but he needs to be able to turn the

pages and identify objects, etc., in a book.

Jennie

[Guest guest]

Hi,

I think this is a very creative inter-curriculum approach that,

yes, leans toward high functioning stim behavior but you want your

child to be a high rate listener/talker. So, depending

on how much language you had before starting, I think, would clearly

indicate whether you are creating a good problem to have or a bad

one. I, for one, am definately going to use this idea with my child,

who 5 months ago, was a no rate listener or talker. I do know that

many parents I talk with have children that fill-in videos and the

language goes no where even though the phrase is appropriate. An

example, I was tucking my son in at night and I kissed him, said

" good night " and he said, " Good night big mister " (VeggieTales)

But I'm going to have faith that any language is good language and

with clean, clear procedures can become functional language.

My best!

> Lately, we have been getting good use from some books. The books

we have

> used so far are

> 1. Arthur's Reading Race - computer game, book

> 2. Dr. Seuss's ABC's - computer game, book, video

> 3. Goodnight Moon - book and board game

> 4. Green Eggs and Ham - book and board game

>

> We read the book alot, have him point to the words and have him

echo the

> reading. We also create text word flash cards and have him match

the text

> word to selected noun pictures from the board game. He appears to

learn

> the receptive label faster when he has the text word to memorize at

the

> same time. (He knows about 70 text words so far) Then we go into

tacting

> the nouns. I do lots of fill-in practice with him by reciting

parts of the

> book throughout the day (in car, outside). Like " Green Eggs and Ham

by

> ____ " he says Dr. Seuss. Except now when he needs his shoes tied

he says

> " Dr. Seuss " (instead of tie shoes) which goes to show you the

auditory

> confusion problem he has. I like Arthurs Reading Race the best

because it

> has real he/she said like conversation going on. It has some simple

> phrases like " me too " , " let's eat " , " me too " , " do too " , " it's a

deal " ,

> " let's go " .

>

> The one that is going great now is Dr. Seuss's ABC's - I am saying

" what

> begins with B " and he is saying " barber, baby, bubbles and a

bumblebee "

> the whole thing. That's one heck of a fill-in.

>

> The computer games really help because he can control how many

times he

> repeats things (ie. probably a little stimming going on)

>

> Some other ones we plan to use that have a computer game and book

are:

> 1. Arthurs Birthday

> 2. Just Me and My Mom

> 3. Just Me and My Dad

> 4. Winnie the Pooh and the Honey Tree

>

> So my question is, do you think fill-ins and intraverbals centered

around

> books promotes useful language or is it satisfing a stim?

> Thanks for your input

>

[Guest guest]

> But I'm going to have faith that any language is good language and

> with clean, clear procedures can become functional language.

>

> My best!

>

I tend to agree with this statement. Mr. had delayed but appropriate

echolalia for a long time and still uses it occasionally. I finally

realized that he 'knew' he needed to say something, but didn't know exactly

what to say, so he used something that he felt was appropriate from a video

(and he was generally correct). We now prompt all sorts of things (complete

long sentences and fill ins) with errorless teaching. I guess my feeling is

that if the child can articulate good sentences from videos, then use that

technique and just give him things to say in various situations and do this

all day long--with errorless prompting. I don't think of his repeating stuff

from videos as a 'stim' and try to suppress it--we just try to substitute

even more appropriate language.

An example was the other day when I asked to do something and he said

" I will not cooperate " (Queen Amidala--Phantom Menace). Of course we all

started laughing unfortunately reinforcing this response, but he had the

right idea...even if he couldn't tell you what 'cooperate' meant.

Mr. 's older brother talked VERY early and used to talk to himself in

his crib before going to sleep. We would walk by his room and hear him

say... " neighbor " .... " car " .....etc. This wasn't a 'stim', he was practicing!!

(of course he hasn't stopped yammering since)

I figure the more our kids practice saying words, the better they are going

to get at it.

Melinda

Mom to Mr. and