Re: LF students with autism in middle school

[Guest guest]

Try taking pictures of their favorite things, chair, parents, book,

toy, house, teacher, rooms in school, cup (use the same one for each

child everyday), etc. Having real life pictures is sometimes better

than pecs pics.

Also, before my daughter said her first word we used videos from

www.babybumblebee.com.

I hope this helps.

>

> Hello ,

> I am new to this group. I teach a Severe/Profound self contained

class in middle school. Two of my students have many autistic traits

and have no expressive or receptive language at all. I am determined to

find some way to communicate with them . All suggestions and ideas

appreciated. Please let me know what works with your older LF children

with autism. S

>

[Guest guest]

Try taking pictures of their favorite things, chair, parents, book,

toy, house, teacher, rooms in school, cup (use the same one for each

child everyday), etc. Having real life pictures is sometimes better

than pecs pics.

Also, before my daughter said her first word we used videos from

www.babybumblebee.com.

I hope this helps.

>

> Hello ,

> I am new to this group. I teach a Severe/Profound self contained

class in middle school. Two of my students have many autistic traits

and have no expressive or receptive language at all. I am determined to

find some way to communicate with them . All suggestions and ideas

appreciated. Please let me know what works with your older LF children

with autism. S

>

[Guest guest]

Picture Exchange System (PECS) may work, starting with actual photos of

favorites, and then moving to symbols. Some people with autism can be taught

sign language, but start with the signs that do not require a lot of fine motor

ability. My son is learning to use an assistive communication device that has

PECS on it, and when he wants something he has to touch the picture. The

machine then says the word for him.

Is there a speech therapist involved? If not, call for an IEP meeting with the

parents and ask for speech. The speech therapist should be able to help with

all of the above.

LF students with autism in middle school

>

>Hello ,

>I am new to this group. I teach a Severe/Profound self contained class in

middle school. Two of my students have many autistic traits and have no

expressive or receptive language at all. I am determined to find some way to

communicate with them . All suggestions and ideas appreciated. Please let me

know what works with your older LF children with autism. S

>

>

>

>

[Guest guest]

With any early leaner manding (requesting) is key. The rule in our house with our 5 year old daughter with autism is if you want it you ask for it. We use sign and/or approximations of words. Whatever motivates or interests the students is the place to start. If you have to you can shape the word for the student. Some people use the phrase, "what do you want" but we actually just use the word so she doesn't get "trained" to always respond to the question. An example would be if she wants a cracker. She would see the cracker and hopefully say cracker. If not, I would prompt her to sign cracker and then see if she can do it on her own (transfer trial). If she is also approximating the word then I would have her "echo" the word up to 3 times to see if I can get an improvement in the word. This sounds like a lot of steps but it goes quickly. We use this for everything from food to tickles. She just yelled,

"cup" because the measuring cups that she loves so much are behing a locked door and she must ask for them to get the door open.

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[Guest guest]

With any early leaner manding (requesting) is key. The rule in our house with our 5 year old daughter with autism is if you want it you ask for it. We use sign and/or approximations of words. Whatever motivates or interests the students is the place to start. If you have to you can shape the word for the student. Some people use the phrase, "what do you want" but we actually just use the word so she doesn't get "trained" to always respond to the question. An example would be if she wants a cracker. She would see the cracker and hopefully say cracker. If not, I would prompt her to sign cracker and then see if she can do it on her own (transfer trial). If she is also approximating the word then I would have her "echo" the word up to 3 times to see if I can get an improvement in the word. This sounds like a lot of steps but it goes quickly. We use this for everything from food to tickles. She just yelled,

"cup" because the measuring cups that she loves so much are behing a locked door and she must ask for them to get the door open.

Looking for last minute shopping deals? Find them fast with Search.