Guest guest Posted June 15, 2004 Report Share Posted June 15, 2004 , This is really good information because prepostions do define what a verb or a noun is up to. If the child has a strong fluent rep of objects and actions, prepositions can bridge the gap between the two: jump on the box, crawl under the table, stand beside the door, etc. What I like about what you've done is given multiple examples of ONE prepostion and extended upon the discrimination of the objects or actions that were involved (i.e. the TV). An easy receptive target would be to write various prepostions on paper and have the child run a match to sample with the physical environment. You could have ON (or on the TV) already posted on the TV, UNDER posted under the bed, etc. then fade out those textual prompts as the child masters where to place the cards. Some children will need to work receptively first then move to expressive. Even so, I could see how multiple examplars of a prepostion would be an effective approach. > Prepositions is a good program to do with real objects. > For a long time we tried to teach prepositions as a discrimination like > Which one is " on " ? and Which one is " under " ? > Using stuff on/under the table and chair. > For over a year we tried this program every couple of months. We tried it > both receptively and expressively. We used text prompts, verbal prompts, > hand over hand prompts, reinforcing items, etc... Nothing worked. > > Finally I decided ok, lets at least teach him just one preposition. So we > taught " on table " " on TV " " on chair " and had him say it and read it as > prompts. We expanded this to " on nose " " on head " " on foot " etc... > > So instead of discriminating he just learned the preposition and the > location noun. Which if you think about it, what good is a preposition by > itself you need to be able to use phrases to make the preposition meaningful. > > > Then we taught " in box " " in shoe " " in car " etc... > > And then " under castle " " under book " " under bus " " under leg " etc... > > Once they were solid we tried discriminating. > > I think the things that worked were: > 1. no discrimination required to learn a new preposition > 2. varied the locations and included the location in the prompt not just > the preposition > so it was not just " on " it was " on the TV " > 3. taught expressively first, skipped receptive, he needed to imitate it > verbally to make it stick > 4. Used the text label for the whole phrase. > > This may be off the beaten path advice, but it worked for us. > > > diana@t... > http://www.talkingwords.com > > > Quote Link to comment Share on other sites More sharing options...
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