Topic “P4”  

To extend this activity, you could add extra people to roll the ball to (small group).

If the student has difficulties, you can try pointing it at each position on the frame - starting from their top left and working across and down - say "is it here" at each position ("no!") - until you get to the right position, say "yes" "here's the....". Say "look at the....", then ask them and say "where was the....?" - taking your eyes slowly to the position - trying to take the student's eyes with you. When you get there, take it off, pretend to eat it (for example) and then put it on the "done" pile with the other card.

More ideas about this here from Call Scotland. 

Going further

When a student can do this with one picture, try adding more pictures on the frame (distractor pictures). Start with two, then three/four (one on each corner), then gradually up to seven (each corner and the middle of each side except the bottom side. Put the target card - the one you are working on - in one of the positions you are using.

If the student has difficulties, you can try pointing it at each position on the frame - starting from their top left and working across and down - say "is it here" at each position ("no!") - until you get to the right position, say "yes" "here's the....". Say "look at the....", then ask them and say "where was the....?" - taking your eyes slowly to the position - trying to take the student's eyes with you. When you get there, take it off, and pretend to eat it/drive it etc.

More ideas about this here from Call Scotland. 

Going further

When a student can do this with one picture, try adding more pictures on the frame (distractor pictures). Start with two, then three/four (one on each corner), working up to seven (each corner and the middle of each side except the bottom side. Put the target card - the one you are working on - in one of the positions you are using.

The idea of this activity is for the student to learn how they can confirm a choice. It is necessary to have some way of them confirming a choice because:

• They may look at the picture they want to communicate for a short period of time;
• They may gaze to several pictures;
• They may gaze at you to confirm a choice, or they may gaze for you to say something.

All these will make it difficult to be sure what they are trying to communicate.

The "special spot" (which could for example be a red circle stuck in the bottom middle of the frame) can be a point that a student to look to to:

• confirm a selection;
• to indicate starting or stopping the current communication exchange.

More ideas about this here from Call Scotland. 

Child learns to take turns

Child accepts ending and starting a turn

Be consistent in the ritual. The only thing that varies is the names of the people involved.

The child/adult should experience holding down the switch and feeling the breeze. On release the breeze stops.

State, "On" and "Off" as you and the child/adult press and release the switch.

As either of you press the switch say, "on." When it stops say "off." Show them the effect of the breeze, blowing your hair or rubbing your arms because it is cold.

Let the child/adult turn the fan on and off modelling the vocabulary as you go.

Reinforce this learning with different devices at different times and places.

Don't use two things which are motivating for the student as you won't be able to tell whether they've succeeded in expressing a choice or not.

You may need to work with an occupational therapist to establish what type of switch a student can use - particularly if they have complex physical difficulties.

If they don't press a switch you may need to:

1. Show the student by example;
2. Guide their hand to the switch for the motivating item.

Consistency of pressing

Do they appear to be pressing one switch more than another, or do they appear to be choosing the switch randomly? Swapping the switches around from time to time will help you to know this. If they aren't consistent, you could try making the switches more different, for example:

• different colours;
• one larger than another;
• symbols which are more clearly different;
• different texture on the surface of each switch;

You could also try:

• disabling the switch for the unmotivating option so that when it's clicked nothing happens (in case hearing the voice from this switch is in itself motivating).

Key strategies - you may need to come back to these as and when necessary:

Introduce each food item;

Check which ones the people are interested in;

Demonstrate the asking for and getting of an item - e.g. with another member of staff;

Wait - give time for the person to respond or initiate;

Offer a "forced alternative", e.g. "apple or orange?" - swap around the order in which you give the alternatives to check that the person is not just saying the last thing you say;

Make it difficult for the person to communicate by pointing by having the choices close together and out of reach - so if they point you actually don't know which one they pointed to;

Be sensitive to if the person is getting frustrated - think of ways to help them get it right first time - e.g. by reducing the choice down to one item (temporarily).

Using forced alternatives:

Always give the person the thing they said/signed for. If they are having difficulties with this - for example they always say the last thing in the alternative, try the following:

Have one of the forced alternatives being something uninteresting (e.g. the piece of paper);

Have the last alternative as something the person doesn't want (if the person always says the last thing);

Give more emphasis to the desired item, e.g. "Banana or paper?", you could also try only signing the desired item. Over time, reduce the difference in emphasis.

Improving clarity

Sometimes the person may say/sign what they want, but you don't feel it is clear enough (perhaps you can understand it in this context but might not be able to in another situation). To try and improve this, you can try:

Saying 'pardon?' or something equivalent;

Look confused and say, for example '(Do you mean) apple or banana?' (saying and signing these) - this will often encourage the person to produce a clearer version;

Simply re-inforce with the clear version, e.g. you say "Oh, banana" (saying and signing it then passing it over);

Try to avoid simply asking the someone to repeat after you as there is no communication and it's not a natural way to communicate - by asking someone to repeat you have shown them that you have understood, and so this is now a different repetition activity (and perhaps a bit insulting!) - it also has the danger that it could reduce the accuracy of what they originally said or signed as they didn't get a direct result from this.

Key strategies - you may need to come back to these as and when necessary:

Introduce each food item;

Check which ones the child is interested in;

Demonstrate the asking for and getting of an item - e.g. with another member of staff;

Wait - give time for the child to respond or initiate;

Offer a "forced alternative", e.g. "apple or orange?" - swap around the order in which you give the alternatives to check that the child is not just saying the last thing you say;

Make it difficult for the child to communicate by pointing by having the choices close together and out of reach - so if they point you actually don't know which one they pointed to;

Be sensitive to if the child is getting frustrated - think of ways to help them get it right first time - e.g. by reducing the choice down to one item (temporarily).

Using forced alternatives:

Always give the child the thing they said/signed for. If they are having difficulties with this - for example always say the last thing in the alternative, try the following:

Have one of the forced alternatives being something uninteresting (e.g. the piece of paper);

Have the last alternative as something the child doesn't want (if the child always says the last thing);

Give more emphasis to the desired item, e.g. "Banana or paper?", you could also try only signing the desired item. Over time, reduce the difference in emphasis.

Improving clarity

Sometimes the child may say/sign what they want, but you don't feel it is clear enough (perhaps you can understand it in this context but might not be able to in another situation). To try and improve this, you can try:

Saying 'pardon?' or something equivalent;

Look confused and say, for example '(Do you mean) apple or banana?' (saying and signing these) - this will often encourage the child to produce a clearer version;

Simply re-inforce with the clear version, e.g. you say "Oh, banana" (saying and signing it then passing it over);

Try to avoid simply asking the child to repeat after you as there is no communication and it's not a natural way to communicate - by asking the child to repeat you have shown them that you have understood, and so this is now a different repetition activity - it also has the danger that it could reduce the accuracy of what the child originally said or signed as they didn't get a direct result from this.

What to do in common scenarios

The person points at or tries to take the item.

Hold or place the items in such a way that they can't easily take them and so that even if they point it is not clear which one they are choosing (once you know - and the person knows you know - which one they want simply now asking them to repeat what you had hoped they would have requested is much less powerful for learning).

The person always asks for the last thing you said (e.g. always asking for a crisp):

Try reversing the order of the choice you give them;

If they don't seem to care which one you give them, give them a choice of a desirable item and a boring item - saying the boring item last - then respond to their request for the boring item. To stop frustration, you might need to quickly follow this up with another go where you only offer them one item (the desirable item);

Encourage them to point to a picture to show you which one they want - then reinforce this by signing and saying the word.

General strategies

Model the asking and requesting with someone (e.g. other staff) to show what you are hoping people to do.

If necessary, demonstrate how the objects go together, or get the child to show you.

If the child chooses the wrong item, you can look puzzled and try and use those items together. For example try and write on the paper with a toothbrush. Then you can try and find the right item, and look pleased with yourself/ express happiness when you find you can make marks on the paper.

This technique helps children understand what is going to happen during the day. Use it with children who are anxious about change or find understanding class routines difficult.

It is best to set up a visual timetable before the child comes into school and to set it up for a limited period say from arrival until the first play and then from after play until lunch and then a final set up for the afternoon period.

Children sometimes try to alter the timetable to suit themselves e.g. putting play up near the top! This is not allowed! Only the adult in charge can change the order on a visual timetable. If following the set timetable for a given period is very difficult for a child you can make it easier by shortening the time a child must spend on each activity - but each activity must be done a little bit.

You can try with just two activities (now/next) see the now/next visual timetable activity below.

If the child is resistant to some of the activities it's important to use clear consistent language e.g."first story, then sand".  Being able to see a motivating activity coming up may mean that the child is happier to engage in less motivating activities.

Be consistent with using the picture supports and using the same phrases to describe actions.

Allow the child time to make an attempt - even if the coat is wrong way round - if this happens - praise the child for trying e.g 'Good putting coat on - you want more help'

Always encourage the child to sign the animal name alongside the other children.

Ask the child "What's that?" when they choose the animal picture so the child is given an opportunity to spontaneously sign the animal.

Child can point to the card or do an action to indicate which verse to sing next.

Give choices, "Shall we sing wipers or wheels next?" etc.

Child can point to the card or do an action to indicate which verse to sing next.

Give choices, "Shall we clap or stamp next?" etc.

You may need to stop the recording if the child needs prompting to move the frogs from the log into the pond.

Note, you should not expect the child to be able to count at this level. They may be able to join in with some of the sound patterns.

The main goal of these activities is for the child to show interest in these rhymes in some way - this could be imitating some of the sounds or actions, or it could simply be being attentive to the song.

It is best to go through all the actions at the beginning of the activity and review at the end of the song.

Encourage the child to stay seated throughout the rhyme. The wind/water/snow are quite rewarding so children will usually sit back down if requested to do so.

Encourage children to join in the rhyme or sign wind/rain/snow as they become familiar with the rhyme.

Use lots of animation and have fun

You want the child to watch you, begin to join in and show some pleasure in the songs.

You want the child to show some anticipation - build pauses into your routines for this to happen.

Note, you should not expect the child to be able to count at this level. They may be able to join in with some of the sound patterns.

The main goal of these activities is for the child to show interest in these rhymes in some way - this could be imitating some of the sounds or actions, or it could simply be being attentive to the song.

Gradually fade out any help and allow the child to complete more and more of the task till they are doing all the task themselves.

Give lots of praise or offer a reward bag for a task completed.