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Visual schedules use a series of pictures to communicate a series of activities or the steps of a specific activity. [1] [2] They are often used to help children understand and manage the daily events in their lives. [3] They can be created using pictures, photographs, or written words, depending upon the ability of the child.
It is recommended to display a physical schedule that can be accessed and referred to by the student throughout their day. The establishment of expectations and goals to support and encourage independence from the student with their tasks. A strong emphasis of a consistent routine. The incorporation of visual-cues for reminders. [9]
The training protocol is based on the principles of applied behavior analysis. [3] The goal of PECS is spontaneous and functional communication. [3] The PECS teaching protocol is based on B. F. Skinner's book, Verbal Behavior, such that functional verbal operants are systematically taught using prompting and reinforcement strategies that will lead to independent communication.
The role of joint control in teaching listener responding to children with autism and other developmental disabilities. Research in Autism Spectrum Disorders, 7, 997–1011. Kobari-Wright, V.V., (2011). The effects of listener training on naming and categorization by children with autism, unpublished Master's Thesis.
Addresses basic language, academic, self-help, classroom, and gross and fine motor skill sets. Provides quick review for parents and educators to identify skill level of student; Easy for parents and teachers to communicate about the student's educational programming; Provides data to indicate the skill level of normal development
The classroom teacher and SLP collaborate to generalize student skills, provide appropriate visual supports, and develop student independence. The SLP is in the classroom for daily push-in support during various classroom periods (e.g., reading, daily living skills, facilitated play, etc.) to encourage carry-over and generalize student goals.
Teachers play a key role in the success of an autistic student by helping them to understand directions, organize tasks and support their achievements. [23] One example is organizing and grouping materials together for activities in specific ways. [24] Teachers give autistic students extra time to answer when they ask them a question.
Furthermore, having two teachers in the classroom allows students to get more immediate help because they do not have to wait as long for teachers to finish helping other students first. Another element of co-teaching is that it allows students with learning disabilities to be integrated in a traditional classroom setting.
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