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During shared reading observation activity

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Aligned with Alberta curriculum

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by Alfie Kohen

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YOUNG CHILDREN

September 2001

By Alfie Kohn

NOTE: An abridged version of this article was published in Parents magazine in May 2000 with the title "Hooked on Praise." For a more detailed look at the issues discussed here - as well as a comprehensive list of citations to relevant research - please see the books Punished by Rewards and Unconditional Parenting.

Para leer este artículo en Español, haga clic aquí.

Hang out at a playground, visit a school, or show up at a child's birthday party, and there's one phrase you can count on hearing repeatedly: "Good job!" Even tiny infants are praised for smacking their hands together ("Good clapping!"). Many of us blurt out these judgments of our children to the point that it has become almost a verbal tic.

Plenty of books and articles advise us against relying on punishment, from spanking to forcible isolation ("time out"). Occasionally someone will even ask us to rethink the practice of bribing children with stickers or food. But you'll have to look awfully hard to find a discouraging word about what is euphemistically called positive reinforcement.

Lest there be any misunderstanding, the point here is not to call into question the importance of supporting and encouraging children, the need to love them and hug them and help them feel good about themselves. Praise, however, is a different story entirely. Here's why.

1. Manipulating children. Suppose you offer a verbal reward to reinforce the behavior of a two-year-old who eats without spilling, or a five-year-old who cleans up her art supplies. Who benefits from this? Is it possible that telling kids they've done a good job may have less to do with their emotional needs than with our convenience?

Rheta DeVries, a professor of education at the University of Northern Iowa, refers to this as "sugar-coated control." Very much like tangible rewards - or, for that matter, punishments - it's a way of doing something to children to get them to comply with our wishes. It may be effective at producing this result (at least for a while), but it's very different from working with kids - for example, by engaging them in conversation about what makes a classroom (or family) function smoothly, or how other people are affected by what we have done - or failed to do. The latter approach is not only more respectful but more likely to help kids become thoughtful people.

The reason praise can work in the short run is that young children are hungry for our approval. But we have a responsibility not to exploit that dependence for our own convenience. A "Good job!" to reinforce something that makes our lives a little easier can be an example of taking advantage of children's dependence. Kids may also come to feel manipulated by this, even if they can't quite explain why.

2. Creating praise junkies. To be sure, not every use of praise is a calculated tactic to control children's behavior. Sometimes we compliment kids just because we're genuinely pleased by what they've done. Even then, however, it's worth looking more closely. Rather than bolstering a child's self-esteem, praise may increase kids' dependence on us. The more we say, "I like the way you...." or "Good ______ing," the more kids come to rely on our evaluations, our decisions about what's good and bad, rather than learning to form their own judgments. It leads them to measure their worth in terms of what will lead us to smile and dole out some more approval.

Mary Budd Rowe, a researcher at the University of Florida, discovered that students who were praised lavishly by their teachers were more tentative in their responses, more apt to answer in a questioning tone of voice ("Um, seven?"). They tended to back off from an idea they had proposed as soon as an adult disagreed with them. And they were less likely to persist with difficult tasks or share their ideas with other students.

In short, "Good job!" doesn't reassure children; ultimately, it makes them feel less secure. It may even create a vicious circle such that the more we slather on the praise, the more kids seem to need it, so we praise them some more. Sadly, some of these kids will grow into adults who continue to need someone else to pat them on the head and tell them whether what they did was OK. Surely this is not what we want for our daughters and sons.

3. Stealing a child's pleasure. Apart from the issue of dependence, a child deserves to take delight in her accomplishments, to feel pride in what she's learned how to do. She also deserves to decide when to feel that way. Every time we say, "Good job!", though, we're telling a child how to feel.

To be sure, there are times when our evaluations are appropriate and our guidance is necessary - especially with toddlers and preschoolers. But a constant stream of value judgments is neither necessary nor useful for children's development. Unfortunately, we may not have realized that "Good job!" is just as much an evaluation as "Bad job!" The most notable feature of a positive judgment isn't that it's positive, but that it's a judgment. And people, including kids, don't like being judged.

I cherish the occasions when my daughter manages to do something for the first time, or does something better than she's ever done it before. But I try to resist the knee-jerk tendency to say, "Good job!" because I don't want to dilute her joy. I want her to share her pleasure with me, not look to me for a verdict. I want her to exclaim, "I did it!" (which she often does) instead of asking me uncertainly, "Was that good?"

4. Losing interest. "Good painting!" may get children to keep painting for as long as we keep watching and praising. But, warns Lilian Katz, one of the country's leading authorities on early childhood education, "once attention is withdrawn, many kids won't touch the activity again." Indeed, an impressive body of scientific research has shown that the more we reward people for doing something, the more they tend to lose interest in whatever they had to do to get the reward. Now the point isn't to draw, to read, to think, to create - the point is to get the goody, whether it's an ice cream, a sticker, or a "Good job!"

In a troubling study conducted by Joan Grusec at the University of Toronto, young children who were frequently praised for displays of generosity tended to be slightly less generous on an everyday basis than other children were. Every time they had heard "Good sharing!" or "I'm so proud of you for helping," they became a little less interested in sharing or helping. Those actions came to be seen not as something valuable in their own right but as something they had to do to get that reaction again from an adult. Generosity became a means to an end.

Does praise motivate kids? Sure. It motivates kids to get praise. Alas, that's often at the expense of commitment to whatever they were doing that prompted the praise.

5. Reducing achievement. As if it weren't bad enough that "Good job!" can undermine independence, pleasure, and interest, it can also interfere with how good a job children actually do. Researchers keep finding that kids who are praised for doing well at a creative task tend to stumble at the next task - and they don't do as well as children who weren't praised to begin with.

Why does this happen? Partly because the praise creates pressure to "keep up the good work" that gets in the way of doing so. Partly because their interest in what they're doing may have declined. Partly because they become less likely to take risks - a prerequisite for creativity - once they start thinking about how to keep those positive comments coming.

More generally, "Good job!" is a remnant of an approach to psychology that reduces all of human life to behaviors that can be seen and measured. Unfortunately, this ignores the thoughts, feelings, and values that lie behind behaviors. For example, a child may share a snack with a friend as a way of attracting praise, or as a way of making sure the other child has enough to eat. Praise for sharing ignores these different motives. Worse, it actually promotes the less desirable motive by making children more likely to fish for praise in the future.

* Once you start to see praise for what it is - and what it does - these constant little evaluative eruptions from adults start to produce the same effect as fingernails being dragged down a blackboard. You begin to root for a child to give his teachers or parents a taste of their own treacle by turning around to them and saying (in the same saccharine tone of voice), "Good praising!"

Still, it's not an easy habit to break. It can seem strange, at least at first, to stop praising; it can feel as though you're being chilly or withholding something. But that, it soon becomes clear, suggests that we praise more because we need to say it than because children need to hear it. Whenever that's true, it's time to rethink what we're doing.

What kids do need is unconditional support, love with no strings attached. That's not just different from praise - it's the opposite of praise. "Good job!" is conditional. It means we're offering attention and acknowledgement and approval for jumping through our hoops, for doing things that please us.

This point, you'll notice, is very different from a criticism that some people offer to the effect that we give kids too much approval, or give it too easily. They recommend that we become more miserly with our praise and demand that kids "earn" it. But the real problem isn't that children expect to be praised for everything they do these days. It's that we're tempted to take shortcuts, to manipulate kids with rewards instead of explaining and helping them to develop needed skills and good values.

So what's the alternative? That depends on the situation, but whatever we decide to say instead has to be offered in the context of genuine affection and love for who kids are rather than for what they've done. When unconditional support is present, "Good job!" isn't necessary; when it's absent, "Good job!" won't help.

If we're praising positive actions as a way of discouraging misbehavior, this is unlikely to be effective for long. Even when it works, we can't really say the child is now "behaving himself"; it would be more accurate to say the praise is behaving him. The alternative is to work with the child, to figure out the reasons he's acting that way. We may have to reconsider our own requests rather than just looking for a way to get kids to obey. (Instead of using "Good job!" to get a four-year-old to sit quietly through a long class meeting or family dinner, perhaps we should ask whether it's reasonable to expect a child to do so.)

We also need to bring kids in on the process of making decisions. If a child is doing something that disturbs others, then sitting down with her later and asking, "What do you think we can do to solve this problem?" will likely be more effective than bribes or threats. It also helps a child learn how to solve problems and teaches that her ideas and feelings are important. Of course, this process takes time and talent, care and courage. Tossing off a "Good job!" when the child acts in the way we deem appropriate takes none of those things, which helps to explain why "doing to" strategies are a lot more popular than "working with" strategies.

And what can we say when kids just do something impressive? Consider three possible responses:

* Say nothing. Some people insist a helpful act must be "reinforced" because, secretly or unconsciously, they believe it was a fluke. If children are basically evil, then they have to be given an artificial reason for being nice (namely, to get a verbal reward). But if that cynicism is unfounded - and a lot of research suggests that it is - then praise may not be necessary.

* Say what you saw. A simple, evaluation-free statement ("You put your shoes on by yourself" or even just "You did it") tells your child that you noticed. It also lets her take pride in what she did. In other cases, a more elaborate description may make sense. If your child draws a picture, you might provide feedback - not judgment - about what you noticed: "This mountain is huge!" "Boy, you sure used a lot of purple today!"

If a child does something caring or generous, you might gently draw his attention to the effect of his action on the other person: "Look at Abigail's face! She seems pretty happy now that you gave her some of your snack." This is completely different from praise, where the emphasis is on how you feel about her sharing

* Talk less, ask more. Even better than descriptions are questions. Why tell him what part of his drawing impressed you when you can ask him what he likes best about it? Asking "What was the hardest part to draw?" or "How did you figure out how to make the feet the right size?" is likely to nourish his interest in drawing. Saying "Good job!", as we've seen, may have exactly the opposite effect.

This doesn't mean that all compliments, all thank-you's, all expressions of delight are harmful. We need to consider our motives for what we say (a genuine expression of enthusiasm is better than a desire to manipulate the child's future behavior) as well as the actual effects of doing so. Are our reactions helping the child to feel a sense of control over her life - or to constantly look to us for approval? Are they helping her to become more excited about what she's doing in its own right - or turning it into something she just wants to get through in order to receive a pat on the head

It's not a matter of memorizing a new script, but of keeping in mind our long-term goals for our children and watching for the effects of what we say. The bad news is that the use of positive reinforcement really isn't so positive. The good news is that you don't have to evaluate in order to encourage.

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Five Reasons to Stop Saying "Good Job!" (**)

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YOUNG CHILDREN September 2001 By Alfie Kohn NOTE: An abridged version of this article was published in Parents magazine in May 2000 with the title "Hooked on Praise." For a more detailed look at the issues discussed here - as well as a comprehensive list of citations to relevant research - please see the books Punished by Rewards and Unconditional Parenting.

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the read-aloud handbook: seventh edition

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language arts & disciplines / reading skills

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education / teaching methods & materials / reading & phonics

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teaching methods & materials - reading & phonics

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education / teaching methods & materials / reading & phonics.

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language arts & disciplines / reading skills.

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The Read-Aloud Handbook: Seventh Edition

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The classic million-copy bestselling handbook on reading aloud to childrenrevised and updated Recommended by Dear Abby upon its first publication in 1982 millions of parents and educators have turned to Jim Treleases beloved classic for more than three decades to help countless children become av...

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Jane Farrall

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by Caroline Musselwhite

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by Caroline Musselwhite

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Shared Reading - It's not what they know, it's what they think

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Shared Reading - It's not what they know, it's what they think

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video

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Shared Reading: It's not what they know, it's what they think.

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This video is about Shared Reading: It's not what they know, it's what they think.

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Mother demonstrating CAR shared reading strategy with her 4-year-old son using an augmentative communication device

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Literacy, Assistive Technology, and Students with Significant Disabilities

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Literacy, Assistive Technology, and Students with Significant Disabilities

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Benefits of Natural Emergent Literacy for Preschoolers with Autism

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Benefits of Natural Emergent Literacy for Preschoolers with Autism

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On my website I have a number of Guided Reading Packs for download. These are resources I've made and which we are using to support students with a range of abilities during Guided Reading time in the classroom. I've had a few people email and ask how they should make these packs up - so this blog entry is for you 🙂

By making these guided reading packs available for download I hope that you will be able to download the pack, print it out, get a copy of the relevant book and get started.

The most important part of each guided reading pack is the page with "the plan".

The plan includes:

5 purposes for guided reading so you can use the book as your "book of the week" e.g. Read to discuss what the turkey does that is funny

Prompts for activating prior knowledge with your class once you have stated the purpose e.g. Before reading, look at the pictures in the book

5 suggested writing tasks

Some self selected reading resource suggestions, including a bookshelf I have created in Tar Heel Reader which aims to provide some further reading that extends on different aspects of the book of the week. You can access this bookshelf by typing in the web address or using the QR code.

As well as the plan, each guided reading pack includes a sheet for each guided reading purpose. These sheets are optional - and should only be used if you have students who need them. These sheets include Picture Communication Symbols or other pictures as appropriate. I use these sheets in different ways including:

For students with complex communication needs to contribute to the discussion about the purpose after reading the book

As a visual support for students who are verbal but who need assistance to generate ideas and language

For both these groups of students, I aim for these supports to be used in the short term. For a student with complex communication needs, it is preferable that they have a comprehensive communication system and don't need to have supports like this constructed for different sessions throughout the day. If they don't have a comprehensive communication system, then you can use these supports as a way for them to participate while you work towards a more comprehensive communication system. An example of a low tech comprehensive communication system is a Pragmatically Organised Dynamic Display (PODD) .

For students who are verbal but who need assistance to generate ideas and language, I usually find that they become more confident at this task (and more successful) with practice - so after a while they shouldn't need this resource and I start to fade its use.

You can just print out the sheet for each guided reading purpose and use it as it comes - and this is definitely the quickest way to get started. However, I generally make the sheet for each guided reading purpose up by cutting up and laminating the symbols/pictures and then putting them on velcro strips on a page, with the purpose written clearly at the top of the page. Since I re-use the packs this makes the resource more durable and easy for me to find the different parts quickly each time.

Making the sheets up in this way also means I can present the whole page to a student, or I can remove some and present them in a way that is more appropriate for a student's access method e.g. on an eye gaze frame.

And that's all the resources that are included in the downloadable guided reading pack.

As well as these resources, you'll need a copy of the book to read! I often (usually) scan the book and make it up in PowerPoint so that it can be presented on an Interactive Whiteboard. Since many of the students I work with have a visual impairment, presenting the book on the interactive whiteboard lets everyone follow along as I read. Recently - I've been able to access quite a few books (including this one) as an iPad book which is saving me a lot of time in scanning as I can just connect my iPad directly to the Interactive Whiteboard.

Other items I might add to the pack are:

A copy of the PowerPoint book printed out with the text in a larger font for a student with a visual impairment to follow along with or to borrow in the self selected reading block.

A USB stick with a copy of the book made up in Clicker so that a student who needs switch access to a book can also have access to the book in the self-selected reading block. I prefer using the book made up Clicker for switch access as a student can go back and forward and it offers a range of other literacy supports.

A copy of the book with Braille

Below is a picture of my personal guided reading pack for Blue Hat, Green Hat by Sandra Boynton.

And of course, storing it so that it is easy to grab everything quickly is important to - each of my Guided Reading packs is stored in a folder like this one:

And if you'd like more information about the role of Guided Reading in a balanced literacy program and its importance for ALL students please see my blog post on this topic.

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On my website I have a number of Guided Reading Packs for download. These are resources I've made and which we are using to support students with a range of abilities during Guided Reading time in the classroom.

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High Noon offers a variety of reading books and instructional resources for those wanting to develop their reading and English language skills.

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High Noon Books - High Interest Books and Programs for Struggling Readers

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The High Noon Books division of Academic Therapy Publications publishes materials in the field of learning disabilities and special education, including tests, assessments, parent and teacher resources, hi/lo and low level readers, and visual perceptual aids.

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Illustrative examples for Alberta English Language Arts

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Illustrative examples for Alberta English Language Arts

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Illustrative examples for English language arts, kindergarten to grade 9 : Alberta. Curriculum Standards Branch : Free Download, Borrow, and Streaming : Internet Archive

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It is preferable that a student with complex communication needs (CCN) has a comprehensive communication system and doesn't need to have supports like this constructed for different sessions throughout the day. If they don't have a comprehensive communication system, then you can use these supports as a way for them to participate while you work towards a more comprehensive communication system.

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Anchor Read Apply - Identify Character Feelings

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Anchor Read Apply - Identify Character Feelings

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Anchor Read Apply - Relationship among events

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Anchor Read Apply - Relationship among events

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Anchor Read Apply - Relationship between ideas

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Anchor Read Apply - Relationship between ideas

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Anchor Read Apply - Relationship between person and place

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Anchor Read Apply - Relationship between person and place

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Anchor Read Apply - Similarities between two events

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Anchor Read Apply - Similarities between two events

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http://literacyforallab.ca/

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Literacy Instruction for Students with Significant Disabilities

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Literacy Instruction for Students with Significant Disabilities

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http://literacyforallinstruction.ca

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http://www.learningforallab.ca

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http://download.assistiveware.com/assistiveware/files/A0-840x1189-CoreWord-Poster-fr-FR.pdf

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Age-appropriate has long been a mainstay of special education and related fields. On one hand it is an important concept; since it means treating everyone as the age they are (no baby talk, no rubbing people's heads, etc). On the other hands it puts us in then position of deciding what interests and hobbies our students are "allowed" to have. And who are we to judge? Would it really be the end of the world if a young adult carries a Tinkerbell backpack or a teenager wears a Mickey Mouse shirt? Why is it an individual without a developmental disability can do those things but a person with a developmental disability can't? (Have you seen the men's T-shirt section in Target?)

It is time we all embrace a new way of looking at this. Let's think about age respectful instead of insisting on age appropriate.

What is age respectful?

Age respectful means that when something is our choice we choose items, activities and interactions that are respectful of the age of our student in our setting. We choose typical and adapted books that will be motivating and are respectful of the students age (an adapted version of Huck Finn in middle school instead of a Brown Bear, Brown Bear, for example). While at the same time we allow choices made by the individuals themselves to reflect their tastes and interests.

Age respectful means we offer and teach how to do new activities and use new materials while never judging the student for choosing to return to old activities or materials.

Age respectful provides multiple meaningful opportunities to expand exposure to new ideas, activities and experiences because we like what we know. We do this not to replace "age inappropriate" choices but to augment and expand our students' horizons. If we wish to be truly successful at this we try to stay just one step beyond current tastes and interests.

Age respectful re-frames (formerly "age inappropriate") interests as legitimate hobbies, collections and interests . Meaning that an interest in Elmo including collecting Elmo items can and is a hobby for many people of all abilities.

Age respectful means that we teach our students manners. All of our students. Students who love Barney learn that one really needs to ask and gage the interest of others before sharing about that hobby enthusiastically. Students who don't share that interest need to learn how to politely redirect the conversation.

Age respectful means that the rules apply evenly. If bringing toys to class is unacceptable then it is unacceptable for ALL students from the student with the Star Wars collectibles to the student with the Big Bird toy.

Age respectful is about making choices that respect our students while age appropriate is about assuming we can and should make choices FOR our students.

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Age-appropriate has long been a mainstay of special education and related fields. On one hand it is an important concept; since it means treating everyone as the age they are (no baby talk, no rubbing people's heads, etc). On the other hands it puts us in then position of deciding what interests and hobbies our students are "allowed" to have.

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New book coming out shortly! (we hope... :

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New book coming out shortly! (we hope... :

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Videos for targeting the teaching of core vocabulary

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Videos for targeting the teaching of core vocabulary

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14 Children's Books that Promote a Growth Mindset

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14 Children's Books that Promote a Growth Mindset

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If you have kids in school, read parenting articles, or work in education, you've most definitely heard the buzz word - "growth mindset".

Growth mindset refers to people who think of intelligence as something that can improve and grow with effort and hard work. The term was coined by psychologist Carol Dweck in her best-selling book, Mindset, The New Psychology of Success.

People with a growth mindset, Dweck explains, tend to experience greater success in work, relationships, and life in general than those with a fixed mindset - or people who feel intelligence is set at birth, unmalleable, and impossible to change.

I remember when I first read Mindset a few years ago - the message in the book was revolutionary.

I began to see how much of a fixed mindset I had - placing limits on my abilities and not taking on challenges for fear of failure.

I also started to notice ways I would talk to my daughters that suggested a fixed mindset. Instead of praising their efforts I was praising their results and would caution them instead of encouraging them to take on risks.

Changing the way we talk to our kids is one step towards helping to reinforce the message of a growth mindset. Another is to read books to kids with stories that convey a similar message.

Below are fourteen books that let kids know it's OK to not at first succeed, that failure and challenges can be viewed as opportunities rather than dead ends, and that determination often results in a far better outcome than being perfect.

14 Children's Books That Promote a Growth Mindset

Michael feels the reason he isn't very good at basketball is because he's short. His mother suggests he put salt in his shoes and say a prayer to help him grow. But months go by and he still isn't any taller. Finally, while talking to his father, Michael learns that being taller isn't everything - it's practice, determination and giving your best that will that really make the difference. And the rest of Michael Jordan's story is history...

Beatrice is a girl who never makes mistakes - not ever. Until one day she comes close to dropping a few eggs (a mistake) and thereafter her life is governed by the fear of one day making a mistake. Beatrice begins limiting her activities so she will never make a mistake. But Beatrice learns an important lesson about making mistakes after something unexpected happens at the school talent show.

A young boy has a hypothetical problem and he doesn't know what to do with it. He's scared of his problem, tries to hide from it, and worries about his problem. Until one day, even though he's still afraid, the boy can't take it anymore and decides he must face his problem. He then discovers that his problem wasn't as bad as he had made it out to be and even contains something special...opportunity.

From the same author of What Do You Do with a Problem?, is a story of a boy with an idea. Despite having an idea and liking it, the boy brushes it aside and worries what other people will think of his idea. The idea sticks with him, however, and eventually the boy decides to share his idea with other people and some people DO say it's not a good idea and won't become of anything. Eventually, though the boy realizes that these other people may not know what they're talking about. The story ends with an empowering resolution of what can come from the pursuit of good ideas.

Hana Hashimoto has only taken three violin lessons yet she still signed up for the local talent show. Her brothers think she's crazy since she's just a beginner but Hana is determined...that is until just before her time to go on stage. But remembering advice from her grandfather - also a violinist - Hana performs her act, experiencing her own form of success.

This is the story of Nadia Comaneci, the famous women's gymnast who received seven perfect scores in the 1976 Olympic Games. While Nadia was always busy (couldn't sit still) and seemed to be a natural for gymnastics, her path to stardom wasn't without bumps along the way. When she was nine, Nadia fell three times on a beam exercise at the National Junior Championships competition and came in thirteenth place. While disappointed, Nadia continued to practice and try to perfect her routines - and the rest is history.

Not all artwork is perfect, and in fact, sometimes mistakes can turn into wonderful designs! Beautiful Oops is a fun, visually appealing book that shows the creative process isn't always perfect and making mistakes can turn out to be excellent opportunities. The companion book, My Beautiful Oops, is a hands-on journal that's sole purpose is to be torn up, folded, smudged and otherwise artistically wreaked.

This simply written book outlines a series of activities that the main character, a stick figure, is OK at - showing kids it's alright to just be OK at many things. The stick figure acknowledges that one day he'll grow up to be excellent at something, but he doesn't know what that is yet, and that too is OK.

Rosie has big dreams of becoming an engineer and spends most of her time tinkering and making machines. Until one day when the uncle she loves most giggles when she shows him a hat she made from parts of a fan and cheddar cheese spray. After that, Rosie begins to keep her dreams to herself. It's not until a great aunt comes to visit and tells Rosie about building airplanes that she helps Rosie see how failures can be turned into opportunities.

Vashti feels she's can't draw, so after art class, her piece of paper is still blank. With a little subtle encouragement from her teacher and a growing desire to improve, Vashti discovers that she can, in fact, draw and even comes to encourage another student to overcome his discouragement.

Ramon loves to draw - anytime and anywhere. But one day his older brother Leon makes fun of Ramon's work and then all of a sudden drawing is no longer the joy it used to be. Fortunately, Ramon's little sister Marisol sees things differently and lets Ramon see that sometimes art is more than getting things "just right". A valuable tale for any child who questions their artistic ability.

A boy has a dream to catch a star. He tries everything he can to catch a star - jump up and grab it, use a life preserver as a lasso, and then thinks of other possibilities like using a spaceship or getting a seagull to help. In the end, the boy's wish comes true in a somewhat unexpected way.

In this classic tale, Willie is determined to whistle. It's not easy and takes a lot of practice but Willie doesn't give up. He tries and tries until suddenly - he's whistling!

This story follows a boy named RJ as he does the things he enjoys - such as blowing bubbles, playing soccer, and spending time with friends. But when a few friends give him compliments, RJ isn't too sure how to respond. Later, he hears from his teacher and parents that there are a few things he needs to work on. In the end, RJ learns what it means to receive positive and negative feedback and what an appropriate response is in each situation.
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14 Children's Books that Promote a Growth Mindset

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Help reinforce a growth mindset in your kids with these fourteen children's books. If you have kids in school, read parenting articles, or work in education, you've most definitely heard the buzz word - 'growth mindset'. Growth mindset refers to people who think of intelligence as something that can improve and grow with effort and hard work.

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Suggested picture books for older readers

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Suggested picture books for older readers

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english language - synonyms and antonyms

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juvenile fiction / concepts / senses & sensation

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Learning about opposites has never been more fun - or funny - than with this winning board book Yummy Spaghetti is yummy but worms - and blue crayons and sand and other things too gross to mention - are definitely yucky when tasted Amiably illustrated in a bright graphic style Leslie Patricellis ...

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On my website I have a number of Guided Reading Packs for download. These are resources I've made and which we are using to support students with a range of abilities during Guided Reading time in the classroom. I've had a few people email and ask how they should make these packs up - so this blog entry is for you 🙂

By making these guided reading packs available for download I hope that you will be able to download the pack, print it out, get a copy of the relevant book and get started.

The most important part of each guided reading pack is the page with "the plan".

The plan includes:

5 purposes for guided reading so you can use the book as your "book of the week" e.g. Read to discuss what the turkey does that is funny

Prompts for activating prior knowledge with your class once you have stated the purpose e.g. Before reading, look at the pictures in the book

5 suggested writing tasks

Some self selected reading resource suggestions, including a bookshelf I have created in Tar Heel Reader which aims to provide some further reading that extends on different aspects of the book of the week. You can access this bookshelf by typing in the web address or using the QR code.

As well as the plan, each guided reading pack includes a sheet for each guided reading purpose. These sheets are optional - and should only be used if you have students who need them. These sheets include Picture Communication Symbols or other pictures as appropriate. I use these sheets in different ways including:

For students with complex communication needs to contribute to the discussion about the purpose after reading the book

As a visual support for students who are verbal but who need assistance to generate ideas and language

For both these groups of students, I aim for these supports to be used in the short term. For a student with complex communication needs, it is preferable that they have a comprehensive communication system and don't need to have supports like this constructed for different sessions throughout the day. If they don't have a comprehensive communication system, then you can use these supports as a way for them to participate while you work towards a more comprehensive communication system. An example of a low tech comprehensive communication system is a Pragmatically Organised Dynamic Display (PODD) .

For students who are verbal but who need assistance to generate ideas and language, I usually find that they become more confident at this task (and more successful) with practice - so after a while they shouldn't need this resource and I start to fade its use.

You can just print out the sheet for each guided reading purpose and use it as it comes - and this is definitely the quickest way to get started. However, I generally make the sheet for each guided reading purpose up by cutting up and laminating the symbols/pictures and then putting them on velcro strips on a page, with the purpose written clearly at the top of the page. Since I re-use the packs this makes the resource more durable and easy for me to find the different parts quickly each time.

Making the sheets up in this way also means I can present the whole page to a student, or I can remove some and present them in a way that is more appropriate for a student's access method e.g. on an eye gaze frame.

And that's all the resources that are included in the downloadable guided reading pack.

As well as these resources, you'll need a copy of the book to read! I often (usually) scan the book and make it up in PowerPoint so that it can be presented on an Interactive Whiteboard. Since many of the students I work with have a visual impairment, presenting the book on the interactive whiteboard lets everyone follow along as I read. Recently - I've been able to access quite a few books (including this one) as an iPad book which is saving me a lot of time in scanning as I can just connect my iPad directly to the Interactive Whiteboard.

Other items I might add to the pack are:

A copy of the PowerPoint book printed out with the text in a larger font for a student with a visual impairment to follow along with or to borrow in the self selected reading block.

A USB stick with a copy of the book made up in Clicker so that a student who needs switch access to a book can also have access to the book in the self-selected reading block. I prefer using the book made up Clicker for switch access as a student can go back and forward and it offers a range of other literacy supports.

A copy of the book with Braille

Below is a picture of my personal guided reading pack for Blue Hat, Green Hat by Sandra Boynton.

And of course, storing it so that it is easy to grab everything quickly is important to - each of my Guided Reading packs is stored in a folder like this one:

And if you'd like more information about the role of Guided Reading in a balanced literacy program and its importance for ALL students please see my blog post on this topic.

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On my website I have a number of Guided Reading Packs for download. These are resources I've made and which we are using to support students with a range of abilities during Guided Reading time in the classroom.

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Books, written at a simple level, that have content that appeals to teenagers or adults. Goes with blog post http://www.janefarrall.com/picture-books-for-older-readers/ | See more ideas about Kid books, Childrens books and Books for kids.

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As iPads become more and more common in schools, I am asked more frequently for suggestions of apps in so many areas. Many of us have had the experience of downloading an app that looks like it will meet our needs - but once we download it from the iTunes store it isn't quite what we wanted. So, having seen my rather large collection of apps, people keep asking me for my favourites list as a starting point or addition to their own collection. I've started working on lists of my favourite apps for use in a balanced literacy program - and this is the first post to go with my first list in this area.

But before I get to the list, I wanted to explain that when I'm using the iPad for Guided Reading I have some criteria for the apps I use. And I'm using this blog to explain the criteria that go with this first list.

Firstly, I look for a storyline that is clear and engaging - and there needs to be enough information in the storyline and/or the illustrations for me to set a number of purposes for reading the book repeatedly through the week.

Secondly, if the book has a "read out loud" option I want to know if it also has word-by-word highlighting - and then if the book has word-by-word highlighting, it is important to me that the highlighting synchronises with the speech. There are quite a number of digital storybook apps where the word-by-word highlighting either gets in advance of the speech or lags behind it.

Word-by-word highlighting can be a valuable tool - it helps to reinforce that text is a code for speech by consistently matching text with spoken words. Word-by-word highlighting helps to reinforce the difference between text and pictures and that text carries the message. It also helps students to understand that text goes from left to right - and that at the end of a row a reader needs to sweep down and across to the beginning of the next line of text. Some students find word-by-word highlighting extremely helpful - it can help to keep them on track with the progress of the story. However, it is important to note that we don't want to use word-by-word highlighting all the time - which is why I also include eBooks which don't have this feature. Particularly once a student becomes a more competent reader they need to develop eye movements to enable them to read more efficiently - which means they need to move away from a straight linear movement and if we always use word-by-word highlighting this may not develop. For a summary of the research into eye movement click here.

I also avoid using enhanced eBooks - I don't want too many distractions. Music, animation and interactive features can be very distracting for some students and impact on their comprehension of the text. I have observed this many times - and a study from the Joan Ganz Cooney Center tells us that while many children prefer reading eBooks, "children recall fewer of the details of the content of enhanced e-books versus the same e-book". (Click here to read more about this study.) On this topic, it's important to say that I like books which have extra games and activities built-in - but there needs to be a version of the book which is a "straight" book before I consider it as a text for guided reading or self-selected reading. Harold and the Purple Crayon is a good example of this. This delightful digital storybook has a "read to me version" with word-by-word highlighting and minimal enhancements, a "read alone" version which is also a faithful version of the book but without the text-to-speech - and a "touch tale" version with lots of interactivity and extra bells and whistles. This "read to me" version is a great book for guided reading - and the "touch tale" version is a great activity for a student in their leisure time or as a follow-up activity to talk about aspects of the book.

And finally - I don't like spelling mistakes! It absolutely amazes me how many digital storybook apps I have downloaded that have one or many spelling mistakes. Spelling mistakes immediately remove a book from my list.

So - having given you my criteria, if you are still interested you can click here to download a list of my favourite iPad Apps for Guided Reading. At the moment there are only a dozen apps on my list - but I'll be adding more regularly and letting people know about the updates via Facebook and Twitter.

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As iPads become more and more common in schools, I am asked more frequently for suggestions of apps in so many areas. Many of us have had the experience of downloading an app that looks like it will meet our needs - but once we download it from the iTunes store it isn't quite what we wanted.

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What is PODD?

Pragmatic Organisation Dynamic Display

PODD stands for:

Pragmatic - the ways that we use language socially

Organisation - words and symbols arranged in a systematic way

Dynamic Display - changing pages.

Background

PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning.

The aim of a PODD is to provide vocabulary:

for continuous communication all the time

for a range of messages

across a range of topics

in multiple environments.

PODDs can have different formats, depending on the individual physical, sensory and communication needs of the person who will use it.

PODDs have been developed over the past 15 years by Gayle Porter, a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria. Each PODD format has been shaped by the experiences of both children with complex communication needs (CCN), and their communication partners.

A tool for communication
A PODD is designed to be just one 'tool' in a person's 'toolbox of communication methods'.

We all use multiple communication methods, such as speech, gestures, pointing, facial expressions and writing, and we tend to choose whichever method is most effective for each situation.

In the same way, a person with CCN may use a number of different methods to communicate. They will choose their most efficient methods when communicating messages, whether that is speech, signing, symbols, a communication device or another way.

PODD Communication Book Workshops for 2017

To learn the basics about how to start using a PODD communication book straight away, come to one of our 'How to Use a PODD' workshops.

This is a basic workshop covering information about PODD communication books as a tool for assisting people with complex communication needs (CCN) to communicate.

At this workshop, you will learn:

How a PODD works and how to use it for meaningful communication in everyday situations

Fun, practical ways to use a PODD as a tool for learning and developing communication

To be more confident in using a PODD to communicate

If these dates are not suitable please let us know, as additional workshops may be scheduled during the year.

Cost: $88 inc GST/person. NDIS funding may be able to be used to access this workshop
For enquiries and to book:
Please call 08 8243 8261 or visit our Contact Us page for more ways to get in touch. The closing date for this workshop is one week before each session. Workshops are cancelled if less than 8 people are registered.

Tea, coffee and certificates of attendance are provided at the workshop.

Why use a PODD?
For communication 'all the time'
There are many different types of communication aids. Some focus on providing vocabulary for a specific activity or schedule.

One of the important features of PODD is that it is an all the time strategy.
To develop use and understanding of language
A PODD can be used for one or both of the following:

To assist a person to communicate more effectively

To assist their understanding of other people's spoken language (a communication partner points to the symbols as they talk to the person with CCN).

There is even potential for PODDs and other AAC strategies to assist speech development by supporting children's attempts to produce spoken words.
Access to a larger vocabulary of words

Just as a person who uses speech can choose from thousands of words in their head when they talk, PODDs aim to give people with CCN access to a greater vocabulary of words.

If we restrict a person's vocabulary to a smaller number of words, how will we know for sure that the person is not capable of more?

"A child who uses speech will independently select the words she wishes to use from the vast array of words she hears/sees used everyday."

"A child who uses AAC will independently select the words she wishes to use from the vocabulary other people have chosen to model and, for aided symbols, made available for her to use." Porter & Kirkland, 1995, p. 93-94.

PODD can provide a way to better express the person's personality through a wide range of communication types, including requests, greetings, comments, questions, opinions and more.

"We can never really know what a person is capable of until we provide them with the opportunity to learn and show us" (Porter, 2009).
To choose messages that suit each situation
A PODD is designed to help the person to meet his/her varied communication requirements as:

intelligibly

specifically

efficiently

independently

in as socially valued a manner as possible, in order to understand others and to be understood. (Porter, 2007)

Different messages, partners and situations place different requirements on communication. For example, some messages have an emphasis on efficiency, such as quickly telling someone that you "need the toilet", or to "hurry up". Other messages need to be more specific, such as selecting the words you want to tell a story or express your personality.

A PODD allows this flexiblity by providing 'quick chat' words as well as extended vocabulary.
'Smart partner operating system'
PODD communication books are often referred to as a "Smart Partner Operating System", because humans can observe and problem solve in ways computers can't (Porter, 2007).

How to use PODD
Use 'immersion' to teach language

A primary aim of PODDs is to promote immersion, a teaching strategy where all those around the person with CCN use their AACsystem when communicating with them, for communication all the time.

The best way to use immersion for teaching language is to have access to lots of vocabulary. This allows other people to make the most of every opportunity to talk to the person with CCNusing the symbols they are learning.

A number of studies have shown that immersion can assist language development for people with CCNby increasing the person's understanding and use of AAC strategies (Binger & Light, 2007; Bruno & Trembath, 2006; Cafiero, 2001; Drager et al, 2006; Harris & Reichle, 2004).

Establish habits for communication 'all the time'

It is important to establish the habit to carry and have the PODD readily available wherever the person with CCN goes, at all times.

If it is not practical for them to have their PODD with them (e.g. while swimming), make sure that they have other effective methods available to them instead.

Always start on the first page

For all PODDs, the person is encouraged to start on the first page to indicate their message. Some messages will indicate a page number to turn to, leading the person to more words on that topic.

Unless the person with CCN is able to independently direct which page they need via the "go to page number" links, the communication partner will usually turn the pages. This helps the person with CCN to just focus on creating their message.

How much assistance the partner provides will depend on the individual.

There's no set recipe for using a PODD with everyone

As with other communication tools, such as communication devices or Key Word Signing, there is no set recipe for how to use a PODD with everyone.

The most important factors are:

support from the person's communication partners

making sure the goal is about genuine communication.

Using a PODD is not hard to do, it's just a different approach to communicating with other people.

Who would benefit from a PODD?

PODD could be considered for anyone who would benefit from using methods for understanding or expression of language. Which PODD (or other AAC tool) to use will depend on the communication challenges we need to meet.

Although the vocabulary within the PODD Communication Book Direct Access Templates CD is better suited to children, it can be adjusted for a person of any age.

Choosing a PODD?

It is important for people with CCN to have access to a range of communication strategies to suit the different situations they will encounter, and people they will communicate with. Working out which communication strategies will suit a person's individual needs is an ongoing process.
Training

To learn the basics about how to start using a PODD straight away, come to one of our 'How to Use a PODD' workshops

To learn how to assess, trial and customise a PODD yourself, you can attend a longer PODD training workshop. For more information on this, email podd@cpec.com.au or visit the Cerebral Palsy Education Centre

CD Resource

The Pragmatic Organisation Dynamic Display (PODD) communication books: Direct access templates CD also contains a range of supports to assist in selection and customisation of PODD communication books, including a printable reference book as well as detailed information files for each PODD template.
Factors to consider when choosing a PODD to trial
As part of ongoing assessment, it is important to find out what the person can already do independently, as well as what they can do with assistance from a skilled partner. Some of the considerations for choosing a PODD to test out might include:

Current communication:

how they respond to other people's communication

how they communicate, ie range of message types used, different communication partners, different environments.

what may support or limit their communication right now

Physical access methods, including fine motor skills

Mobility (e.g. if a person is able to move around, do they need a more portable option?)

Sensory processing challenges

Functional vision and hearing

This information might be gathered by working with the person with CCN, their family, teacher, support workers, professionals such as an occupational therapist or physiotherapist, and other communication partners.

Usually one or more PODD s are tested for enough time to work out any adjustments required, such as adding extra vocabulary or changing features to suit the individual. A customised copy can then be created. This may take some time to complete, as each page usually needs to be cut out and laminated individually.

Types of PODDs

A PODD may differ in the way it looks and is organised, depending on a person's individual communication requirements, as well as their sensory and their physical abilities:

Direct Access PODD communication books

Direct access PODDs are designed for the person with CCN to point directly to the symbols using their hand, a finger or a tool. They come in three main forms (Porter, 2007):

One page opening communication books
Symbols and words are shown on one page at a time.
Two-page opening communication books
Symbols and words are shown across two pages at a time.
Two-page opening communication books with a side panel
Symbols and words display across two pages with page categories always visible on a fold out side panel.

Alternative accessPODD communication books

It is important with any communication method to make sure that it best meets the person's sensory needs and physical access, while still providing the most communication opportunities.

If a person is unable to point directly to symbols with their hand, different modifications to PODD features can be trialed (Porter, 2009).

For example:
Alternative auditory-visual presentation

For people with a cortical visual impairment (Roman-Lantzy, 2007), modifications can be made that meet the individual's own needs.

Examples include:

using symbols that are less visually complex.

presenting auditory and visual information separately (useful for those who have difficulty coordinating looking and listening at the same time).

Partner assisted scanning

The communication partner points to or reads out the choices on each page.

The person with CCN then indicates when they see or hear the message they want.

The photos below show two types of PODDs that use partner assisted scanning.

Eye gaze

The person with CCN indicates the symbol they want using eye pointing.

They look at the symbol they want and their partner watches and interprets.

The PODD has a hole in the middle (and a mirror for side-by-side sitting) so partners can see each others' faces clearly.

Coded access

Each column and row on a page is given a reference, such as a colour or number.

The person with CCN indicates their message by looking at the colour, then the number that matches the word they want.

Pick up and give or show

Useful for people who are visually distractible.

Also useful for people who benefit by having a concrete symbol to remove and pass to their partner, or by creating sentences on a strip.

PODDs with pull-offs can quickly become bulky, therefore only key words are usually made removable.

If direct pointing can be taught, this is encouraged as soon as possible.

Combination access
Combines different access methods to suit the individual, such as direct access with partner assisted scanning.
Group PODD communication books

PODD Communication books may be designed for use by an individual and their partners, or for use in a class group. This picture shows a one-page opening group PODD communication book.
Electronic PODDs

It is possible to apply the format for Pragmatic Organisation Dynamic Displays to organise vocabulary on a speech generating device, allowing messages to be spoken aloud.

A person might choose to use both a communication book and a speech generating device for communication using PODD, as both have advantages in different situations.

How to create a PODD

PODD books are made by hand. Each PODD can be customised to suit the needs of the person who will use it.

You can have a PODD book made through Novita Children's Services. It is strongly recommended that a speech pathologist who has attended the 2 Day Introductory PODD workshop is involved in selecting the appropriate PODD.

Novita has therapists available who can help you to find which PODD or other AAC tools will suit the person's needs. If you would like a quote or assessment for a PODD, please speak to someone in our friendly team on 1300 NOVITA (1300 668 482) or visit our Contact Us page for more ways to get in touch.

You can buy a resource CD with all the templates and instructions for how to make a 'direct access' PODD book. The CD is called Pragmatic Organisation Dynamic Display (PODD) communication books: Direct access templates CD. You can buy it from Cerebral Palsy Education Centre or from Spectronics. The CD has instructions to help you choose and customise PODD communication books, including a printable reference book and detailed information files for each PODD template. It is very important to read the information and construction files that come with this resource if you are going to make your own PODD. A US Letter paper version is available on CD through Mayer Johnson.
To make a PODD book yourself, you will need access to these things:

PODD resource CD

Boardmaker™ software is needed to print each PODD page from the CD

Colour printer

Standard or weatherproof paper

Laminator and laminating pockets

Scissors

Binder and binding coils

For more information

Interested in learning more about PODD s?

For enquiries or support relating to clients of Novita Children's Services, please contact your Novita Speech Pathologist or Key Worker.

For all other Australia-based enquiries, please contact the Cerebral Palsy Education Centre (CPEC) podd@cpec.com.au or your speech pathologist.

Consider attending a PODD workshop.

For information on Australian workshops contact podd@cpec.com.au.

For upcoming workshops in the United States visit www.lburkhart.com.

The Pragmatic Organisation Dynamic Display (PODD) Communication Books: Direct Access Templates Resource and The Pragmatic Organisation Dynamic Display (PODD) Communication Books: Alternative Access Templates Resource contain valuable resources for learning more about PODDs. Please contact CPEC pod@cpec.com.au for further information.

Books and journals referred to on this page

Binger, C. & Light, J. (2007) The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23, (1) 30 - 43.

Bruno, J. & Trembath, D. (2006) Use of aided language stimulation to improve syntactic performance during a weeklong intervention program. Augmentative and Alternative Communication, 22(4).

Cafiero, J. (2001) The Effect of an Augmentative Communication Intervention on the Communication, Behavior, and Academic Program of an Adolescent with Autism. Focus on Autism and Other Developmental Disabilities, Vol. 16, No. 3, 179-189.

Drager, K, Postal, V, Carrolus, L, Gagliano, C & Glynn, J. (2006) The Effect of Aided Language Modeling on Symbol Comprehension and Production in 2 Preschoolers With Autism. American Journal of Speech-Language Pathology, 15; 112-125.

Harris, M. & Reichle, J. (2004) The Impact of Aided Language Stimulation on Symbol Comprehension and Production in Children With Moderate Cognitive Disabilities. American Journal of Speech-Language Pathology Vol.13 155-167.

Porter, G. (2007) Pragmatic Organisation Dynamic Display (PODD) communication books: Direct access templates. Melbourne: Cerebral Palsy Education Centre.

Porter, G. (2008) Pragmatic Organization Dynamic Display (PODD) communication books: Direct access templates. US Letter paper version. Melbourne: Cerebral Palsy Education Centre.

Porter, G. (2009) Advanced PODD Workshop. Melbourne: Cerebral Palsy Education Centre.

Porter, G. (2017) Pragmatic Organisation Dynamic Display (PODD) communication books: Alternative Access Templates. Melbourne: Cerebral Palsy Education Centre.

Roman-Lantzy, C. (2007) Cortical Visual Impairment: An Approach to Assessment and Intervention. New York: AFB Press. American Foundation for the Blind.

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What is PODD? Pragmatic Organisation Dynamic Display PODD stands for: Pragmatic - the ways that we use language socially Organisation - words and symbols arranged in a systematic way Dynamic Display - changing pages. Background PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning.

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BY Karen Wang

125,463 views

One day I was hanging out with some friends and we were all swapping funny autism stories. I shared my story with the punchline, "And that's why delayed echolalia is a mom's best friend!"

But there was one person who didn't laugh. She looked confused. She asked,

"What's Echolalia?"

Echolalia is the repetition of phrases, words or parts of words. Echolalia may be a sign of autism, another neurological condition, a visual impairment or a developmental disability.

Almost all toddlers go through a stage in which they "parrot" words and phrases that they overhear. Mimicry is an efficient way to experiment with different sounds and practice emerging social language skills. This is a normal and critical stage in language development.
But what does it mean when this stage goes far beyond the toddler years? What is the function of echolalia?
In her book Helping Children With Autism Learn, author Bryna Siegel writes, "There are two basic forms of echolalia: immediate echolalia and delayed echolalia. The presence of these tells us something about how the child is trying to process language."

Immediate Echolalia

When a person repeats back something that he or she has just heard, that is immediate echolalia. For example, if a parent says, "It's time for a bath," the child may repeat, "Time for a bath." Siegel comments that by repeating back the words, the child is demonstrating that she can hear accurately, can physically produce speech and can remember it long enough to reproduce it. The next step is comprehension of speech, which may take months or years to develop.

The Reason for immediate Echolalia

Some adults with autism explain that immediate echolalia is a way of communicating, "I heard what you said, and I'm still processing it." Immediate echolalia is an attempt to remain in a conversation and give an on-topic answer, before the meaning of the conversation is fully grasped.

One way to increase comprehension during a conversational exchange is to offer visual or tactile supports - or to involve as many senses as possible.

For example, my kids love the story about Curious George getting sprayed by a skunk, but no matter how much I explained with words, they didn't understand what that smell was...until I stopped the car one afternoon and rolled down the windows. "Boys, that's the smell of skunk spray," I said. My children were overjoyed, because they finally understood!

Meltdown Potential

A common scenario in the autism community is the meltdown caused by a misunderstanding of immediate echolalia. A caregiver will ask a child, "Do you want grapes or apples?" The response is almost always the second choice, "Apples," and the caregiver assumes that is what the child actually wants. The child then starts screaming uncontrollably when presented with apples, because the child responded while still trying to comprehend the two choices - and preferred the grapes all along.

PECS or picture cards are a great way to introduce choices or transitions, and thus prevent meltdowns.

A Desire for Conversation

Siegel concludes, "For most children, immediate echolalia is a developmental phase that occurs when they begin to understand the function of words but can't always decode what a word means soon enough to give a specific and relevant reply." It is important to realize that immediate echolalia represents a desire for inclusion in conversation. Even more importantly, immediate echolalia is a desire to comprehend and learn language.

Delayed Echolalia

Many people like to memorize and recite "catch phrases," or sometimes whole paragraphs - perhaps scriptural verses, inspirational or historic speeches, or funny scenes from the movies. As long as the phrases are repeated in an appropriate social context, this is a widely accepted social behavior. Delayed echolalia is the repetition of phrases after a period of time - several minutes or a year after the phrase was originally heard - and the phrases may pop up any time, any place.
Here are three possible reasons for delayed echolalia.
1. Self Stimulatory Behavior

Delayed echolalia is sometimes a self-stimulatory behavior with the sole purpose of satisfying the speaker. My older son has always enjoyed reciting sentences that he reads in books. I came to realize that he sees the book in his mind, and entertains himself by "reading" his favorite sections over and over. The line "George, what's that smell?" came from the Curious George story about the skunk, and leads to hysterical laughter.

He also repeats sections from his favorite videos, as if watching the video inside his head. When delayed echolalia is used for personal entertainment in this way, it can prevent real-life interactions. The caregiver can take this as a cue to re-direct gently to a more constructive activity.

2. Communicating the Mood

In my experience as a parent, delayed echolalia is often an impressionistic way of communicating mood. If my son hears a sentence such as, "The pool is closed today," and experiences disappointment, he will repeat that sentence every time he feels disappointed.

A sentence that inspires a feeling of joy and elation such as, "Our hotel room is on the 17th floor," will be repeated every time he feels joy and elation. If he does not fully understand the content of a conversation, but wishes to participate, he will pick up on the general mood of the conversation and repeat sentences that he associates with that mood.

In these situations, my strategy is to acknowledge his emotions ("I remember how happy you were at the hotel in Niagara Falls, and I see that you also feel happy now") and re-direct him to the present circumstances.

3. A Day in Review

Delayed echolalia can also be a way to process memories as they come bubbling up to the surface of the mind. My son used to come home from preschool and recite phrases and sentences that he heard during the day: the good, the bad and the ugly.

He especially liked to repeat what the teacher said to other children who misbehaved - he even captured his teacher's tone of voice: "Kevin, we keep our shoes on in school." "Joey, we use gentle hands." "Tommy, we don't stick our hands in the urinal. It's not a waterfall."

For me it was like getting a daily news report of the major events at preschool. My son was communicating to me that his school was a loving, supportive environment, and that he enjoyed his teachers and classmates. And that's why delayed echolalia is a mom's best friend.

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What you need to know about Echolalia - Friendship Circle - Special Needs Blog

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One day I was hanging out with some friends and we were all swapping funny autism stories. I shared my story with the punchline, "And that's why delayed echolalia is a mom's best friend!" But there was one person who didn't laugh. She looked confused. She asked, "What's Echolalia?"

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Worth a read!

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WHAT: This book was originally posted in Tarheel Reader. Gretchen downloaded it and made changes to support students with CVI. We are sharing it so everyone can enjoy it!

WHO: The book was written by Jessica Mattison and posted at Tarheel Reader:
- www.tarheelreader.org

It was modified by Dr. Gretchen Hanser.

HOW: Gretchen made the following changes to support students with CVI:
1) Added a black background to each slide so that the pictures would 'pop'
2) Added a yellow background to each text box, so that the words would also 'pop'
3) Made the font larger, bolder, and added 3 spaces between each word to support print tracking
4) Added a bold transition so that students will definitely notice page turning (note: it is called 'Box' in the current version of Powerpoint)
5) Added a sound effect for each animal (resources listed on cover page)

NOTE: You might need to 'tweak' this further to match the needs of your students, but this is a great place to start!!

WHERE: Get the revised and CVI-friendly version of ABC Animals using the click below:
ABC Animals CVI-Friendly Book

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Animals ABC Book - CVI Supports by Gretchen!

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WHAT: This book was originally posted in Tarheel Reader. Gretchen downloaded it and made changes to support students with CVI. We are sharing it so everyone can enjoy it! WHO: The book was written by Jessica Mattison and posted at Tarheel Reader: - www.tarheelreader.org It was modified by Dr. Gretchen Hanser.

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Parts of a Story Song - Little Songs For Language Arts

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Sharing wordless books is a terrific way to build important literacy skills, including listening skills, vocabulary, comprehension and an increased awareness of how stories are structured. And children love them - they can really pore over the pictures and create their own story in their own words. Wordless books can also be used in ELL classrooms and with struggling readers. Explore these books with the young kids you know - and get ready for some creative storytelling! See Book Finder for more wordless books >

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Sharing wordless books is a terrific way to build important literacy skills, including listening skills, vocabulary, comprehension and an increased awareness of how stories are structured. And children love them - they can really pore over the pictures and create their own story in their own words.