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describe how procedure(s) will be utilized in activity

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describe how procedure(s) will be utilized in activity

# data[].attributes.body
describe how procedure(s) will be utilized in activity

# data[].attributes.body
describe how procedure(s) will be utilized in activity

# data[].attributes.body
describe how procedure(s) will be utilized in activity

# data[].attributes.body
describe how procedure(s) will be utilized in activity

# data[].attributes.body
describe how procedure(s) will be utilized in activity

# data[].attributes.body
describe how procedure(s) will be utilized in activity

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describe how procedure(s) will be utilized in activity

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describe how procedure(s) will be utilized in activity

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social stories is a technique that is used for children with autism that enables the child to see themselves in a situation they may find stressful using picture cards. it is a visual reminder of how to complete tasks.

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Extension is acknowledging the child's utterance but adding more details and information to increase language skills. 

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Extension is acknowledging the child's utterance but adding more details and information to increase language skills. 

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Recasting Defined: A type of modelling. When you recast, you repeat an error utterance back to the child with the error corrected. Another example is repeating something a child says with more correct language

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Reading book alongside child to increase language skills. This helps increase engagement and provide stimulus.

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Activity Described: Storybook reading with a child. Have them point to a picture and tell you what is happening. If the child uses incorrect grammar, correctly reproduce the sentence and emphasize where you corrected it.

Examples non-story book related:
The child says "Mommy home!" and the adult responds with "Yes! Mommy is home."
"Boy are playing" - "Wow, the boy is playing ball!"
"I want read." - "Oh do you want to read?"
"Want cookie." - "I want the cookie please."

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Expansion is expanding the child's "sentences" from phrases to complete sentences. 

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Expansion is expanding the child's "sentences" from phrases to complete sentences. 

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Use instructions, descriptions, etc. to teach new vocabulary/language skills.
Use prompts of cues to target language skills.

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Setting up an environment with communication temptations to prompt communication skills. (requesting, commenting)

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Narrating what the child is doing

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Breaks down a new skill and uses reinforcement to shape the new skill.

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Structured play. Let the client choose a game or activity they enjoy. Throughout the activity, play with the child and encourage communication. While the child plays with a specific activity/game, restate the child’s utterance to create a complete sentence.

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Core Procedures:
Maximum prompt (you have to correct them).
Emphasize with loudness and pause time the corrected information.

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the skill being practiced is ordering their food at a restaurant. the child will use picture cards and put them in sequence. as a card is placed, the client and clinician will take turns explaining what is going on in that particular card. the client will put that skill into practice at a restaurant using the picture cards.

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A child may be playing with a toy car and the clinician or adult is narrating what the child is doing with the car.

"Wow, that car is so fast."
"That car is blue."
"The car goes vroom vroom."

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Activity for Extension          Materials: stimulus narrative scene.  

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Activity for Extension          Materials: stimulus narrative scene.  

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Use a marker and circle the object. Prompt the child to describe the object. Once the child has given a simple sentence, add on to the sentence and prompt them to talk about the object with greater details such as the function, setting, and natural state of object.

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Modeling a new language skill and asking -wh questions to elicit a response.

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Narrative skills training is training a child that has language impairments the different parts of a story or book such as setting, characters, plot, title, and conclusion.

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Jar of bubbles, wait for child to communicate desires at multiple steps in process of playing with bubbles

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-Teaching the client how to clap.
First the clinician will model how to clap.
Then the clinician will physically guide child how to clap. Lastly the clinician will have the client clap their hands.

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- using child friendly language (vocabulary)
- using descriptive language
- describe what the client or child is CURRENTLY doing

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Focused Stimulation: child is exposed to multiple examples of a linguistic target in a meaningful communication context

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Focused Stimulation: child is exposed to multiple examples of a linguistic target in a meaningful communication context

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Activity: Present progressive -ing
C- "baby sleep" A- "The baby is sleeping"

Core Procedure(s):  The clinician will model. Child imitates. Cue as needed

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Modeling what each part of the story is. Point out the settings, characters, plot, and etc. so the student can understand what the parts of the story really are.

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The clinician will instruct, model, client will imitate, and clinician will provide reinforcement

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Create a context for communication

Match communication turns with the child’s

Notice and respond to all  the child’s communication

Model language at the child’s target level ('bubbles' vs 'I want bubbles')

Expand child’s communication attempts

Time delay (child hands therapist bubbles, therapist waits for them to indicate what they want)

Open questions

Choice questions ("bubbles or animals?")

"say" prompting ("say 'bubbles'!")

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Read a book to the child and have the child identify the different parts of the narrative.
This helps increase narrative skills and show that the child understands the different aspects of a narrative.

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client will practice ordering their food at Chick-Fil-A using picture cards, step-by-step.