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What is "hand over hand" prompting?
placing a student's hand on the adult-desired target
(INSTANT PRIZE: Why shouldn't we *hardly ever* use this?)
prompt dependence
when a student is so saturated with help from adults that they no longer initiate skills on their own
2-word phrase for a student requesting a snack
want + eat, like + (food item)
classroom lost ALL of the core boards
Reach out to your friendly SLP for more :)
music
TC:
listen > music, groups > music
PQ:
fun > listen to music
give an example of a direct verbal prompt used during an art activity
"draw circle," "color red," "glue paper"
wait time
being quiet after posing a question/direction
2-word phrase for a student protesting an activity
no + read, stop + work, mad + read
a student's high-tech device was left at home or not charged for the day
1. allow access to core boards
2. charge device?
school bus
TC: groups > vehicles > bus
PQ: places > bus
Words we should avoid saying when working with AAC
1. find the __
2. show me __
3. touch the __
limiting the field
reducing the number of options available so the student can be more successful/less overwhelmed
2-word phrase for a student commenting that they are enjoying the activity
I + like, me + happy, Love + play
a student throws their device off the table
1. replace with core board
2. ask if they don't want to talk right now
3. pick up device and let student know you're holding it for them
hurt
TC: actions > hurt
PQ: describe > feelings > hurt
Describe the difference between "forced choice" and "open-ended" questions
forced choice: this or that
open ended: what happened? tell me why?
echolalia
when a student repeats what others say, seemingly without meaning; sometimes songs from home or scripted phrases
3-word phrase a student can use to initiate socially with a peer
want + play + you, Me + you + draw, help + me + play
you witness a staff member take away a student's device because they are "being unsafe" with it
1. remind staff that this is the student's voice
2. assign adult to safeguard device near the student
3. tell the student where the device will be waiting for them
"My name is __"
TC: questions > social > My name is
PQ: chat > about me > my name is
Give an example of how to use a student's Proximity (closeness, environment) to prompt communication
1. slide core board to a student who is upset
2. walk a student over to a classroom icon for "bathroom"
gestalt language processing
students who understand language better in whole phrases rather than individual words (i.e., "ride the bus" means get on the bus, but student may not be able to identify a picture of a bus or name "bus")
3-word phrase a student can use to report a problem
help + me + please, open + me/my + (food item), no + jacket+ cold
A parent asks why you're using these symbols/pictures with their child. "Why don't you just talk to them?"
1. The pictures help them understand
2. The pictures give them a way to respond if they aren't speaking
3. Defer to teacher/SLP for more! Don't say too much!