Communication

Teaching Positive Interaction Skills
Situation: 

I have a 3rd grader with Autism who is fully included. He is trying to gain attention from his peers by imitating their actions. His peers are becoming frustrated. How can we encourage him to interact better with his peers?

Rule Rings
Situation: 

How can my staff and I reduce the level of our prompting and increase the level of independence of our students when it comes to following the classroom rules and routines?

Conversation Starters
Situation: 

My child doesn’t seem to know how to make friends. He doesn’t know how to talk to other kids and only talks to them about the things he is interested in. How can I help him talk to others and make friends more easily?

Preparing for a Visitor
Situation: 

I am going to visit my non-verbal, six year old grandson. I only see him once a year in his “space” but he knows me from Skype. I always try to approach him gently until he acknowledges me. What are some tips on making this process easier for him? I only have one week with him and want to love him to pieces while I’m there.

Strategies for Receptive Language Challenges
Situation: 

My son has issues with receptive speech. When I tell him something, like this morning I was trying to tell him we would have cheerios for breakfast and eggs for lunch, all he could hear was he wasn’t getting cheerios right now. I kept repeating “we will have cheerios and then eggs after” but he still was not hearing me and continued to cry and scream. I then put him on the table at eye-level and validated him by saying “I will get you cheerios” but I couldn’t explain to him that we would have eggs after. My son will be 4 in May and this is probably the most frustrating thing we deal with on a daily basis…

Strategies to Address Repeated Verbal Phrases
Situation: 

I am a family member of a teenage girl with autism. She regularly walks around repeating the same phrases over and over again, much to the dismay of her peers and family members. Repeating it back to her or saying we heard her does not stop it. How do we reduce this? Is this a form of echolalia? Ex: Her cousin is coming to pick her up for an appointment. “I have an appointment at 10:00, my cousin is coming at 10:00 to pick me up, at 10:00 we are leaving for the appointment…” Help!

Turn Taking in Play and Conversation
Situation: 

I have a client with difficulty with turn taking. The child is four years old. What kind of intervention strategies or games could I play with the child in order to help him comprehend turn taking in both play and conversation?

Clipboard Surveys
Situation: 

I have some students in my kindergarten classroom diagnosed with autism. They don’t seem to know the names of their classmates, or really talk to many of the other children. Is there something I could do to increase interactions with their classmates?

Consequence Flow Chart
Situation: 

I have a student in my class who becomes upset over the smallest problem at recess. He’ll cry or throw things when something doesn’t go his way on the playground. The other kids have obviously noticed this and are starting to stay away from him. How do I help him understand that what he says and does directly affects his relationship with others?

Structured Choice for De-Escalating Behavior
Situation: 

What can I do when my student wants to keep playing & cries because it is time to go home?

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