My son has issues with receptive language. 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…
Teaching Child Communication Skills
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!
I am a regular education science teacher that has a student with autism in my class. He communicates very little and will not participate in most class activities. I’m looking for some ideas of how to get him to participate more meaningfully in class routines.
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?
Every year I have 1 or 2 students in my class who can become very upset about different situations. They may hit, cry, yell, or sometimes run out of the room. What can I do to help them stay in control before resorting to these behaviors?
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?
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?
I have a student who can not keep his spit in his mouth, but he will also purposely spit on his peers. Do you have any suggestions?
I’m a primary school special educator in a large school district where students transition to several different upper elementary schools when they leave second grade. Due to the size of our district, it’s nearly impossible to meet with all of the receiving teachers for my students at the end of the school year. I’d like these teachers to know more about my kids before they start in the fall. I know they’ll get the IEPs, but I wondered if you had any suggestions on how I can help the new teachers learn about my students?
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.