Phonological Awareness

Lesson 1 – Listening

Goal:

Understand what we use when we listen.

Recommended book:

The Ear Book – Dr. Seuss

What to do:

• Talk about what we actually do when we listen.
• Stress the behaviors that show how well we are listening:
• Eye contact
• Sitting still
• Responding appropriately
• Discuss how fidgeting, talking to a friend and not paying attention interfere with listening.

Lesson 2 – Make some noise!

Goals:

Focus listening/attending behavior

Become aware of a variety of ways to make sounds
Follow directions to start/stop noisemaking

Recommended materials:

drums, bells, horns, pots/pans, game buzzer, toys that talk

What to do:

• Talk about the different ways we can make noise (clapping, snapping, stomping, mouth noises, etc.)
• Talk about how we can turn them on and off.
• Make some noise together and then say “off” or “stop”
• They may not respond right away. Calmly, say it again. You may also want to use a hand motion or a picture of stop sign.
• Practice until the child learns to respond quickly and appropriately to the commands.

Lesson 3 – Hearing Sounds

Goal:
Learn that objects and people make sound
Learn that there are many different types of sounds
Encourage children to respond to verbal cues
Learn that you hear sounds

Autism Blogs:

http://momnos.blogspot.com/

http://adiaryofamom.wordpress.com/

http://autismblogsdirectory.blogspot.com/

http://rhemashope.wordpress.com/

http://autismville.blogspot.com/

http://goodfountain.wordpress.com/

http://teenautism.com/


**These are just some favorites and suggestions. Each of these websites has multiple links to other blogs and sites. Feel free to wander. The ideas and concepts presented are not always representative of me as a therapist. Please consult your physician, pediatrician, or therapists before attempting any ideas or treatments with your child.

Visual Scheduling

5 Tips for Effective Visual Scheduling for Individuals with Autism

April 2010

1. Phrase schedules loosely
   Presenting schedules with less rigid definitions will help individuals with autism learn to be less rigid with the schedule. Try things like "Today we'll probably..." or "This afternoon we may..." Use this more loosely phrased language verbally, and in print and/or symbols on the schedule.
2. Make a conscious decision to cover and/or remove symbols
   Covering a symbol represents a less permanent removal of a schedule item versus actually removing (item from the schedule. (Most likely your "removable" schedule items will be adhered with Velcro.) Hide a symbol when you want the individual to focus on something else. Remove a symbol when that schedule item is over or is no longer going to happen.
3. Introduce the concept of time span schedules
   Often when we use time in schedules, we build in very little buffer. If an event doesn't begin when the clock on the schedule suggests, the individual with autism may have a difficult time. Using time span schedules links schedules to the time, but also builds in some buffer - for the normal events of life that may present some delays to our schedules.
4. Don't stop being visual
   Remember to continue to represent your schedule visually - even if things change. Let's say an event is not going to happen as planned. Verbally describe this change to the student but also be sure the visual schedule reflects the change. This may mean removing a schedule item and replacing it with an alternative.
5. Color code to add meaning
   Implement creative, and more importantly - meaningful, use of color coding on schedules and/or calendars. Want to signify that Saturday and Sunday are "Stay at home days"? Color code the border of those buttons the same color as a student's house. Does a student have speech therapy every Thursday? Color code those buttons with the color of the SLPs hair, for example!

This is a fantastic video presentation about visual scheduling for autism. Anyone can watch it. I’ve printed out the powerpoint slides that go along with it as they are very informative too but the video is much more detailed. It’s about an hour long but you can stop and start it any time.

http://uk.dynavoxtech.com/training/online/recorded/details.aspx?id=1585

Saying No

Do’s and Don’ts of Saying “NO”

• Don’t be afraid to say “no” to your child.
• ALL children need discipline

• There are 3 types of “no”
• Regular – the answer is wrong “no”
• Very Loud – this “no” is very LOUD and is designed to be very unpleasant.  This is typically used for something extremely unacceptable (hitting, hurting, running away)
• Assertive – This “no is to let your child know that their behavior is not acceptable to stop immediately. (“no throwing rocks”)

• Do be specific with your “no”
• Your child will not know what to stop doing unless you tell them.
• Do give them an alternative (“Stop jumping on the bed, let’s go outside and play.”)
• Do give them consequences… and follow through… every time! – Children know an empty threat when they hear it.

• Don’t send mixed messages
• Use your tone of voice and facial expression to ensure that:
• Your positives must be unmistakably positive
• Your negatives must be unmistakably negative (no laughing at their bad behavior)

• Do be consistent
• As with all discipline, consistency is key.
• Your child must know that you mean what you say.

• Don’t bribe your child to get good behavior
• Good behavior should be the standard, not the exception

• Do remember your roles.
• You are the parent.
• He/She is the child.

Time Out

Even kids with special needs need discipline!!

Time Out Method

Step 1: Make House Rules

• Identify acceptable and unacceptable behaviors in your house.  Make a list of the rules and post it on your refrigerator or other common area.  Go over each rule with your child.  
• Explain what will happen if he breaks a rule. (“If you hit me, you will go to time out.”) Then show him the designated spot to go to when he is in time out.
• Do not make your time-out spot in a place where he eats, plays, or sleeps.

Step 2: When Your Child Breaks A Rule

• Get down to his eye level and make eye contact.
• Tell him what he did and that it was unacceptable in a firm but not loud voice.
• Warn him that if he does it again he will go to the time-out chair/spot.

Step 3: When Your Child Ignores Your Warning

• Get down to his eye level and make eye contact.
• Tell him what he did and that it was unacceptable in a firm but not loud voice.
• Take him directly to the time-out spot and sit him down.
• It is helpful to use a kitchen timer that beeps during this step.  Tell him that he can get up when he hears the beep.
• The length of time-out is 1 minute per age (3 years = 3 minutes).
• When the time out is over have him apologize to the people involved in his behavior.

Step 4: When Your Child Gets Up

• Take him back to the time out spot and sit him down every time and restart the timer.
• He has to know that he will be taken back no matter what.

Helpful Hints:

• Children need “time-in” just as much as “time-out”.  “Time-in” is a time of interactive play and attention that lets your child know that you care and you love them.  Because many children use misbehavior as a way to get attention, the more “time-in” you have, the less “time-out” you’ll have to use.  
• Be CONSISTENT. “No” means “no”.

More

Starting the Sign for “More”

• The sign for “more” is tapping your finger tips together in a group

• This sign can be used in many activities at home including:

• Play Time (more blocks, more bubbles)
• Meal Time (more bite, more drink)
• Any interaction with your child that would include requesting

• At first, your child may not spontaneously use this sign. Instead, put your hands over theirs and “help” them make the sign.

• Keep your language very simple.  Don’t use 10 words when 3 will do.

• Always use the spoken word along with the sign.

• Always reward your child for using the sign (verbal praise, another bite, etc)

• Be consistent with when you use the sign.  If you use it with meal time, ALWAYS use it with meal time.

• Make it FUN!!

Feech

S: When ah we going to wuk on ah's (R's)?
Me: Why do you want to work on R's?
S: Because that's what we ah wuking on at feech (speech) class (at school).
Me: Let's get those s blends under control first.
S: Oooookay