3 Out Of 5 Communication Strategies Essay

I implemented the positive reinforcement technique since I was rewarding her for what she did.

Given a field of 5 objects out of her reach and vocal/gestural modeling by the clinician and parent, Z will increase frequency of intentional communication, using signs, gestures or vocalizations to request desired object in 8 out of

What type of reward that Mary JO will receive if she is able to maintain the behavior.

after all. Maybe she’d received a surprise or a gift or something. She couldn’t seem to close her mouth.

I will collect Katherine work sample to determine whether the strategies we learned are increasing her reading

Abigail has a very typical vocabulary for a child her age. She is able to express herself well and communicated well throughout the observation.

Goal: Maizie would like to be able to appropriately express herself 75% of the time at least 5 days per week over the next 6 months’ time.

on Tuesday, and 2 words on Wednesday. How many words did Jackie learn in all?

Anthony articulates well, and he has better explained the material verbally rather than typing. The ATS discussed the possibility of using speech recognition software instead of writing. The ATS had Anthony try the Window Speech Recognition program. He liked having the computer write for him as he spoke. Next, Anthony tried the Dragon NaturallySpeaking program. Both programs could provide him with the ability to place his thoughts down on paper before he forgets them. Although, having the playback feature which the Dragon NaturallySpeaking program provides will help Anthony with the writing process. He also liked the thought that he can use the Dragon NaturallySpeaking program when emailing. The Windows Speech Recognition program does not operate with other applications. The ATS is recommending Anthony is provided with the Dragon NaturallySpeaking Program Premium version with a USB headset. The ATS is recommending Anthony access the research project calculator application rpc.elms4you.org to help organize his time with large writing assignments. To help Anthony with grammar and punctuation, the ATS will give Anthony a list of free grammar checkers to support him with his

Present the slides with the vocabulary and ask for Maylee’s guess of the meaning of the word. With the review of vocabulary words, present the slide and ask what the word means. Scaffold, if needed. After Maylee gets right each word, allow her to proceed to the swipe to the next slide.

lexical development). Three subtests from the WPPSI-IV were presented to Amanda for this purpose. It should be noted that all of the subtests required Amanda to listen to a question, and then respond verbally with an answer.

Given visual and verbal prompts, Adriel will use two word utterances to request a location for play time in 3/4 opportunities during structured tasks given two choices (inside or outside).

We are now analyzing para support need from building to building and reviewing best practice for scheduling para support for children while still fostering independence. This is a challenge as student IEPs are individualized for a reason, however, we are looking to create some guidelines for staff to ensure efficiency of resources, as well as alternative and more creative ways to schedule our human resources. The challenges we faced in scheduling the transition plan as well as the paraprofessional trainings is three fold: time, culture from building to building and priorities of all stakeholders. First, the time needed to do such work takes us away from our other obligations in our buildings, most significantly, away from the students. The SPED ILs spent countless hours working together to create a transition calendar that would work for all schools. This was challenging when working around district and state testing, as well as building timelines for creating master schedules. Secondly, the culture from building to building is different and while that is ok, we needed to consider and respect each building’s past

She would pick out the strengths in their responses. For instance, after the miracle question Judy was talking about what she would see different in Lou and she mentioned he would crack a joke, and Insoo stopped her and goes Oh is that right, he has a good sense of humor? Insoo noticed that Lou’s sense of humor was not only a strength but something both Sarah and Judy really valued. She kept bring that up throughout the session. Judy said her goal for therapy was to get her daughter to go to school, when Insoo would ask Sarah a question she would involve the school. I liked this a lot because it is a way to help two people reach their goals at the same time. At the end of the session Insoo asks them if they have any questions for her. This is something I had not thought about before but I really like this idea. It is another

TR was in the mid-average range for this task. TR defined most of the words fully and accurately. She confidently attempted definitions when she was not sure of the words meaning. She struggled to find words to express herself on more than one occasion.