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Functional Communication:Functional Communication:Fostering Social Interaction Fostering Social Interaction
forforReaders with ASDReaders with ASD
A ‘Play and Take’ WorkshopA ‘Play and Take’ WorkshopGeni Moots-Plotnick, M.A., SLPGeni Moots-Plotnick, M.A., SLP
Regional Autism Specialist/SOESDRegional Autism Specialist/[email protected][email protected]
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Areas of ConcernAreas of Concern
• Communication
• Social Interaction
• Sensory Processing
• Behaviors / Interests
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Common Strengths of Common Strengths of Mainstreamed Students w/ASDMainstreamed Students w/ASD
• Visual memory• Memory for Scripts• Decoding• Vocabulary
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Let Us Define……..Let Us Define……..
Communication
Social
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For Now, Set the For Now, Set the WRITING WRITING Component AsideComponent Aside
Writing often presents special challenges for students w/ASD,
Here we focus on expanding reciprocalcompetency and staff supports students by..1) Provide printed guidance/structure2) Scribe Student Narration
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GOALSGOALS
• To capitalize on decoding skills.
• To provide opportunity for social interaction.
• To leave things in ‘print’ for review.
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LANGUAGE LANGUAGE EXPERIENCE/PROCESS EXPERIENCE/PROCESS
APPROACHAPPROACH
A graphic activity providing authentic, personal information, experiences,
perspectives and emotions.
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What are the main LEPA What are the main LEPA components?components?
• Adult scribe• Two or more participants• Vary prompts (statements and questions)• Print ASAP for students to share in school
and at home
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Tell us your favorite color.Tell us your favorite color.
Mary said: “Blue.”Tom said: “I like orange.”Sue said: “I like all the rainbow.”Elisa said: “My favorite is blue too.”Bob said: “I like black. My dog is black.”
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What is in your bedroom?What is in your bedroom?
Tom said: “A bed and a shelf and lots of toys.
Sue said: “I have tons of stuffed animals and a bed.”
Elisa said: “My bed and my sister’s bed.”
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Describe what makes you happy.Describe what makes you happy.
Tom said: “I like riding my bike.”Jane said: “I’m happy when my dad comes
home.”Elisa said: “When we go out for pizza.Mary said: “When I get to watch TV.”Bob said: “My birthday.”
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GRADATIONS and GRADATIONS and SEQUENCESSEQUENCES
• Takes 3 or more players.• Allow plenty of space.• NO help from adults!• May do ‘voices off’ or allow talking.• May have one student ‘judge’ who’s
decision is final. S/he may change players order.
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Sequence IdeasSequence Ideas
-birthday months-height-age-most siblings/fewest siblings-directions (ie steps to make PB sandwich)-Familiar story/key events (ie Goldilocks)
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Avery: It was the BEST assembly I’veever been too. That drummer was, like,bouncing all around.
Sam: It was O.K. but near the end it gotSO loud I used my break card to leave.
Janet: I was in the back and it wasn’t that loud, but I couldn’t really see their faces.
.
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GradationsGradations
-hottest/coldest-youngest/oldest-darkest skin/lightest skin or hair-most quiet/most outgoing or noisy-most salty/least salty-most polite greeting / most impolite greeting
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INTERACTIONINTERACTION
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AUTHOR, AUTHOR !AUTHOR, AUTHOR !STUDENT NARRATIONSTUDENT NARRATION
Great way to enhance skills of:
-attention to others-perspective-taking-cause/effect
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Scribed NarrativesScribed Narratives Whisper / write simple action sequence forWhisper / write simple action sequence for‘‘actor.’actor.’ Adult scribes words of ‘narrator.’ (as always,Adult scribes words of ‘narrator.’ (as always,• model several times first.)model several times first.) Adult reads aloud (w/feeling!)Adult reads aloud (w/feeling!) Can print and make a story board.Can print and make a story board. Invite others to make prequel or sequel.Invite others to make prequel or sequel.
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Narration (continued)Narration (continued)
As always, adults should MODEL all roles;
• Actor• Narrator• Scribe (almost always an adult)
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KEYBOARD KEYBOARD CONVERSATIONSCONVERSATIONS
Side-side (reduces stress of ‘confrontation’)
Begin with adult-student conversations.
Avoid tendency to lead w/too many questions!
Can eventually move to student-student dyads
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PERSONALIZED PERSONALIZED READER’S THEATERREADER’S THEATER
Based on authentic experiences shared by two or more individuals (may be in
different places sharing same event.)
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Gathering MaterialGathering Material
Adult interviews students individually or in pairs to gather basic information and
writes a more sophisticated, interactive script.
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Reading with Feeling (-:Reading with Feeling (-:
Students receive coded Reader’s Theatercopies, taking the role as ‘themselves.’
Use graphic cues to assist voice and emotion.