Loveable Matt, Molly, and Bear teach important skills in language, joint attention, and social reciprocity around the theme of getting dressed.
- Acquire eight early language skills: object function, body part identification, basic concepts, requesting assistance, taking turns, matching objects, grouping items, and following directions
Each lesson in the program centers around a three-part story portrayed on full-color picture cards and everyday props (e.g., teddy bear, socks, scarf, umbrella).
Children complete hands-on activities using gestures (sign language), objects, pictures, role-playing, singing, and take-home resources. The lessons and materials work well in classrooms and small groups. There are eight comprehensive lessons with:
- complete lesson plans
- 8½" x 11" picture cards
- sign language pictures
- family letter
- home assignment letter
Within each story, you'll introduce vocabulary and concepts through colorful pictures and fun role-playing. Story sentences range from 3 to 5 words and are easy for children to imitate. Choose from these activities to target language skills:
- showing function of objects
- identifying body parts
- knowing basic concepts
- requesting assistance
- taking turns
- matching objects
- grouping items
- following directions
The book includes the following stories:
- Socks and Shoes
- Hat, Scarf, and Mittens
- Coat and Umbrella
- Three Hats
- Necklaces and Bracelets
- Pants, Shirt, and Hat
Time to Get Dressed may be purchased individually or as part of the five-program Autism & PDD Early Intervention set. The five-program set consists of:
Copyright © 2001
- Many children with autism spectrum disorders (ASD) learn more readily through the visual modality (Taylor-Goh, 2005).
- ASHA (2008) recommends that speech-language pathologists (SLPs) provide information on communication-enhancing strategies to caregivers in order for carryover of targeted skills to occur in everyday routines.
- Early intervention is effective on numerous measures, including communication skills gained by the child, teaching strategies to the family, and possible reduction of later special education costs by the public school system (Rossetti, 2001).
- Language development in the early years of ASD generally follows typical language patterns, but at a slower rate. Thus, early intervention should focus on basic language concepts, following simple directions, and overall vocabulary expansion (Tager-Flusberg et al., 2009).
Autism & PDD Early Intervention Time to Get Dressed incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2008). Roles and responsibilities of speech-language pathologists in early intervention [Guidelines]. Retrieved January 20, 2010, from www.asha.org/docs/pdf/GL2008-00293.pdf
Rossetti, L.M. (2001). Communication intervention birth to three (2nd ed.). Canada: Singular Thompson Learning.
Tager-Flusberg, H., Rogers, S., Cooper, J., Landa, R., Lord, C., Paul, R., et al. (2009). Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 52, 643-652.
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.