This resource helps students answer questions by picturing the concepts behind them. Highly-visual content bridges the gap between concrete and abstract language.
- Communicate with less frustration
- Answer questions about feelings and comprehend these question forms: why/because, going to, what if, what happened, what do you need, what do you do when, and what should
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Simple illustrations help students understand the logic behind the question and respond appropriately. Students look at the picture, read the question or statement at the top of the page, and respond. The complexity of response can range from single-word answers to complex utterances. Visual prompts can be faded and question forms intermixed to facilitate generalization of the question concepts.
Eight chapters include:
- Describing Feelings: Students answer the question, "How does he/she feel?" and identify emotions of hurt, mad, sad, happy, and scared.
- What Happened: Students answer the question, "What happened?" and explain situations like spilling a drink or breaking an object.
- What Do You Do When: Students draw from personal experiences or the experiences of others to answer the question, "What do you do when . . . ?" This section gives practice in answering questions in novel, yet logical ways.
- Why/Because: Students give logical reasons for questions such as "Why is she taking her medicine?" and "Why is she mad?"
- Going To: Students learn to make and express predictions and draw conclusions as they answer questions that pertain to related objects (e.g., "He has a drum and drumsticks. What is he going to do?" ) .
- What Do You Need: Students name two items needed to complete tasks like washing hands or drawing a picture (e.g., "Name two things you need to make toast"). Simple organizational skills like verbal sequencing and basic storytelling are developed.
- What Should: Students demonstrate beginning logic and problem-solving skills by stating solutions to simple problems like what to do if a glass breaks ("John broke a glass. What should he do?").
- What If: Students hypothesize about events they may not have experienced themselves ("What happens if you let go of a balloon?").
You may purchase Autism & PDD Answering Questions Level 1 individually or in a 2-book set, which consists of:
Copyright © 2001
- Many children with autism spectrum disorders learn more readily through the visual modality (Taylor-Goh, 2005).
- Asking wh- questions is a common method of teaching. Difficulty answering wh- questions affects a child academically, linguistically, and socially (Parnell, Amerman, & Hartin, 1986).
- Explicitly teaching and reinforcing inference-making leads to better outcomes in overall text comprehension, text engagement, and metacognitive thinking (Borné et al., 2005).
- Reasoning skills encourage critical thinking and meta-awareness of internal thought processes. Reasoning skills support students' logical judgments based on conscious reflection and sensitivity to multiple viewpoints (Little, 2002).
- Reasoning and critical thinking are necessary skills for competence across the curriculum. They require students to examine, relate, and analyze all aspects of a problem or situation. Students engaged in critical thinking must make associations that connect problems with their prior knowledge (Pellgrini, 1995).
Autism & PDD Answering Questions Level 1 incorporates these principles and is also based on expert professional practice.
Borné, L., Cox, J., Hartgering, M., & Pratt, E. (2005). Making inferences from text [Overview]. Dorchester, MA: Project for School Innovation.
Little, C. (2002). Reasoning as a key component of language arts curricula. The Journal of Secondary Gifted Education, 13(2), 52-59.
Parnell, M.M., Amerman, J.D., & Hartin, R.D. (1986). Responses of language-disordered children to wh- questions. Language, Speech, and Hearing Services in Schools, 17, 95-106.
Pellegrini, J. (1995). Developing thinking and reasoning skills in primary learners using detective fiction. Yale-New Haven Teachers Institute, 1. Retrieved March 11, 2009 from http://www.yale.edu/ynhti/curriculum/units/1995/1/95.01.05.x.html
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.