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Autism & PDD Concepts 5-Book Set
Ages: 3-7   Grades: PreK-2         

Becca Bunny teaches concepts of shape, quantity, emotion, location, and time in these endearing stories.  Learners interact with every page as they place vinyl-cling stickers and answer the questions.


  • Engage in spontaneous communication
  • Develop early comprehension and literacy skills
  • Develop joint attention and social reciprocity
  • Learn concepts of shape, quantity, emotion, location, and time
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The stories are perfect for youngsters in early intervention including those with autism and developmental delays.  Simple sentences with a repetitive story format build language and early literacy skills.  The adorable artwork is uncluttered.  The stickers are stored in the book and keep their cling with a wipe of a damp cloth.

Each durable book targets one specific theme and nine concepts.

  • What Shape Is It, Becca Bunny?
    Becca Bunny has a clock.
    What shape is the clock?
    The clock is a circle.
    Additional shapes: square, triangle, rectangle, star, diamond, oval, heart, octagon

  • What Time Is It, Becca Bunny?
    What time is it?
    It is early.
    Becca Bunny watches the sun rise.
    Additional time concepts: morning, afternoon, night, late, breakfast, lunch, dinner, end

  • How Many, Becca Bunny?
    Becca Bunny takes a walk.
    She looks for ducks.
    How many ducks does she see?
    She sees one duck.
    Additional quantity concepts: numbers 2-5, some, few, a lot, all

  • How Does Becca Bunny Feel?
    Becca Bunny feels happy.
    Why does she feel happy?
    She got a new toy truck.
    Additional emotion concepts: sad, mad, scared, tired, excited, proud, embarrassed, surprised

  • Where Are They Hiding, Becca Bunny?
    Becca Bunny is playing hide-and-seek.
    She is looking for her friends.
    Who is hiding in the closet?
    Bear is hiding in the closet.
    Additional location concepts: on, under, in back of, between, beside, behind, next to, inside

Copyright © 2004

5-Book Set: each book 9 pages, vinyl-cling stickers, suggested uses; vinyl folder

The kids with Autism don't just like Buddy Bear, they love him!  They can't get enough.  I sometimes use Buddy Bear books as a "reward" for participating in open activities.  It is not unusual for the kids to want to read one Buddy Bear book after another.  There have been times when a child is having a difficult time or a bad day, but I can always count on Buddy Bear to get the child to participate.  They love Buddy Bear so much I usually have to make sure we save some of the books for "next time."  Buddy Bear makes the children laugh and request "more" like no other product I've seen.

Karen Kruse, SLP
Lake Zurich, IL


Our son is 6 and on the Autism Spectrum.  We cannot say enough good things about the Buddy Bear books and software products.  We started with the Yes/No books, then onto the software and have never been disappointed or frustrated.

Darlene Rizzotti, Parent
Danvers, MA


As a speech-language pathologist in a clinical setting, I have found the Autism and PDD series to be an invaluable tool.  The books are easy for my clients to manipulate.  They are highly motivating and colorful, so they keep my clients' attention.  Thank you, LinguiSystems, for such a practical and flexible product!

RaeJean Lepird, SLP
Ankeny, IA

  • Students need to understand semantic connections among words.  It may be necessary to target understanding of basic concepts that underpin the vocabulary required to access the curriculum (Taylor-Goh, 2005).
  • 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).

Autism & PDD Concepts incorporates these principles and is also based on expert professional practice.


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.

Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.


Kelly Malone, Karen Stontz


Karen Stontz and Kelly Malone are both writers and editors at LinguiSystems.  They have the combined experience of working with children daily for nearly 40 years.  They've stayed up many nights worrying about tummy aches or missed curfews, made thousands of peanut butter and jelly sandwiches (without the crust!), wiped six little noses and bottoms, watched about a million soccer or baseball games, and played Candy Land and Hi Ho! Cherry-O until the game boxes were torn and frayed.  Along the way, they also nurtured the development of language and literacy skills in those most dear to their hearts.  Karen and Kelly support reading regularly to children and hope that these books will provide a fun way to teach and reinforce concepts.  Karen and Kelly are also the authors of Los conceptos, and No-Glamour Language Game, and co-authors of The Auditory Processing Game, and 50 Quick-Play Listening Games.


Suggestions for using Autism & PDD Concepts

  1. Use the books with children who have autism, PDD, Down syndrome, or other developmental speech and language delays.  You may also use the books for language development in preschool programs.
  2. Introduce the books over a period of time.  You may want to spend several therapy sessions using one book as a part of your lesson.
  3. Read each page.  Let the student find the correct vinyl-cling shape and place it on the page.  After all of the vinyl-cling shapes are in place, re-read the book.
  4. After the child has read the book several times, pause after giving the first part of the response to the question so he can "fill in the blank."