Young learners interact with every page of these Buddy Bear books as they listen to simple sentence stories and place vinyl-cling stickers. Each page presents two items and their category label in the adorable Buddy Bear style.
- Engage in spontaneous communication
- Develop early comprehension and literacy skills
- Develop joint attention and social reciprocity
- Identify and name items in a category
The stories are perfect for youngsters in early intervention including those with autism and developmental delays. Use the books in your circle time or for individual work. The age-appropriate 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 categories.
- Buddy Bear in the House
Buddy Bear is in his house.
He has a book.
He has a newspaper too.
These are things Buddy Bear reads.
Additional categories: food, money, school supplies, summer clothes, winter clothes, hiking equipment, Halloween costume, chores
- Buddy Bear in the Kitchen
Buddy Bear is in the kitchen.
He has a cup.
He has a plate too.
These are Buddy Bear's dishes.
Additional categories: silverware, breakfast, snacks, fruit, vegetables, desserts, drinks, flavors
- Buddy Bear Plays
Buddy Bear likes to play.
He plays with a truck.
He plays with a puzzle too.
These are Buddy Bear's toys.
Additional categories: musical instruments, pets, games, art supplies, things you ride, bath toys, sports equipment, friends
- Buddy Bear on Vacation
Buddy Bear is going on vacation.
He packs a suitcase.
He packs a duffel bag too.
This is Buddy Bear's luggage.
Additional categories: things on an airplane, desert, beach, woods, jungle, farm, ocean, mail
- Buddy Bear In the Yard
Buddy Bear is in his yard.
He sees a bush.
He sees a tree too.
These are plants in Buddy Bear's yard.
Additional categories: things in the sky, tools, insects, animals, playground equipment, garden tools, birds, flowers
Copyright © 2004
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
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
- Therapy aimed at fostering the development of age/ability-appropriate language comprehension and language use will improve the child's level of functioning (Taylor-Goh, 2005).
- Categorization economizes storage of the information in the mental lexicon. This facilitates efficient retrieval for future use and enhances the capacity to extend knowledge (Miller & Eilam, 2008).
- Many children with autism spectrum disorders learn more readily through the visual modality (Taylor-Goh, 2005).
- Speech-language pathologists should enhance access to literacy and academic instruction for individuals with autism spectrum disorders (ASHA, 2006).
- Early intervention is likely to be beneficial in fostering the development of communication skills in children with autism spectrum disorders (Taylor-Goh, 2005).
Autism & PDD Categories incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2006). Guidelines for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders in the life span. Retrieved March 29, 2010, from www.asha.org/docs/pdf/GL2006-00049.pdf
Miller, P., & Eilam, B. (2008). Development in the thematic and containment-relation-oriented organization of word concepts. Journal of Educational Research, 101(6), 350-362.
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.