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 an opposite concept in the lovable Buddy Bear style.
- Engage in spontaneous communication
- Develop early comprehension and literacy skills
- Develop joint attention and social reciprocity
- Understand/identify common opposites and build vocabulary
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 opposite concepts.
- Buddy Bear's Clothes
Buddy Bear has a blue shirt.
The blue shirt is dirty.
Buddy Bear has a purple shirt.
The purple shirt is clean.
Additional opposites: same/different, tied/untied, on/off, old/new, plain/fancy, apart/together, narrow/wide, small/big
- Buddy Bear's Animals
Buddy Bear sees a bird.
The bird is up in a tree.
Buddy Bear sees a puppy.
The puppy is down on the ground.
Additional opposites: small/large, far away/near, tame/wild, under/over, behind/in front, long/short, in/out, morning/night
- Buddy Bear's Toys
Buddy Bear plays with his airplane.
The airplane is fast.
Buddy Bear plays with his sailboat.
The sailboat is slow.
Additional opposites: beginning/end, soft/hard, white/black, thin/fat, loud/quiet, wet/dry, curved/straight, messy/neat
- Buddy Bear's Food
Buddy Bear likes to eat.
He eats a lollipop.
The lollipop is sweet.
Buddy Bear eats a lemon.
The lemon is sour.
Additional opposites: smooth/lumpy, hot/cold, thick/thin, cooked/raw, chewy/crunch, empty/full, little/big, whole/half
- Buddy Bear and Bonnie Bear
Buddy Bear builds a tower.
His tower is short.
Bonnie Bear builds a tower.
Her tower is tall.
Additional opposites: boy/girl, front/back, closed/open, awake/asleep, top/bottom, hard/easy, straight/crooked, lot of/few
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).
- Many children with autism spectrum disorders learn more readily through the visual modality (Taylor-Goh, 2005).
- Students need to understand semantic connections among words for academic success (NRP, 2000).
- Vocabulary intervention should provide opportunities for students to use target words in multiple contexts (Boone et al., 2007).
Autism & PDD Opposites incorporates these principles and is also based on expert professional practice.
Boone, K., Letsky, S., Wallach, S., Young, J., Gingrass, K., & Daly, C. (2007, November 28). Role of SLP: A method of inclusion. Paper presented at the 2007 ASHA National Convention.
National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction—Reports of the subgroups. Retrieved December 13, 2011, from www.nichd.nih.gov/publications/nrp/upload/report.pdf
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.