Even reluctant communicators respond with enthusiasm to loveable Matt and Molly. They'll learn vocabulary, grammar, sequencing, question-answering, and early literacy skills with this versatile program.
- Comprehend and sequence simple stories
- Answer yes/no and wh- questions
- Build functional vocabulary
- Stimulate literacy skills
The content of this program works well for children with developmental delays. Matt and Molly are the main characters of every story, so students begin to consider them good friends. The difficulty level is consistent, so students get plenty of practice without becoming frustrated. The simple illustrations, sentence structure, and format helps students learn to anticipate and follow a story line. The story context helps them understand new, functional vocabulary.
The program contains:
- 40 narrated, animated, theme-based stories—eight for each theme of Animals, Friends, School, Community, and Family
- pictures and text with each screen
- five language skill areas and a total of 1,200 stimulus items:
- answering yes/no questions
- answering wh- questions
- identifying vocabular
- matching text to picture
- sequencing the story
- musical reinforcers
- animated conclusion to each story
- simple, one-click answer format
The content parallels the Autism & PDD Picture Stories and Language Activities 5-Program Set.
Copyright © 2005
I had a four-year-old boy in therapy who wanted nothing to do with the bathroom. I did the Matt and Molly bathroom story with him. Then I walked him to the bathroom, using the same verbal cues as those in the Matt and Molly story. The little guy used the bathroom just like Matt did in the story! Needless to say, his parents were ecstatic!
Patricia Snair Koski, Author
- For children with autism, computerized instruction has been effective in teaching sentence structure, social problem solving, vocabulary, and increasing communication initiations and relevant speech in naturalistic interactions (ASHA, 2006).
- Computers are successful teaching instruments for children with autism. Multisensory interactions; controlled and structured environments; multilevel interactive functions; and independent, individualized use assist learning and generalization to other settings (Hetzroni & Tannous, 2004).
- When students with autism learn and practice meaningful communication in a controlled environment that simulates a natural setting, they are able to generalize their knowledge to the classroom (Hetzroni & Tannous, 2004).
Picture Stories and Language Activities Interactive Software incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association. (2006). Guidelines for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span [Guidelines]. Available from www.asha.org/docs/html/GL2006-00049.html
Hetzroni, O.E., & Tannous, J. (2004). Effects of a computer-based intervention program on the communicative functions of children with autism. Journal of Autism and Developmental Disorders, 34(2), 95-113.
- WinXP or later
- 800 x 600 Screen Resolution
- OSX 10.2.6 to 10.6
(Not compatible with Lion, OSX 10.7)
- 800 x 600 Screen Resolution