Children readily grasp early concepts with this simple, visual teaching format and consistent presentation. They identify and label everyday objects; name their functions and attributes; and place words in categories.
- Identify, label, and categorize everyday objects
- Understand functions and attributes of everyday objects
- Answer wh- and yes/no questions
Sixty noun concepts are organized into six themes:
- Animals—dog, cat, bird, horse, cow, and more
- Clothing—shirt, skirt, coat, hat, shoes, and more
- Food—milk, apple, carrot, sandwich, hamburger, and more
- Household Items—table, refrigerator, bed, lamp, couch, and more
- Toys & Entertainment—ball, doll, blocks, swing, slide, and more
- Transportation—bicycle, car, bus, train, airplane, and more
Each concept is taught in this hierarchy:
- A nine-screen presentation introduces the concept and details its category, attributes, functions, and associations.
- Ten yes/no questions review the attributes, functions, and associations of the item including exclusion questions.
- Five wh- questions reinforce comprehension of the concept and reinforce question-answering skills.
- Four generalizing questions have children identify items that belong and do not belong in the concept.
Other program features are:
- bold, colorful illustrations
- musical reinforcers
- every screen is fully narrated with picture-supported text
- simple, one-click answer format
- correct answer tally
The content parallels the Autism & PDD Concept Development 6-Book Set.
Copyright © 2006
- 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).
- Early intervention that addresses skill acquisition in the areas of interaction, attention, play, comprehension, and expression will support the development of an even profile. The acquisition of key developmental skills supports the later development of communication, language, and speech and enhances emotional, social, and academic development (Taylor-Goh, 2005).
- 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).
- Computer technology is an effective means of teaching vocabulary as compared to traditional methods or when computers are used as an ancillary aid (NRP, 2000).
- Students need to understand semantic connections among words for academic success (NRP, 2000).
Autism & PDD Concept Development 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. 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.
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. Available 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.
- 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