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Autism & PDD Concept Development Interactive Software
Ages: 3-8   Grades: PreK-3

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. 

 

Outcomes

  • Identify, label, and categorize everyday objects
  • Understand functions and attributes of everyday objects
  • Answer wh- and yes/no questions
Software
#6004
$59.95
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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

Components
CD-ROM, instructions
  • 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.

References

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.

Author(s)

Pam Britton Reese, Nena C. Challenner

Biography

Pam Britton Reese, M.A., CCC-SLP, owns a private practice, CommunicAid Plus, where she provides speech and language services to children and adults.  She is also an educational consultant to public and private schools.  Pam has many years of experience in the schools as a speech-language pathologist and teacher of the hearing-impaired.  She has worked with children with autism and PDD since 1995.  Pam has authored several publications for LinguiSystems.

Nena C. Challenner, M.Ed., is a community-based instruction teacher and inclusion specialist.  She has been a teacher for over 20 years and has taught preschool through second grade.  She has worked with children with autism and PDD since 1995.  Nena is also a reading consultant at CommunicAid Plus.  She has authored several publications for LinguiSystems.

Introduction

There are 60 different concepts in this program (ten each from six themes): Animals, Clothing, Food, Household Items, Toys & Entertainment, and Transportation.

Each concept is introduced by a 9-screen "Watch and Listen" presentation and accompanied by three different language activities:

  • ten Yes/No Questions (600 total in the program)
  • five Wh- Questions (300 total)
  • four Generalizing Items (240 total)

In addition to traditional mouse input, students can also use the keyboard to navigate through the program and enter answers.

Minimum System Requirements

Windows

  • WinXP or later
  • 256MB
  • 800 x 600 Screen Resolution

Mac

  • OSX 10.2.6 to 10.6
    (Not compatible with Lion, OSX 10.7) 
  • 256MB
  • 800 x 600 Screen Resolution
Program may be operated directly from the CD-ROM.
Compatible with SMART Board that emulates a mouse.