Use predictable visual prompts and organizers to teach the functional communication and behavior skills students need for special days of the year.
- Acquire functional terminology and initiate conversation for specific holidays
- Develop a repertoire of socially-appropriate behaviors for specific holidays
- Build friendships and social networks
This book has 21 "Say" communication webs, 21 "Do" activity webs, and corresponding blank webs for customization. Each web displays a central concept with either conversation starters or activities. The "Say" communication webs provide students with actual sentences to say in a variety of functional contexts. The "Do" activity webs highlight a variety of actions using the same contexts. The webs can be used to target a variety of goals including:
- sentence formation
- turn taking and conversational skills
- vocabulary development
- social skills
- grammar development
The book develops conversational exchanges and appropriate behaviors for special days such as New Year's Eve, Chinese New Year, Easter, Passover, Cinco de Mayo, Halloween, Kwanzaa, and more.
Extra helps include:
- an Information Form to gather information from your student's family to personalize the webs
- a family letter
- a progress chart
You may purchase Holidays individually or as a 6-book set.
The six-book set consists of:
Autism & PDD Things I Can Say and Do Body Parts & Clothing
Autism & PDD Things I Can Say and Do Feelings & Actions
Autism & PDD Things I Can Say and Do Holidays
Autism & PDD Things I Can Say and Do People & Places
Autism & PDD Things I Can Say and Do Staying Clean & Healthy
Autism & PDD Things I Can Say and Do Weather, Seasons, & Months
Copyright © 2006
- Children with language difficulties, particularly those with pragmatic impairments, need specific teaching to help social understanding (ASHA, 2006).
- Children with autism need approaches that focus on social functioning. These approaches should be introduced as ongoing intervention strategies from early years to adulthood (Taylor-Goh, 2005).
- Children make sense of the world through the language they use. Graphic and semantic organizers help learners connect a central concept or theme to a variety of related ideas and events (National Reading Panel, 2000).
- Therapy should target the initiation of spontaneous communication in functional activities across social partners and settings (ASHA, 2006).
- Therapy should enhance the initiation of communication for a range of social functions that are reciprocal and promote the development of friendships and social networks (ASHA, 2006).
Autism & PDD Things I Can Say and Do Holidays 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 across the life span [Guidelines]. Retrieved March 5, 2009 from www.asha.org/policy
National Reading Panel. (2000). Teaching children to read. Retrieved March 5, 2009 from www.nationalreadingpanel.org
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.