Uncluttered, large-size, realistic photos isolate verb forms and help children comprehend, respond to, and ask questions.
- Answer and ask questions that are meaningful using the following verb forms: regular past tense, irregular past tense, future tense, and present tense + infinitive
- Use subject-verb and subject-verb-object combinations in varied levels of structured tasks
- Remediate grammatical errors that are secondary to a motor speech disorder or a phonological process disorder
240 cards target regular past tense, irregular past tense, future tense, and present tense + infinitive verb tense. A three-level cueing hierarchy on the back of each card helps you phrase the stimulus to get the desired response. Instruction cards give additional teaching strategies, including how to begin; how to make the task more or less difficult; and cues used to elicit correct syntax, morphology, and sound production. The set covers these question forms:
- regular past tense /t?d/, /d?d/ endings—The boy saw something in the sky. Then what happened? He pointed.
- regular past tense /t/ endings—The boy has an apple. I see an apple tree. What happened? He picked an apple.
- regular past tense /d/ endings—The boy has a hair dryer. His hair is dry. What happened? He dried his hair.
- irregular past tense—I see a boy and part of a Popsicle. What happened? He ate (the Popsicle).
- future tense—I see a girl with a shoe. What will she do? She will tie her shoe.
- present tense + infinitive—The boy is sliding (down). What does he like to do? He likes to slide (down).
The adaptable cards present a wide variety of people and situations in functional, everyday life situations that are meaningful to children. The cards are designed for children on the autism spectrum, but they also work well for children with other language disorders and English Language Learners.
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- Many children with autism spectrum disorders learn more readily through the visual modality (Taylor-Goh, 2005).
- Therapy aimed at fostering the development of age-appropriate communication skills and age/ability-appropriate language comprehension and language use will improve the child's level of functioning (Taylor-Goh, 2005).
- Early intervention is likely to be beneficial in fostering the development of communication skills in children with autism spectrum disorders (Taylor-Goh, 2005).
- Complex sentence constructions enable an individual to understand and communicate about past and future events, provide a listener with adequate background information, and clarify one's emotional state and its contributing causal factors (ASHA, 2006b).
- Based on the core challenges of individuals with autism spectrum disorders, ASHA suggests intervention goals that focus on expanding word knowledge and use to include action words and more complex grammar (ASHA, 2006a).
Autism & PDD Photo Cards Verb Tense Questions incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). 2006a. Guidelines for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span [Guidelines]. Available from www.asha.org/policy
American Speech-Language-Hearing Association (ASHA). 2006b. Principles for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span [Technical Report]. Available from www.asha.org/policy
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.