Michelle Goes for a Walk
Children learn to identify and name common outdoor objects as they select the appropriate photograph for each page and put it in place in the story.
- Increase receptive and expressive vocabulary basic to everyday life
- Generate single words, phrases, and sentences and fill in the blanks
- Learn to read functional vocabulary words
The simple format and repetitive story content work well for children with autism spectrum disorders or delayed language development. The nine-page story targets seven vocabulary words: tree, leaf, rock, flower, butterfly, bird, and dog. Close-up photos of the target vocabulary are used in the story. Students match identical punch-out photos to their counterparts on the story pages. You get several teaching options:
- teach vocabulary in isolation
- teach vocabulary in the context of a sentence and in a story
- fill in the blanks in sentences
The books can easily be used in an applied behavior analysis program. Suggested expansion activities are included in each book.
You may purchase Michelle Goes for a Walk individually or as part of the Functional Vocabulary for Children 10-book set.
The 10-book set consists of:
Functional Vocabulary for Children Ben Likes All Kinds of Sports
Functional Vocabulary for Children Dontel Learns About Transportation
Functional Vocabulary for Children Jasmine Sets the Table
Functional Vocabulary for Children Kai Gets Dressed
Functional Vocabulary for Children Kira Likes to Go to School
Functional Vocabulary for Children Michelle Goes for a Walk
Functional Vocabulary for Children Ramon Plays on the Playground
Functional Vocabulary for Children Sarah Goes to Bed
Functional Vocabulary for Children Tyler Gets Cleaned Up
Functional Vocabulary for Children Zoey Uses the Bathroom
Copyright © 2005
Warning: CHOKING HAZARD - Small parts, not for children under 3 yrs.
- Although social language has been a focus of much research within the autism population, expressive and receptive language skills, including overall vocabulary, were found to be significantly delayed given a child's age and cognitive level (Tager-Flusberg, 1999).
- Stories about specific social situations help students with autism syndrome disorders (ASD) understand and respond to similar social situations appropriately (Kuoch & Mirenda, 2003).
- Visual supports have been used successfully to increase social communications and generalization activities in individuals with ASD (ASHA, 2006).
- Repeated reading of stories about specific social situations improves social understanding for students with ASD (Gray, 2000).
Functional Vocabulary for Children Michelle Goes for a Walk 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. Retrieved September 8, 2009, from www.asha.org/policy
Gray, C. (2000). The new social story book. Arlington, TX: Future Horizons, Inc.
Kuoch, H., & Mirenda, P. (2003). Social story interventions for young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 219-227.
Tager-Flusberg, H. (1999). A psychological approach to understanding the social and language impairments in autism. International Review of Psychiatry, 11, 325-334.