Imagine your students asking socially appropriate questions! This photo set has large, uncluttered photos; simply written language prompts; a best-practice cuing hierarchy; and lots of opportunities for repetition to make it happen.
- Initiate verbal interaction with questions
- Expand communication exchanges
- Reluctant conversationalists become enthusiastic participants
The 240 straightforward scenes isolate a social situation and highlight the targeted question form for instruction. The photos are designed to elicit a genuine question since the answer to the desired question isn't evident in the photo itself.
Each card includes one or two statements that describe the photo. An embedded cue guides the child's initiation of the question.
Andrew hurt his knee.
You want to know how he hurt it.
A three-level cuing hierarchy on the back of each card helps you phrase the stimulus to get the desired response. In the example below, the desired response is "Andrew, how did you hurt your knee?"
Level 1: Ask Andrew a "how" question
Level 2: Ask Andrew a "how did" question
Level 3: Ask Andrew a "how did' question to find out how he hurt his knee.
Children learn how to generate questions using names and pronouns, making the verbal exchange more like everyday life. The photo cards are arranged in the developmental order of question-asking skills:
- What—Ella, what is in your backpack?
- Where—Aya, where is your mommy?
- Who—Ahmed, who are you calling?
- Can/Will—Jackson, will you eat your salad?
- Do/Does/Did—Sarah, does your elbow hurt?
- Is/Are—Andrew, are you cold?
- Whose—Liam, whose birthday is it?
- Which One—Nate, which book will you read?
- Why—Karen, why are you covering your ears?
- How—Rachel, how do you make the cake?
- When—Callie, when will Nate get a turn?
Generalization activities are included for each question-form. 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.
Copyright © 2011
- Children with autism benefit from verbal feedback, prompting, and realistic social interactions to improve appropriate use of questions with peers (Palmen, Didden, & Arts, 2008).
- Therapy should target the initiation of spontaneous communication in functional activities across social partners and settings (ASHA, 2006).
- Using faded prompts, children with autism learned to appropriately ask "where" questions within socially-appropriate contexts. This question-asking skill then transferred to asking "where" questions in other situations (Koegel, Koegel, Green-Hopkins, & Barnes, 2010). Autism & PDD Photo Cards Asking Questions helps children with autism ask functional questions that will transfer to their home, school, and community activities.
- Therapy aimed at fostering age-appropriate communication skills and age/ability-appropriate language comprehension and language use will improve the child's level of functioning (Taylor-Goh, 2005).
Autism & PDD Photo Cards Asking Questions 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 March 3, 2011, from www.asha.org/docs/pdf/GL2006-00049.pdf
Koegel, L.K., Koegel, R., Green-Hopkins, I., & Barnes, C.C. (2010). Brief report: Question-asking and collateral language acquisition in children with autism. Journal of Autism & Developmental Disorders, 40(4), 509-515.
Palmen, A., Didden, R., & Arts, M. (2008). Improving question asking in high-functioning adolescents with autism spectrum disorders: Effectiveness in small-group training. Autism, 12(1), 83-98.
Taylor-Goh, S. (2005). Royal College of speech and language therapists: Clinical guidelines. United Kingdom: Speechmark.