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Fortify adult clients with relevant and appropriate vocabulary so they can participate in their communities. Each book uses true-to-life photos and simple stories that engage adults with ASD and developmental disabilities.
- Use basic, highly functional vocabulary for everyday living
- Comprehend basic text
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The books cover topics critical to adults who yearn to participate in community activities. The simple syntax and repetitive story lines aid in comprehension of the text. Each 8-page story targets eight core vocabulary words. Close-up photos of the target vocabulary are used in the story. The same photos are at the back of the book where they can be copied and used in the suggested extension activities. Cloze sentence activities with picture supports stimulate expressive vocabulary.
The books give several teaching options:
- teach vocabulary in isolation
- teach vocabulary in the context of a sentence and in a story
- familiarize clients to new situations
- match photos to the story pages
- use as a basic reader
Each durable book (with coated pages) targets a community activity especially relevant to adults. The 5-book set includes:
- Bridget Works At the Supermarket—Learn words like supermarket, time card, supervisor, paycheck, and more.
Every two weeks, Bridget gets a paycheck.
She works at the supermarket.
- Casey Goes to the Movies—Learn words like ticket, screen, counter, seat, and more.
Casey watches the movie on the big screen at the front of the theater.
He goes to the movies.
- Colton Goes to the Beach—Learn words like ocean, beach towel, suntan lotion, cooler, and more.
Before Colton goes in the water, he puts on his suntan lotion.
He goes to the beach.
- Josephina Goes to the Drug Store—Learn words such as drugstore, pictures, pharmacist, prescription, and more.
Josephina takes the prescription to the pharmacist.
She goes to the drugstore.
- Mei Eats at a Restaurant—Learn words like menu, salad bar, debit card, server, and more.
Mei fills her plate from the salad bar.
She eats at a restaurant.
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- Snowling & Nash (2006) demonstrated that individuals learning vocabulary within a written context are more likely to generalize and maintain their skills over time than individuals learning vocabulary through a definition method. This supports the use of written narratives and stories for teaching new vocabulary words.
- The use of visual supports to support common activities throughout the day (Hume, 2008) and social narratives to use stories with pictures to introduce new activities (Collet-Klingenberg & Franzone, 2008) have both been shown to be evidence-based practices for adolescents by the National Professional Development Center for Autism Spectrum Disorders through reviews of the research literature.
- Carnahan, Basham, & Musti-Rao (2009) and Carnahan, Musti-Rao, & Bailey (2009) found that interactive books could be instrumental in increasing the engagement of children with multiple disabilities in group activities in the classroom.
Functional Vocabulary for Activities of Daily Living Adult Out & About incorporates these principles and is also based on expert professional practice.
Carnahan, C., Basham, J., & Musti-Rao, S. (2009). A low-technology strategy for increasing engagement of students with autism and significant learning needs. Exceptionality, 17(2), 76-87. doi:10.1080/09362830902805798
Carnahan, C., Musti-Rao, S., & Bailey, J. (2009). Promoting active engagement in small group learning experiences for students with autism and significant learning needs. Education & Treatment of Children, 32(1), 37-61. doi:10.1353/etc.0.0047
Collet-Klingenberg, L., & Franzone, E. (2008). Overview of social narratives. Madison, WI: The National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin.
Hume, K. (2008). Overview of visual supports. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina.
Snowling, M., & Nash, H. (2006). Teaching new words to children with poor existing vocabulary knowledge: A controlled evaluation of the definition and context methods. International Journal of Language & Communication Disorders, 41(3), 335-354.