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Autism & PDD More Picture Stories & Language Activities
What Questions
Ages: 8-12   Grades: 3-7

Zero in on "what" questions and target fundamental language skills with eight interactive Matt and Molly stories.  This program makes it easy with colorful, sequential story cards; sentence cards; complete lesson plans; and teaching strategies.


  • Answer "what" questions
  • Learn to sequence, infer, and predict
  • Identify, name, and use parts of speech
  • Advance and reinforce literacy skills


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A "what" question is posed in each story, giving students a choice between two different story endings.  The format builds anticipation and lets children determine and participate in the story's outcome.   Each story is a launch pad for interactive language activities in:

  • sequencing
  • inferring, predicting, and reasoning
  • wh- questions
  • narrative language and descriptive language
  • literacy and text comprehension
  • parts of speech
    - nouns
    - verbs
    - pronouns
    - adjectives
    - adverbs
    - prepositions
    - conjunctions
    - interjections

The program has materials and lesson plans for eight stories and includes:

  • 40 sturdy, full-color 8½" x 11" sequence pictures (five for each story)
  • 48 large-print sentence strips per story (six for each story)
  • a teacher manual with:
    - two-day lesson plans for each story
    - take-home page with mini-story pictures for each story
    - teaching techniques and adaptations for nonverbal children 
    - progress chart

You can easily adapt the lessons and materials to meet the needs of individuals, small groups, or an entire class.  The lessons are infused with teaching techniques especially for children with autism and PDD.  The activities include:    

  • describing the people, places, and things in the story pictures
  • learning new vocabulary concepts
  • predicting the next event in the story
  • answering a "what" question and choosing the story ending
  • retelling the story
  • identifying the missing picture
  • matching sentence strips to pictures
  • acting out the story
  • identifying parts of speech

You may purchase Autism & PDD More Picture Stories & Language Activities What Questions individually or as part of the Autism & PDD More Picture Stories and Language Activities 5-Program Set.  The 5-program set consists of:

Autism & PDD More Picture Stories and Language Activities Who Questions

Autism & PDD More Picture Stories and Language Activities What Questions

Autism & PDD More Picture Stories and Language Activities When Questions

Autism & PDD More Picture Stories and Language Activities Why Questions

Autism & PDD More Picture Stories and Language Activities Where Questions


Copyright © 2012

28-page manual, 40 8½" x 11" story cards, eight perforated sheets with print sentences, vinyl folder
  • It is important to ensure a child's ability to respond successfully to a wide range of wh- forms.  Wh- questioning and responding is a common method of teaching and learning that affects a child academically, linguistically, and socially (Parnell, Amerman, & Hartin, 1986).
  • Stories about specific social situations help students with autism syndrome disorders (ASD) understand and respond to similar social situations appropriately (Kuoch & Mirenda, 2003).
  • 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, 2006).
  • Visual supports have been used successfully to increase social communication and generalization to new activities in students with ASD (ASHA, 2006).

Autism & PDD More Picture Stories & Language Activities What 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 [Guidelines]. Retrieved October 17, 2011, from

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.

Parnell, M.M., Amerman, J.D., & Hartin, R.D. (1986). Responses of language-disordered children to wh- questions. Language, Speech, and Hearing Services in Schools, 17, 95-106.


Patricia Snair Koski


Patti Koski, M.S., CCC-SLP, is a speech-language pathologist who lives in Maryland.  It had been a dream of Patti's to move to a small farm and start a youth camp for children diagnosed with autism.  So she did . . . along with her husband and four children.  The Koski family members knew very little about "farm life" but are now the proud owners of horses, goats, chickens, and rabbits.  "CampKoski" opened in 2008 and has been serving hundreds of campers with autism ever since.  Oh, what an adventure it has been!


Matt and Molly have missed you and your students, so they're back with 40 new stories just for you!  Each set of eight stories focuses on one of the following question forms:

  • Who
  • What
  • Where
  • When
  • Why

When the wh- question is posed in each story, your students will choose between two different answer choices.  How they answer the question will determine how the story ends.  You may be thinking, "I have students who are nonverbal and don't finger-point.  How are they going to communicate their choices?"  There's no need to worry!  I've provided you with several tried and true strategies that will enable your students to communicate their choices independently.  How empowered they'll feel!

Motivating children diagnosed with autism can be a real challenge.  Teaching them parts of speech was unthinkable . . . until now!  Each story in this set will focus on one of the following parts of speech:

  • Nouns
  • Verbs
  • Pronouns
  • Adjectives
  • Adverbs
  • Prepositions
  • Conjunctions
  • Interjections

Why is it so important to teach children with autism the eight parts of speech?  Often these children speak and write using fragmented sentences.  They use only the most concrete words—often nouns and verbs.  These new stories will help make some of those abstract "filler words" more tangible.

I hope that you'll find these stories to be a fun and motivating way to teach some challenging skills to some wonderful children!