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Setting Up Communicative Enticements |
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Nancy Uttendorfer, MS, CCC-SLP
Here are some suggestions for setting up communicative enticements that are meaningful and motivating:
engage in fun play routines several times a day such as songs, books, bubbles, balloons, swinging, tickles, etc. Pause and wait to see if child starts to initiate the routine or fill in words, movements.
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set up obstacles to desired activities and objects, such as placing things in view but out of reach, placing things in clear plastic containers that child is not able to open, block child’s actions with your hand or body, use toys that child needs help to activate.
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set up problem solving situations, such as giving only part of toys or puzzles, give bowl of ice cream without spoon, spill something, give child the wrong shoes, etc
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teach child to communicate “no” by offering disliked items and “take a break” by modeling this during undesirable activities, but return to the activity after the break is given.
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offer choices (foods, videos, games, songs, books etc) and encourage your child to point to objects and pictures or use words to choose.
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teach turn-taking by holding out your hand for your turn but then immediately giving the toy back. Gradually lengthen the amount of time for your turn. Passing objects back and forth will help your child to understand the concept of turn-taking.
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Parents Participation in their Childs Education Plan |
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Cheryl Engel, School Psychologist
Parental involvement in their child’s educational program is essential for success. It is even more so the case when a child has special needs, such as a diagnosis on the autism spectrum. Children diagnosed with an Autism Spectrum Disorder often benefit from support to determine how best to educate and assist their child with their daily functioning, outside of the educational setting. It is the responsibility of both the school and parents to maintain open communication regarding a students’ education plan. Schools can “step up”, to assist parents in establishing and maintaining their involvement in their child’s program.
There are a few techniques that we have found to be particularly effective in partnering with our parents:
1. Communication: Our first and most important task is to establish a trustful open exchange of information. Our goal is to empower parents with regard to their child’s education plan.
2. Open door policy: In addition to emphasizing open communication on a daily basis, parents are encouraged to visit the school to observe their child in various settings/lessons.
3. Parenting Support: It is important to offer families suggestions with parenting challenges and management services.
4. Volunteer opportunities: Involving parents and families in various volunteer activities to support student and school programs is important.
5. Decision-making: In terms of a child’s specific Individualized Education Plan (IEP), parents are encouraged to participate at all levels.
We cannot emphasize enough the importance of our partnership. Parental involvement for children with autism is essential for a child to progress to their fullest potential.
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