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Functional Communication: Fostering Social Interaction for Readers with ASD

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  1. Functional Communication:Fostering Social Interaction forReaders with ASD A ‘Play and Take’ Workshop Geni Moots-Plotnick, M.A., SLP Regional Autism Specialist/SOESD Geni_Moots-Plotnick@soesd.k12.or.us

  2. Areas of Concern • Communication • Social Interaction • Sensory Processing • Behaviors / Interests

  3. Common Strengths of Mainstreamed Students w/ASD • Visual memory • Memory for Scripts • Decoding • Vocabulary

  4. Let Us Define…….. Communication Social

  5. For Now, Set the WRITING Component Aside Writing often presents special challenges for students w/ASD, Here we focus on expanding reciprocal competency and staff supports students by.. 1) Provide printed guidance/structure 2) Scribe Student Narration

  6. GOALS • To capitalize on decoding skills. • To provide opportunity for social interaction. • To leave things in ‘print’ for review.

  7. LANGUAGE EXPERIENCE/PROCESS APPROACH A graphic activity providing authentic, personal information, experiences, perspectives and emotions.

  8. What are the main LEPA components? • Adult scribe • Two or more participants • Vary prompts (statements and questions) • Print ASAP for students to share in school and at home

  9. Tell us your favorite color. Mary said: “Blue.” Tom said: “I like orange.” Sue said: “I like all the rainbow.” Elisa said: “My favorite is blue too.” Bob said: “I like black. My dog is black.”

  10. What is in your bedroom? Tom said: “A bed and a shelf and lots of toys. Sue said: “I have tons of stuffed animals and a bed.” Elisa said: “My bed and my sister’s bed.”

  11. Describe what makes you happy. Tom said: “I like riding my bike.” Jane said: “I’m happy when my dad comes home.” Elisa said: “When we go out for pizza. Mary said: “When I get to watch TV.” Bob said: “My birthday.”

  12. GRADATIONS and SEQUENCES • Takes 3 or more players. • Allow plenty of space. • NO help from adults! • May do ‘voices off’ or allow talking. • May have one student ‘judge’ who’s decision is final. S/he may change players order.

  13. Sequence Ideas -birthday months -height -age -most siblings/fewest siblings -directions (ie steps to make PB sandwich) -Familiar story/key events (ie Goldilocks)

  14. Avery: It was the BEST assembly I’ve ever been too. That drummer was, like, bouncing all around. Sam: It was O.K. but near the end it got SO loud I used my break card to leave. Janet: I was in the back and it wasn’t that loud, but I couldn’t really see their faces. .

  15. Gradations -hottest/coldest -youngest/oldest -darkest skin/lightest skin or hair -most quiet/most outgoing or noisy -most salty/least salty -most polite greeting / most impolite greeting

  16. INTERACTION

  17. AUTHOR, AUTHOR !STUDENT NARRATION Great way to enhance skills of: -attention to others -perspective-taking -cause/effect

  18. Scribed Narratives • Whisper / write simple action sequence for ‘actor.’ • Adult scribes words of ‘narrator.’ (as always, • model several times first.) • Adult reads aloud (w/feeling!) • Can print and make a story board. • Invite others to make prequel or sequel.

  19. Narration (continued) As always, adults should MODEL all roles; • Actor • Narrator • Scribe (almost always an adult)

  20. KEYBOARD CONVERSATIONS Side-side (reduces stress of ‘confrontation’) Begin with adult-student conversations. Avoid tendency to lead w/too many questions! Can eventually move to student-student dyads

  21. PERSONALIZED READER’S THEATER Based on authentic experiences shared by two or more individuals (may be in different places sharing same event.)

  22. Gathering Material Adult interviews students individually or in pairs to gather basic information and writes a more sophisticated, interactive script.

  23. Reading with Feeling (-: Students receive coded Reader’s Theater copies, taking the role as ‘themselves.’ Use graphic cues to assist voice and emotion.