Resource Toolkit Assignment: Resource Summary Sheet
1. Name of the
tool, or a brief description: PRC
Language Lab: Expressing Negatives Stage 2 (and other Language Labs for
learning various skills with the unity system).
2.
What type of patient(s) would you use this
tool/technique with? (Describe by characteristics or by
etiology.) The language labs are
intended to help any new Unity users on PRC devices learn various language
development milestones as they also learn to use Unity. According to the PRC
website, “Each lesson plan contains a target language outcome, a short list of
vocabulary words, suggested objectives, ideas for teaching activities, and
links to smart charts with the Unity icons.”
3. How/why
would you use this tool? In what way
will it be helpful? Since the
organization of Unity is so different than most other AAC devices, the Language
Labs provide professionals who work with PRC AAC users opportunities to teach
the symbol organization system and
important language milestones. Specifically, I would use the Stage 2:
Expressing Negatives lab to teach the AAC user to use 2-word phrases to express
negatives and direct activities.
4. What are the
advantages of this tool/technique? The
Language Labs allow the SLP to address two skills in a single activity:
teaching the vocabulary of Unity and reaching critical developmental language
milestones.
5. Are there
any disadvantages to this tool/technique? This set of resources is only applicable to clients using a device with
Unity, so it limits how helpful it can be with large client populations.
The next several questions relate to how you obtained
this resource:
6. If you used
an existing tool, answer these two questions:
a)
Source/citation for this tool: (whether
published, or from a course, or SPHSC materials)
b)
Did you modify this tool? If so, in what way? No, I did not modify the Expressing Negatives Stage 2
in any way.
c)
Anything you still don’t like about it and may change
in the future? I don’t think I would
change this lab at all. Depending on how much I end up working with kids using
Unity, I might want additional labs, but for the moment I think it’s a great
resource!
Expressing Negatives
Stage 2
By Verda McGraw, M. Ed.
Expected Outcome: The person will use two-word phrases to express negatives.
Purpose: to encourage using 2-word phrases to express negatives and direct activities and to expand
the person's length of utterances
Target Vocabulary:
1.don't 2.eat 3.help 4.like 5.more 6.no 7.not 8.read 9.stop 10.that 11.want
Target Language Skill: Produce two word utterances to express negatives
Suggested Objectives:
1.The person will say the phrase "no more" to indicate that he/she does not want more of an item during an activity.
2. The person will say the phrase "don't help," "no help," or "not help" to indicate that he/ she does
Stage 2
By Verda McGraw, M. Ed.
Expected Outcome: The person will use two-word phrases to express negatives.
Purpose: to encourage using 2-word phrases to express negatives and direct activities and to expand
the person's length of utterances
Target Vocabulary:
1.don't 2.eat 3.help 4.like 5.more 6.no 7.not 8.read 9.stop 10.that 11.want
Target Language Skill: Produce two word utterances to express negatives
Suggested Objectives:
1.The person will say the phrase "no more" to indicate that he/she does not want more of an item during an activity.
2. The person will say the phrase "don't help," "no help," or "not help" to indicate that he/ she does
© 2012 Prentke Romich Company Page 1
not want help.
3. The person will say the phrase "not that" and point (with fingers or by looking) to indicate he or
she does not want the object or item.
6. The person will say the phrase "stop read," or "don't read" to indicate that he/she does not want to
read or to continue reading.
8. The person will say the phrase "stop that" to request that someone stops an action.
9. The person will say the phrase "don't like," or "not like" to indicate his or her preference.
10. The person will say the phrase "not eat," or "don't eat" to express his or her preference about
food. .
Teaching Activities: A. Speaking:
1. Model and prompt the words on the device. Encourage and demonstrate one quick motor pattern from one word to the next, so that the two words are spoken as close together as possible.
2. Repeat the word that the person speaks on the device, and then proceed to act it out.
3. Try different prompting methods. Consider hand over hand, verbal prompting, and/ or using a penlight or laser pointer to highlight the word.
B. Reading:
1. When you have read a book, ask the person to indicate whether he or she wants to read more. Model the phrase "don't read" or "stop read". Also model the phrase "read more". Be sure to do what the person requests.
2. Ask the person to choose the next book. Model the phrases "read that" and "don't read". If the person says "don't read" put the book away.
3. The person will say the phrase "not that" and point (with fingers or by looking) to indicate he or
she does not want the object or item.
6. The person will say the phrase "stop read," or "don't read" to indicate that he/she does not want to
read or to continue reading.
8. The person will say the phrase "stop that" to request that someone stops an action.
9. The person will say the phrase "don't like," or "not like" to indicate his or her preference.
10. The person will say the phrase "not eat," or "don't eat" to express his or her preference about
food. .
Teaching Activities: A. Speaking:
1. Model and prompt the words on the device. Encourage and demonstrate one quick motor pattern from one word to the next, so that the two words are spoken as close together as possible.
2. Repeat the word that the person speaks on the device, and then proceed to act it out.
3. Try different prompting methods. Consider hand over hand, verbal prompting, and/ or using a penlight or laser pointer to highlight the word.
B. Reading:
1. When you have read a book, ask the person to indicate whether he or she wants to read more. Model the phrase "don't read" or "stop read". Also model the phrase "read more". Be sure to do what the person requests.
2. Ask the person to choose the next book. Model the phrases "read that" and "don't read". If the person says "don't read" put the book away.
© 2012 Prentke Romich Company Page 2
C. Writing:
Connect the device to a computer with a USB cable or Blue Tooth module. Let the person practice writing phrases in a word document. Model and prompt the negative phrases that the person is learning.
D. Generalization:
1. Do art projects with various materials. Model the phrases "like that" and "don't like" Ask the person to make a choice of material by using either "like that' or "don't like". Put some un-favorite items out for choices (coffee grounds, dirt, -- but be careful, this might backfire!)
2. Have 2-3 different toy choices - e.g., bubbles, blocks, and cars. Model the phrases "do that" and "not that" (in conjunction with pointing/ eye pointing) to choose the activity. Once the activity has been chosen, use appropriate two word phrases within the activity. For bubbles or cars, for example, you can use "go more" to request more bubbles/ car movement. For blocks, you could use the phrase "need more" when he/ she runs out of blocks. Try doing things that sabotage the person's play, for example putting roadblocks in front of cars. Model the phrases "stop that," and "not that". Encourage the person to direct you by expressing negatives.
3. If the person continues to use one word phrases (e.g., "eat" instead of "want eat"), acknowledge that you understand them, model the two word phrase and ask them to repeat. If they still use one word, give them a choice between stopping and continuation (e.g., 'more eat' or 'don't eat')
4. During snack time, ask the person if you can have his or her snack. Reach for something the person is eating. If the person does not say "stop that" or "don't eat", then model the phrases on the device.
Connect the device to a computer with a USB cable or Blue Tooth module. Let the person practice writing phrases in a word document. Model and prompt the negative phrases that the person is learning.
D. Generalization:
1. Do art projects with various materials. Model the phrases "like that" and "don't like" Ask the person to make a choice of material by using either "like that' or "don't like". Put some un-favorite items out for choices (coffee grounds, dirt, -- but be careful, this might backfire!)
2. Have 2-3 different toy choices - e.g., bubbles, blocks, and cars. Model the phrases "do that" and "not that" (in conjunction with pointing/ eye pointing) to choose the activity. Once the activity has been chosen, use appropriate two word phrases within the activity. For bubbles or cars, for example, you can use "go more" to request more bubbles/ car movement. For blocks, you could use the phrase "need more" when he/ she runs out of blocks. Try doing things that sabotage the person's play, for example putting roadblocks in front of cars. Model the phrases "stop that," and "not that". Encourage the person to direct you by expressing negatives.
3. If the person continues to use one word phrases (e.g., "eat" instead of "want eat"), acknowledge that you understand them, model the two word phrase and ask them to repeat. If they still use one word, give them a choice between stopping and continuation (e.g., 'more eat' or 'don't eat')
4. During snack time, ask the person if you can have his or her snack. Reach for something the person is eating. If the person does not say "stop that" or "don't eat", then model the phrases on the device.
© 2012 Prentke Romich Company Page 3
No comments:
Post a Comment