I really love how the digital assessment gave me the clues to make a plan. I was able to see my child’s strengths and needs and plan in an easy way my goals and what things were the most important for my child to focus on.
It depends! We want to look at the needs of the child and prioritize at least a few to get started. you may want to reduce or add depending how the child is progressing.
I completed the online assessment BUT even though I got to the page that said the results were available, when I clicked continue, nothing happened. So I don’t know what my child’s baseline is as I don’t have the scores.
I am honestly confused about how to make the plan. Yes, you gave an example how you made a plan but I was expecting to see an explanation of how to actually create the plan.
As you keep watching through the days, you will be able to add to your plan to make it more customized and we will get into how to teach the things that are in your needs area of the plan.
yes! The activities shown will be able to be done with 2 year old. We dive deeper into how to get them to sit at the table to engage in the full courses but do touch on it here. We have many kids under 2 who didn’t sit for even a moment learn to sit and do the early learner materials for up to 15 minutes!
This is pretty common. Limiting the use of handheld devices and getting new DVDs from the Library or just playing what is naturally on TV or the random option on Netflix may be helpful. Also as you continue to build new language and engage more through your day then children tend to steer away from this
My Son is 5 only makes random sounds such as dadada, nanna, etc. through ABA Therapy he has learned to request his needs with PEC cards, how do I help him to say words if all he does is show me the cards
You will likely want to begin doing some of the table time strategies you will keep learning about in the next 3 days without the pecs to try to build echoic control with his sounds. You will also want to use the one word times 3 strategy when he gives you the card to say the word 3 times as you give him something.
The child I am working with has very limited language skills, and can repeat back 2-3 different words, and 2-3 different sounds intermittently. However, his skills on a AAC device are much more advanced, and he can mand for things that he wants to do much more easily. With this he will mand for things like candy, tv, his water balloons activity, and a lot of other activities that he has on his list. I do not include this when doing the assessment, but how should I take this into consideration?
You can write that as mands, but put a star beside the aac mands vs vocal mands. Using the one word times 3 strategy when they do mand with the aac device or as you learn more trying to get some of these words or sounds under echoic control will be important!
Hi this might be a challenge to get from him during a ten minute assessment, because he will mand for things throughout a shift. He is not yet able to make the sounds for these words, and right now he intermittently says words like Me wnad wow. I have talked to my BCBA about word shaping, where he does not get exactly thr right sound for a word but something close. Should I try to get a ca sound for candy?
Hi I watched a short video on the rule of three, but I want to mention that my client has a AAC device that requires him to go through a process in that if he wants a lollipop he has to point to` I ` first and then to `want`, and then to `lollipop`, and he s doing well with this right now, so it seems like he would get credit for three words. With other things he can just point to tv on his ipad if he wants to watch tv. Does the idea of giving him credit on three words sound good?
My 4 year old scored lower than I thought he would. So trying to not panic here! But some questions I have are if he is past the pop out words; does the pictures to help relate those words matter?
I am very confident my son is ADHD along with ASD, I don’t know how to get him to want to sit! What do I do to make that a good thing?
How do you encourage social play? Sometimes he seems interested in kids and other times not so much.
I am a very guilty parent of hanging over a tablet and he wants it everyday. How do I get him to not want the tablet? He is playing games and watching PBS shows so I justified it being not bad, but he is definitely stimming with it.
If he had pop out words, that’s great! We will use pictures and the shoebox program as you learn more to get those pop out words more consistent. Many kids don’t want to sit at the beginning. We want to have 3-5 reinforcers and to make all the good things at the table and it to be less fun away from the table. try not to work on anything the first few table sessions to make it fun. Also, keep sessions short!
For social play, keep pairing the kids with reinforcement and make them fun vs. a threat of taking his toy or a demand to share. Try to set up games he may enjoy and understand to get the other kids involved.
For tablet time, you likely want to set some boundaries around times he gets it and times where it isn’t an option. continuing to keep him highly engaged with language activities and table time through the day.
Once you finish this mini-course, the full course when you are able to take it will help more with all the things you just asked as well.
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29 thoughts on “5 Days to More Talking – Day 2”
I really love how the digital assessment gave me the clues to make a plan. I was able to see my child’s strengths and needs and plan in an easy way my goals and what things were the most important for my child to focus on.
This is so great to read! I love how you dove in and took action!
What should be number of goal we should sets for 2y5month old?
It depends! We want to look at the needs of the child and prioritize at least a few to get started. you may want to reduce or add depending how the child is progressing.
Hello, Dr. Barbera,
Is there any way to rewind or move forward in the videos?
Thank you.
Hello! Thank you for letting us know. This is now fixed and you should be able to move forward and back on the videos now.
I love how easy it was to make the plan!
I am still working on taking the digital assessment. Looking forward on activities that I can use
Great work! As you watch through you will get some activities. The assessment and plan is really important.
I completed the online assessment BUT even though I got to the page that said the results were available, when I clicked continue, nothing happened. So I don’t know what my child’s baseline is as I don’t have the scores.
Sorry for the incovenience, this does happen sometimes. Please email us at [email protected] Attn: Rachel and we will help you get it fixed!
I am honestly confused about how to make the plan. Yes, you gave an example how you made a plan but I was expecting to see an explanation of how to actually create the plan.
As you keep watching through the days, you will be able to add to your plan to make it more customized and we will get into how to teach the things that are in your needs area of the plan.
Will this class show activities to do with a child under 2 who has trouble sitting down for a long period of time?
yes! The activities shown will be able to be done with 2 year old. We dive deeper into how to get them to sit at the table to engage in the full courses but do touch on it here. We have many kids under 2 who didn’t sit for even a moment learn to sit and do the early learner materials for up to 15 minutes!
what do you do if the child wants to watch the same tv shows over and over again?
This is pretty common. Limiting the use of handheld devices and getting new DVDs from the Library or just playing what is naturally on TV or the random option on Netflix may be helpful. Also as you continue to build new language and engage more through your day then children tend to steer away from this
My Son is 5 only makes random sounds such as dadada, nanna, etc. through ABA Therapy he has learned to request his needs with PEC cards, how do I help him to say words if all he does is show me the cards
You will likely want to begin doing some of the table time strategies you will keep learning about in the next 3 days without the pecs to try to build echoic control with his sounds. You will also want to use the one word times 3 strategy when he gives you the card to say the word 3 times as you give him something.
The child I am working with has very limited language skills, and can repeat back 2-3 different words, and 2-3 different sounds intermittently. However, his skills on a AAC device are much more advanced, and he can mand for things that he wants to do much more easily. With this he will mand for things like candy, tv, his water balloons activity, and a lot of other activities that he has on his list. I do not include this when doing the assessment, but how should I take this into consideration?
You can write that as mands, but put a star beside the aac mands vs vocal mands. Using the one word times 3 strategy when they do mand with the aac device or as you learn more trying to get some of these words or sounds under echoic control will be important!
Hi this might be a challenge to get from him during a ten minute assessment, because he will mand for things throughout a shift. He is not yet able to make the sounds for these words, and right now he intermittently says words like Me wnad wow. I have talked to my BCBA about word shaping, where he does not get exactly thr right sound for a word but something close. Should I try to get a ca sound for candy?
Hi I watched a short video on the rule of three, but I want to mention that my client has a AAC device that requires him to go through a process in that if he wants a lollipop he has to point to` I ` first and then to `want`, and then to `lollipop`, and he s doing well with this right now, so it seems like he would get credit for three words. With other things he can just point to tv on his ipad if he wants to watch tv. Does the idea of giving him credit on three words sound good?
Hi I seem to be running into a technical issue in that I cannot get the day 3 video to start. Its grayed out.
Hi I just posted and I should add that day 1 and 2 were finished.
My 4 year old scored lower than I thought he would. So trying to not panic here! But some questions I have are if he is past the pop out words; does the pictures to help relate those words matter?
I am very confident my son is ADHD along with ASD, I don’t know how to get him to want to sit! What do I do to make that a good thing?
How do you encourage social play? Sometimes he seems interested in kids and other times not so much.
I am a very guilty parent of hanging over a tablet and he wants it everyday. How do I get him to not want the tablet? He is playing games and watching PBS shows so I justified it being not bad, but he is definitely stimming with it.
If he had pop out words, that’s great! We will use pictures and the shoebox program as you learn more to get those pop out words more consistent. Many kids don’t want to sit at the beginning. We want to have 3-5 reinforcers and to make all the good things at the table and it to be less fun away from the table. try not to work on anything the first few table sessions to make it fun. Also, keep sessions short!
For social play, keep pairing the kids with reinforcement and make them fun vs. a threat of taking his toy or a demand to share. Try to set up games he may enjoy and understand to get the other kids involved.
For tablet time, you likely want to set some boundaries around times he gets it and times where it isn’t an option. continuing to keep him highly engaged with language activities and table time through the day.
Once you finish this mini-course, the full course when you are able to take it will help more with all the things you just asked as well.
I can’t find the Facebook page where I can post things after I’ve done them
Hello,
There is no need to post the homework as it is for you. Do you have questions related to the homework you did?