Expressing self but following through

[Tracey Thompson]

Ok. My 6 year old is a beginner. He is using an iPad with
Proloquo2go. He is doing pretty good. Mands are successful and we
have just introduced 2 step Mands (ie.." I want" "chips") he also is
doing well with choices and he is beginning to get a handle on
Navigating.

At school, he has started scratching his teacher when it is time to
have some on-on-one table/work time. He is communicating his desire
not to work through the scratching. The teacher has maneuvered
herself so he can not scratch her but he still tries. He does stop
and they get to work.

I just feel that he needs to start learning how to appropriately
communicate his frustrations. I thought that maybe an icon that says
"no" or "I don't want to" may be helpful but how do you teach him the
appropriate way to communicate his frustration without removing the
task he needs to follow through with?

Any suggestions?

Tracey

[Robin Wisner]

I'm wondering why the scratching.  does the teacher wear annoying perfume?    have bad breath?  or is it the activities themselves?

 

rather than programming "I dont want to" and then having him get frustrated that he's not allowed to NOT do the activity, what if the teacher had choices for him to make so he got to pick an activity that he liked(or at least didn't hate as much as another activity)?  The teacher should be able to come up with several activities that target the same skill.   Then, the goal on his device would be "I want that one."  or "I like that". 

 

here's an example: goal- to indentify colors:

 

 activity 1. choose a color in the device, and then glue a circle of that color of tissue paper on onion skin paper or tracing paper to make a "stained glass window" to hang in the classroom.

Activity 2: food rainbow.  Choose a food item on the device, tell what color it is, then glue/tape it on the corresponding place on the food rainbow.

activity 3: name jelly beans(or other colored candy) using the device.  either eat them right then, or use them to decorate a sugar cookie to take home or be part of the classroom snack/lunch.

 

Also notice that in all of these activities, naming a color makes sense within the context of the activity.  for many of our kids, being asked to name colors on flashcards simply doesn't make sense.  "why should I tell you what color that is again today?  who really cares?  get away from me!!"

 

An example of classroom activity that doesn't make sense is an activity in which the goal is to learn to bag groceries.  The teacher says "give me the paper bag".  the student gives it to the teacher, who sets it down in exactly the same place it was, then says "give me the plastic bag".

 

  I dont' know about you, but it wouldn't take me too many repeats of this to go nuts!! if you really are teaching the student to bag groceries, then let them put something in the bag.  or have the teacher model what the end goal is.  Dont ask for a bag if you really don't need it.

 

I hope this helps. Tracy. 

From: Tracey Thompson <traceylyn...@gmail.com>
To: AAC Parents <aacpa...@googlegroups.com>
Sent: Wednesday, March 14, 2012 3:57 PM
Subject: Expressing self but following through

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[Christine Kramlich]

The way you do that is by respecting the "no".  If he says "no" or "I don't want that" or "I need a break"...then you do that, but set a timer for a short period of time.  Then, he does get to escape which is what he wanted, but only for a limited period of time.  Kids need to learn that no means no and that their voice has power.  After he gets this message, then you can start teaching him that sometimes even though he says no, that doesn't mean he always gets what he wants...but this comes later.
Christine Kramlich

Tracey

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[Macie Hay]

who is this?