Tag Archives: receptive language

Free Printable Interractive Book – Bath Time

Since I’m taking a PROMPT-induced hiatus from working on articulation with Noah, I finally have the time to make some of the materials I’ve been creating in my head. One of the things we want to make sure Noah (6 with Down syndrome) is always moving forward on is receptive language, in other words, vocabulary.

One of the skills children start to work on in kindergarten is analogies, which require an understanding between the relationships of objects. For example, bathe is to bathtub as sleep is to bed.

Here’s a free DIY PEC Book – Bath Routine that uses PECs to complete the following sentences:
I take a bath in a (bathtub).
I wash my hair with (shampoo).
I wash my body with (soap).
The bathtub is filled with (water).
I dry off with a (towel).

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You’ll find in addition to the story pages and the PECs, I have also included word-only flashcards to accompany the PECs. If you are using See and Learn, Reading Language Intensive (Sue Buckley), Patricia Oelwein’s methodology as set out in Teaching Reading to Children With Down Syndrome or another reading program that uses matching, you’ll be able to use the materials in this download using those techniques.  Make two copies of the PEC/flashcard page, and  you can use those cards to create a memory (concentration) game or to practice matching picture to picture, picture to word and word to word.

We store these stories by putting each page in a page protector and then putting them in a binder.
The bottom of the inside of the back cover of the binder has a strip of Velcro (hook side) that I lay out all the PECs on, and Noah picks the correct PEC to put in the empty box on the story page we are working on. (You’ll have to put a Velcro loop dot on the back of each PEC and a Velcro hook dot in the middle of each empty box.)

Our kiddos are so used to going with the flow, it’s easy for us to assume they have basic bath time vocabulary, but in doing this activity with Noah, I found he needed some help.   If your child doesn’t quite grasp this on the first go-round, quietly point to the correct card as you work through the book.  By the second or third go-round, they will probably be able to do it without any help at all.

Don’t forget to learn the sign language for these words.  Once you know the signs, you’ll be able to practice them over and over again as bath time seems to keep popping up.  www.lifeprint.com and www.aslpro.com are great sources for free ASL video and pictorial dictionaries.

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PROMPT Therapy – Session 1

Yesterday was Noah’s first PROMPT therapy session with Marcus.

He says I have to stop EVERYTHING as far as working with Noah on articulation.

At this point, Noah can’t even say ah without putting a T on the end of it – it’s the only way he knows how to make his jaw come back up.

Marcus is all about going back and training and retraining Noah’s oral motor patterns so that he can form sounds correctly rather than using the compensatory movements so common for kids with Down syndrome.

In traditional speech therapy, we look for Noah to make sounds any way he can.

In PROMPT, it’s the correct formation or none at all. And at this point, it seems it would be better for Noah to not make the sound at all rather than making it incorrectly, since we’re all about creating correct motor patterns.

This is totally against my nature – I’m a go getter and I like attacking projects head on when it comes to helping my courageous kiddo speak. It just feels wrong not to capitalize on each and every noise Noah is able to make.

But I have to be honest and say that going the traditional route has not produced the progress towards speech that I had hoped to see.

So Marcus says I need to focus my energies on language, not speech, for now at home. I’m allowed to put pressure on Noah’s jaw and try to get ahhhh sounds from him without letting him jut his jaw forward (jaw sliding is the “technical term.” The jaw slide is a developmental delay that is interfering with Noah’s ability to coordinate the correct movements with his mouth. Our job (mostly Marcus’) is to train Noah’s mouth to make the correct movements to provide the framework for the sounds.

All I get to do is the ahhhhh?

Talk about backtracking!

AHHHHHHHHHHHHH! (As in AGHHHHHH – this is going to be torture.)

So we track the progress, and I give it at least three months before I re-evaluate.

Looks like we’ll be working on a lot of receptive language concepts, and doing a LOT of praying!

Anybody have any experience with PROMPT therapy? Give me a little hope to hold on to. I am quite convinced, if PROMPT therapy is going to work at all, we are with the right guy for the job.

Good-Night Moon Activities – Sequencing With PECs (Cards)

Good-night Moon has got to be the number one bestseller for toddlers.   Mom – wasn’t this one of the books you would read over and over to Caleb (30+ years ago). 

It is also an excellent book to build home-based receptive vocabulary and to use as an as-you-go story board with.  Another concept we were able to cover was the difference between day and night. 

Here are free printable PECs (cards) to use as a file folder sequencing story board.  For www.mrsriley.com members, the editable file is here:

(For nonmembers, visit www.mrsriley.com for a free 24-hour trial membership)

http://mrsriley.com/app/#fileID=52999.

If you prefer a free printable PDF, you can get that here without a membership:

Goodnight Moon PECS for Sequencing

Directions:

  1. Print, laminate and cut Goodnight Moon PECS for Sequencing.  Put Velcro loop dots on the middle of the back of each card.
  2. Take two file folders, open them, and label one “day” and one “night.”  Add the appropriate number of Velcro hook strips according to the pictures above.
  3. Add a sun to the day label and a moon to the night label.  (Later, in step 5, As you do the activity, make sure to point out in the beginning that all this is happening during the day when the sun is out.  When the book comes to the good-night portion and the PECs are being moved over to the night folder, talk about now it is night and the moon is out.)
  4. Attach all PECs to the bottom portion of the day folder.
  1. As you read Goodnight Moon to your child, allow him to find each object mentioned and apply it to the top of the day folder in a left-to-right, top-to-bottom progression.
  2. When you reach the middle of the book where the good-nights start, have your child transfer the matching PEC from the day folder over to the night folder, again in a left-to-right, top-to-bottom progression.

There are a LOT of vocabulary words in Goodnight Moon, so especially to begin with, you may want to do this with just five or ten of the PECs and gradually build up to all of them. 

I have found the sequencing boards to really hold Noah’s interest and keep him focused on the book at hand, so I hope you’ll find them equally useful. 

Blessings,

Alyson