Objective:
The
student requests present and non-present items using a multi-word phrase by
going to the book, picking up a picture/symbol of “I want”, putting it on a
sentence strip, picking out the picture of what is wanted, putting it on the
sentence strip, removing the strip from the communication book, approaching the
communicative partner, and giving the sentence strip to him/her.
By the end of this phase, the student typically has 20 – 50 pictures in
the communication book (or board) and is communication with a variety of
partners.
|
create
a sentence strip out of cardboard (laminate and add Velcro) and with Velcro,
attach to the communication binder |
|
create
a picture for “I want” |
|
it
is helpful for some children to use colour-coding for teaching sentence
structure; a widely used colour-coding format is known as “Fitzgerald
Key” |
Notes:
|
no
verbal prompts are used during this phase |
|
continue
periodic “correspondence checks” |
|
continue
to use during a variety of activities and with a variety of partners |
Training
Procedure:
|
attach
the “I want” picture to the far left of the sentence strip |
|
the
student should be guided to place the picture of the desired item next to
the “I want” picture |
|
the
student then gives you the sentence strip |
|
as
the student is giving you the strip, you should verbalize the request by
saying “I want __________” or tell the student “You told me…I
want______” (pause as if expecting the student to repeat or fill in the
blank) |
|
once
the student consistently does this, move the “I want” picture to the top
left hand corner of the board/page |
|
when
the student wants something, guide him/her to the “I want” picture, help
him/her to place it on the left side of the sentence strip and then help the
student to place the picture of the desired item next to it |
|
continue
doing this until the student can complete these steps independently |
|
start
placing desired items out of sight |
