Comments on: Convert the bane of a typical autistic behavior into therapy: http://nannymama.com/convert-the-bane-of-a-typical-autistic-behavior-into-therapy/ Your source for Child Care and Parenting Support Fri, 20 Apr 2012 01:26:42 +0000 hourly 1 http://wordpress.org/?v=3.3.2 By: Kate Bartlein, VB Therapist (Future SLP) http://nannymama.com/convert-the-bane-of-a-typical-autistic-behavior-into-therapy/comment-page-1/#comment-92 Kate Bartlein, VB Therapist (Future SLP) Thu, 28 Jan 2010 02:09:28 +0000 http://nannymama.com/?p=379#comment-92 I agree with you completely Emerson! On the night that I wrote that I had spent the day with a little guy that was taught the word "GO" as part of the phrase 'Ready, set...." Problem is, he now uses 'go' for everything. And it can be confusing for his parents and therapists when he comes up to them and says "GO!" and we have no clue what he wants. He could mean tickle, movie, food, water, hug, kiss, singing a song, getting thrown in the air because these are all things that he has been allowed to use the word 'go' for. I was writing because it has been really hard to teach him after a year of only saying GO that objects/actions have other words. I was hoping to show how important it is to be as descriptive as possible when teaching a child how to ask for something new. Creativity is important- but I always encourage people to pick words that wont be confused for something else (GO, MORE, etc). I think words like RUN and OUT are perfect because it is describing something specific, a specific action. When your son says RUN you probably dont think to yourself "hmm I wonder if he means COOKIE or TICKLE or MOVIE" I apologize if I made it seem like parents and therapists should only teach nouns, I am totally of the belief that every kid is more than capable of learning- it is up to us to figure out what will work for that kid, what will make thinks click for a particular child. Again, I so enjoyed your article. I love that you are promoting the message of teaching using a child's interests! Teaching can take place anywhere, anytime- as you said, just use your imagination! I agree with you completely Emerson! On the night that I wrote that I had spent the day with a little guy that was taught the word “GO” as part of the phrase ‘Ready, set….” Problem is, he now uses ‘go’ for everything. And it can be confusing for his parents and therapists when he comes up to them and says “GO!” and we have no clue what he wants. He could mean tickle, movie, food, water, hug, kiss, singing a song, getting thrown in the air because these are all things that he has been allowed to use the word ‘go’ for.
I was writing because it has been really hard to teach him after a year of only saying GO that objects/actions have other words.
I was hoping to show how important it is to be as descriptive as possible when teaching a child how to ask for something new. Creativity is important- but I always encourage people to pick words that wont be confused for something else (GO, MORE, etc). I think words like RUN and OUT are perfect because it is describing something specific, a specific action. When your son says RUN you probably dont think to yourself “hmm I wonder if he means COOKIE or TICKLE or MOVIE”
I apologize if I made it seem like parents and therapists should only teach nouns, I am totally of the belief that every kid is more than capable of learning- it is up to us to figure out what will work for that kid, what will make thinks click for a particular child.
Again, I so enjoyed your article. I love that you are promoting the message of teaching using a child’s interests! Teaching can take place anywhere, anytime- as you said, just use your imagination!

]]> By: Emerson Donnell http://nannymama.com/convert-the-bane-of-a-typical-autistic-behavior-into-therapy/comment-page-1/#comment-90 Emerson Donnell Mon, 25 Jan 2010 01:47:31 +0000 http://nannymama.com/?p=379#comment-90 Dear Kate: Thanks for additional advice. I definitely look to label when ever given the opportunity and also agree is it's a concrete item then label. As in my son's case, he only loved to run. Using verbs really opened the door in his case. He responded to "run, go and his first word was "out." as I kept repeating it as he pointed out the window. Fine tuning each incident is omnipotent. It's good to hear from a therapist with such good insights. As parents and therapists, I've seen so many incidents where they get caught up in "the program" and do not keep their own ears and eyes open to the things that would help them connect and get these children to the next level. I'm simply trying to help change a little perspective for people to realize opportunities for therapy can be fun and found in the most unexpected places, so just pull the child away when there's something they go for. Instead, take note and use you imagination. It's usually these times that the child and parent can get the most out it! Dear Kate: Thanks for additional advice. I definitely look to label when ever given the opportunity and also agree is it’s a concrete item then label. As in my son’s case, he only loved to run. Using verbs really opened the door in his case. He responded to “run, go and his first word was “out.” as I kept repeating it as he pointed out the window.
Fine tuning each incident is omnipotent. It’s good to hear from a therapist with such good insights. As parents and therapists, I’ve seen so many incidents where they get caught up in “the program” and do not keep their own ears and eyes open to the things that would help them connect and get these children to the next level. I’m simply trying to help change a little perspective for people to realize opportunities for therapy can be fun and found in the most unexpected places, so just pull the child away when there’s something they go for. Instead, take note and use you imagination. It’s usually these times that the child and parent can get the most out it!

]]> By: Kate Bartlein, VB Therapist (Future SLP) http://nannymama.com/convert-the-bane-of-a-typical-autistic-behavior-into-therapy/comment-page-1/#comment-89 Kate Bartlein, VB Therapist (Future SLP) Sat, 23 Jan 2010 00:41:55 +0000 http://nannymama.com/?p=379#comment-89 I enjoyed this article and loved the focus on following the child's interests. I have seen first-hand how important it is to teach a child using materials he finds interesting. The best engagement comes from pleasure. One suggestion- instead of prompting a child to say "Go" to get to play with the door, I would prompt the word "Door" (with spoken word, or sign, PECs, etc.). I would do this because it is a concrete item the child wants- he wants to play with the door. This way you have an opportunity to teach other skills ( 'Find the door', 'open door', 'close door', 'What is it?- Door). Just prompting GO before the child even reaches the door kind of ends the chance for further language. Consider: Child is at the table with therapist. He attempts to get to the door, therapist gently blocks him and enthusiastic prompts "DOOR". After a few attempts the child utters "Do" they run to the door together. At the door, the therapist can involve herself in the activity by being the one who controls the movement of the door. She can prompt the child to ask for OPEN, CLOSE, and even GO. As skills grow then the therapist can require more... having the child label the door, and putting words together. I always try to teach concrete words first, because as skills emerge then you can add the extra words... down the road the child can ask for 'go to door' I enjoyed this article and loved the focus on following the child’s interests. I have seen first-hand how important it is to teach a child using materials he finds interesting. The best engagement comes from pleasure.

One suggestion- instead of prompting a child to say “Go” to get to play with the door, I would prompt the word “Door” (with spoken word, or sign, PECs, etc.). I would do this because it is a concrete item the child wants- he wants to play with the door. This way you have an opportunity to teach other skills ( ‘Find the door’, ‘open door’, ‘close door’, ‘What is it?- Door). Just prompting GO before the child even reaches the door kind of ends the chance for further language.

Consider: Child is at the table with therapist. He attempts to get to the door, therapist gently blocks him and enthusiastic prompts “DOOR”. After a few attempts the child utters “Do” they run to the door together. At the door, the therapist can involve herself in the activity by being the one who controls the movement of the door. She can prompt the child to ask for OPEN, CLOSE, and even GO. As skills grow then the therapist can require more… having the child label the door, and putting words together.

I always try to teach concrete words first, because as skills emerge then you can add the extra words… down the road the child can ask for ‘go to door’

]]> By: Judith Toma, Angel Therapist /Medium http://nannymama.com/convert-the-bane-of-a-typical-autistic-behavior-into-therapy/comment-page-1/#comment-71 Judith Toma, Angel Therapist /Medium Tue, 05 Jan 2010 03:55:18 +0000 http://nannymama.com/?p=379#comment-71 I think there are so many desperate parents out who are dealing with some of these same issues . To have found a method that has been researched and proven , I'm sure gives these parents a sigh of relief and hope a sunny new day is possible . Barbara at Nanny Mama has shed a new light on subjects like Autism and rest assured she will be bringing more topics to guide and help the parents and their Nanny's raise children with love and knowledge. I think there are so many desperate parents out who are dealing with some of these same issues . To have found a method that has been researched and proven , I’m sure gives these parents a sigh of relief and hope a sunny new day is possible .
Barbara at Nanny Mama has shed a new light on subjects like Autism and rest assured she will be bringing more topics to guide and help the parents and their Nanny’s raise children with love and knowledge.

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