Help students develop expressive language skills through the use of opposites and adjectives with these flashcards and puzzle sets! This week, you can also take 15% off any of these four great sets. Just apply promo code OPPADJ at check-out!
Adjectives: Opposites present both the concepts of adjectives and opposites, making this a truly useful and versatile set. These are the right adjectives to teach the young learner new language concepts. The set of 46 photo cards include: front, back, young, old, big, little, cold, hot, clean, dirty, few, many, near, far, tall, short, and more!
Opposites Language Cards teach 10 different pairs of common opposites, including together/apart, dirty/clean, open/closed, thick/thin, and more. Each opposite is presented in a clear, non-distracting way in two different contexts to aid in generalization skills and help children understand different situations.
Opposites Fun-to-Know® Puzzle contains 48 puzzle pieces to create 24 different pairs of opposites and help teach cognitive skills and build word recognition. Each puzzle is self-checking.
Adjectives ColorCards contain beautifully clear large-format cards that illustrate a variety of adjectives in a side-by-side comparison. he concepts and vocabulary relate to common experiences and have been selected for use with a wide range of students with varying language abilities. There are multiple examples of each Adjective for generalization exercises. Each of the 48 cards measure 5 ¾” x 8 ¼”.
View the entire sale here.
*Offer expires on April 5, 2016 at 11:59pm EST. Not compatible with any other promotions or on past purchases. Be sure there are no spaces or dashes in your code OPPADJ at check-out! Call (800) 853-1057 with any questions.
When I look back on my own childhood, I think of several behaviors I exhibited: in third grade I cut my own hair while my teacher’s back was turned, in fourth grade I got mad at my brother and threw an alarm clock at him, and in seventh grade I loved Agatha Christie books so much that I frequently refused to go outside and sat in my room reading by myself for hours on end. If I had autism, any one of these behaviors may have been pathologized instead of being considered as just a part of growing up.
Time-out is often a hotly-debated topic. Is it too punishing? Where should it take place? How long should it last? There are not easy answers to many of these questions. But there are some evidence-based suggestions that may improve a time out procedure should you decide to use one.
Teaching Kids of All Ages to Ask Questions
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For many individuals with autism, routine appointments such as medical, dental and haircuts can be extremely difficult to tolerate. There are many factors that may contribute to this intolerance such as novel environments, novel adults, novel or aversive sounds, bright lights, foreign tastes, painful sensations, sitting for long periods of time and physical touch. As a result, many children with autism display noncompliant or avoidant behavior in response to these stimuli or events. Fortunately, there is a growing body of research published in peer-reviewed journals describing effective strategies to target dental toleration. Several different behavior interventions and programs have been used to increase an individual’s tolerance or proximity to an avoided stimulus or event, such as a dental exam. For example, the use of escape and reward contingent on cooperative dental behavior was shown to be effective for some individuals (Allen & Stokes, 1987; Allen, Loiben, Aleen, & Stanley, 1992). Non-contingent escape, in which the child was given periodic breaks during the dental exam, was also effective in decreasing disruptive behavior (O’Callaghan, Allen, Powell, & Salama, 2006). Other strategies such as using distraction and rewards (Stark et al., 1989), providing opportunities for the individuals to participate in the dental exam (Conyers et al., 2004), and employing systematic desensitization procedures (Altabet, 2002) have been shown to be effective. Most recently, Cuvo, Godard, Huckfeldt, and Demattei (2010) used a combination of interventions including, priming DVD, escape extinction, stimulus fading, distracting stimuli, etc. The board certified behavior analyst overseeing your daughter’s program is likely familiar with these procedures.
If I were to ask you right now, what types of activities does your learner like to do, and what types of activities is your learner resistant to, you’d probably be able to respond pretty quickly to both questions. For instance, you might say, my son loves to practice addition facts, but he is resistant to working on spelling homework. Or you might say, my student enjoys passing out papers in class, but is resistant to lining up with the rest of the class when it’s time to go to lunch.
