A G

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This book is packed with therapy ideas, strategies, and cueing sheets to use in therapy for students in self-contained classrooms. The worksheets are paired with both visual and verbal cueing strategies to train teachers and parents how to increase both the receptive and expressive language skills of the students.

ALSOAVAILABLE

ISBN-10: 0-9770418-9-1

Christine L. Ristuccia, M.S., CCC-SLP

www.SayItRight.org

A Guide for Speech-Language Pathologists (SLPs) W

orking in the Adaptive Setting Intervention Therapy Tools

The Challenges for Speech-Language Pathologists (SLPs) Working with

Students in Self-Contained Classrooms: An Instructional Workbook

©2020 Say It RightTM www.sayitright.org

77

Yes/No Question Hierarchy

Based off Bloom and Lahey expressive language development chart

Contrast yes and no Questions to teach the concept

Rejection and denial-12-18 months -expressive language one-word response

24-30 months in between subject and verb

Level 1 ExistanceIs this a ? Ball

Level 2 Negation-Is this a ball Working on yes/no (objects)

Level 2 Low preference item Working on no (non preferred)

Level 3 Preferred item Working on Yes (preferred)

Level 4 Mixed yes/no questionsWorking on yes and no with family or

familiar people-Is this mom?

Level 5 Yes/no mixed Personal-about you- yes/no

Level 6 What are others doing? About what others are doing

Establish accuracy of skill at each level before moving.

1. Is this a _______? (use real objects and known vocabulary)

Example: Show the student a ball—Ask- is this a ball?

Student answers or indicates: Yes or No

2. Do you want _______? (consequate appropriately- use hi and low

preference items)

Ask – do you want a Cheeto? (if student likes this, it’s a high preference

item)

Ask – do you want a peppermint? (if student dislikes peppermint, it’s a low

preference item)

Give the student whatever they indicate, even if they don’t like it!

3. Is this ______? (mom, dad, familiar people, etc. –can use photos)

Show photo of student’s mother.

Ask – is this mom?

Student answers or indicates Yes or No

Who ? What ? Where ? When ?

wizard

pirate

Shakespeare

carnival

sheriff

5:00 PM

nurse

fireman

Orvilleriding a horse

honking a horn

camera

tree

robot

orange

racing bikes market

farm

Artic

Arizona

earth

on the road

at the fair

Halloween

breakfast

recess

Today

Tomorrow21 22 23

Yesterday

WH? QUESTIONS ...

@20

03 Say It R

ight. A

ll rights reserved

.

WH- ConceptsCue Card # 1

UnderstandingTM

ALSO ATTRIBUTES LEVEL 3

Object 1 Attributes Object 2 Attributes

Similarities

Differences

©2002 Say It Right www.sayitright.org

77

Working on yes and no with family or

familiar people-Is this mom?

Personal-about you- yes/no

About what others are doing

Establish accuracy of skill at each level before moving.

and known vocabularyknown vocabulary)

Example: Show the student a ball—Ask- is this a ball?

Student answers or indicates: Yes or No

consequate appropriatelyconsequate appropriately- use hi and low

Ask – do you want a Cheeto? (if student likes this, it’s a high preference

Ask – do you want a peppermint? (if student dislikes peppermint, it’s a low

Give the student whatever they indicate, even if they don’t like it!

3. Is this ______? (mom, dad, familiar people, etc. –can use photos)

Student answers or indicates Yes or No

The Challenges for Speech-Language Pathologists (SLPs) Working with Students in Self-Contained Classrooms: An Instructional Workbook

©2020 Say It RightTM www.sayitright.org

142

Word BanksWord banks are often used with a choice of answers to choose from 2-3 correct answers with a solid consistent sentence which is also called a closed sentence or carrier phrase in which each of the choice answers could correctly complete the sentence.

Example: Question: What did you have for breakfast?Answer: I ate:

Word BanksVerbal/Visual Cue

Sentence

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

Word Bank Choice of Answers

cereal

donuts

pancakes

Example

The Challenges for Speech-Language Pathologists (SLPs) Working withStudents in Self-Contained Classrooms: An Instructional Workbook©2020 Say It RightTM www.sayitright.org

140

Phonemic CuesA phonemic cue is modeling the first 1st 2nd letter of the word to cue the student as to the word that

you as the SLP are thinking.Example: Lola lives in Pooler. The SLP can model Pooler an have the student repeat the word back after the

speech language pathologist has said it the goal for the phonemic uses that the student responds

using the phonemic you on their own independently. • Where does Arissa live?• P_________________• Pooler

Phonemic CueTechnique Worksheet

Letter of First WordSecond Part of Word

P Pooler

Example

The Challenges for Speech-Language Pathologists (SLPs) Working withStudents in Self-Contained Classrooms: An Instructional Workbook©2020 Say It RightTM www.sayitright.org

140

P Pooler

The Challenges for Speech-Language Pathologists (SLPs) Working with Students in Self-Contained Classrooms: An Instructional Workbook©2020 Say It RightTM www.sayitright.org

89

Wh Question Acquisition Chart

Simple Wh Question Acquisition chartBased on Linguisystems Milestones, Bloom & Lahey and PLS-5 Give child time to respond to a question. Note if child is responding with a gesture, eye gaze or verbal. If child does not respond to question: Is question too hard? Does question need to be rephrased? Was question asked out of context? Does child need a visual cue, verbal or gestural cue?

Simple Questions1. What is this? __________________________________________________

Where is (noun)? ______________________________________________ Who is that? __________________________________________________

2. Or (do you want __________ or __________), Which one do you want? ________________________________________

3. Yes-No (is this a _____________________________________________), Do you want? ________________________________________________ , Can you? __________________________________________________ ?, Do you? _____________________________________________________

4. What _______________________ Where _______________________ or Who _______________________________________ doing (action + ing)

5. Whose (possession – respond with possessive pronoun or ‘s)

6. What do you do with? (function) ___________________________________ ____________________________________________________________

7. What/Who is not (negation) ______________________________________

8. How feel (e.g. happy, sad, mad, scared, rough, smooth)_________________ How taste (sweet, spicy)

9. How many? ___________________________________________________