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deborah.chen@csun.edu
11/12/2016 6:19 AM
Another great resource attached
Partnership in the Promotion of Communication in Infants and Toddlers project staff. (March,
2009). Strategies for promoting communication and language of infants and toddlers. Model
Demonstration for Promoting Language and Literacy Readiness in Early Childhood, Juniper Gardens Children’s Project, University of Kansas.
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Thank you so much for sharing this pdf as well the Intentional Teaching pdf! It is so helpful to see a guide that lists ways to support and plan for intervention strategies for students with complex communication needs.
kmcsherry - 10/18/2017
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This looks like some really solid basics with lots of good ideas. Nice it is free.
Dr. Samuel Sennott - 11/16/2016
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She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
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Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
