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Robyn
5/2/2017 6:52 PM
I have a student who will use her device at school with prompting, but not at home. She tries to throw it away at home. They would like her to use it there. Does anyone have any suggestions?
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A complication is that she lives in a group home so we would be relying on whoever is working in the home that day. I don't know what kind of training they have. She uses gestures and some single words at home.
Robyn - 5/9/2017
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I love the suggestions so far, but I want to back up a little and ask if you know why she's throwing it at home. Is it because she has a preferred method of communication with her family already? Is it because it's a change that she doesn't like? Is it because it interferes with the flow of her communication?
Also, does she only use it with prompting at school? If so, it may be that she doesn't yet understand (or buy into) it's communicative function. It may be that some additional educational strategies at school are in order.
And don't foreget, everyone who can should model the use of her device. If mom and brother and teacher are using it, she'll be more likely to use it too.
gaylbowser@gmail.com - 5/6/2017
0 likes0 repliesMaybe she could use her device at home to request high interest items, like a favorite TV show or favorite food or activity? The family could demonstrate using the device to request these high-interest items/activities and withhold them if she does not use her device to request them or if she throws her device. It may also be helpful to have family members come into school and so she can help generalize using it in school to using it at home.
aallen - 5/4/2017
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Robyn, Communication too is all about partners, of course. Consider asking the family to write out her routine and schedule at home. Ask them to think about the fun or playful things that the child likes to do and brainstorm ways that the device can be incorporated into those exchanges. We all have our topics that we like to talk about and highly preferred activities. My thinking is that the child needs to associate the device as a tool that helps her engage in those preferred activities, topics and with preferred people. She may be associating the device with "work time" or something I do when I'm at school. Home is a chill out place. So maybe if she sees home as a place where she doesn't want to work, she's throwing the device away to say: "I'm not working now!"
Also if she has siblings or cousins, include them on thinking of ways to encourage the device use in natural ways. Hope this helps!
Amy Parker - 5/4/2017
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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
