Every Student

EXS1 - Questioning - Concrete Symbolic

Teaching Strategies

Attribute meaning »
Contingent responding »
Incidental teaching »
Prompting »
Blocking access »

 

Teaching Opportunities

Morning circle
KLA sessions
Leisure time
Meal times

 

Teaching Resources

PCS
Favoured items
Food items
Communication partner
Prompter
PECS Program (Bondy & Frost 2002)
Communication folder

 

Levels Of Support

Full Physical Assistance (FP) »
Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »

 

Programming Proforma

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Assessment Strategies

Observation»
Analysis»

 

Assessment Record

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Syllabus Outcomes and Content
Syllabus Outcomes

Early Stage 1 Outcomes (2012)

ENe-1A A student recognises different methods of communication

ENE-4A A student demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies

ENe-6B A student recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language

ENe-7B A student recognises some different purposes for writing and that own texts differ in various ways

ENe-8B A student demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter

ENe-11D A student responds to and composes simple texts about familiar aspects of the world and their own experiences

 

Life Skills 7-10 Outcomes (2012)

ENLS-2A A student communicates for a variety of purposes, audiences and contexts

ENLS-4A
A student views and responds to a range of visual texts, media and  multimedia

ENLS-5A A student recognises and uses visual texts media and multimedia for a variety of purposes, audiences and contexts

ENLS-8A
A student writes short texts foreveryday purposes

ENLS-14D
A student explores how the use of language affects personal roles and relationships with others

ENLS-15D
A student responds to and composes texts that explore personal, social and world issues

ENLS-17E
A student uses individual and collaborative skills in the learning process


 

HSC Life Skills 11-12 Outcomes (2007)

HSC LS1.1 Gives attention to another person, an object or an event in their environment

HSC LS1.3 Makes requests to satisfy needs and wants and to obtain services or assistance

HSC LS1.4 Lets others know that they approve or disapprove of actions and accept or reject objects, services or assistance appropriately

HSC LS1.5 Makes choices and expresses preferences, emotions and feelings

HSC LS1.6 Gives information, comments, asks questions spontaneously or on request

HSC LS2.2 Expresses agreement or disagreement and expresses pleasure or disappointment

HSC LS2.4 Answers questions and gives explanations

HSC LS2.7 Makes requests for services, information or assistance

HSC LS6.1 Recognises familiar objects and images when presented in a range of formats so as to make choices and communicate needs
Syllabus Content

Early Stage 1 (ENe) Content 

 Students:

-communicate appropriately and effectively within the classroom using agreed conventions 1A

-identify the difference between a question and a statement  6B

 

 

Life Skills (ENLS) Content 

 Students:

-contribute to class discussions using a range of skills, including turn-taking, questioning, rephrasing for clarification  2A

-communicate with peers and adults in an appropriate manner 2A

-use appropriate interaction skills across a range of contexts 2A

-ask questions to assist learning 17E

HSC Life Skills (LS) Content 

 Students:

-stand or position themselves appropriately to indicate giving attention to another person 1.1

-ask questions of known people appropriately using communication devices or speech 1.6

English Learning Continuum Content

Identifies a communication partner

Makes approximations to ask questions in an appropriate context

Identifies a communication partner

Block access to favoured items to encourage students to identify a communication partner. The communication partner should strategically place themselves, in terms of distance and/or ability to be seen, based upon the student’s level of need. Respond immediately to the student upon any clear attempt to communicate directly with the communication partner by providing access to the item.

 

Makes approximations to ask questions

Hold a motivating item in front of the student with the corresponding symbol on the table within their reach. Provide the least amount of support for the student to pick the symbol up off the table and hand it to the communication partner in exchange for the item. Attribute meaning to the student’s question by saying, “SN is asking for the ……..” and immediately respond to it by answering “Yes SN, you can have the……..” whilst handing it over to the student.

 

 

Commercially available programs such as PECS ™ can be used to explicitly teach questioning. It is important to ensure correct use of the PECS™ method (2002, Frost & Bondy).

 

At mealtimes, offer the student a choice of two food items such as chips and yoghurt. Wait for the student to point, reach for or indicate their preference in any other way. Attribute meaning to the student’s question by saying, “SN is asking for chips” and immediately respond to it by answering “Yes SN, you can have the chips!” whilst handing them to the student.

 

 

 

 

 

 

 

Key Assessment Points


 


  • The level of prompting required for the student to complete a task should always be recorded.
  • Observation could occur throughout the school day in a variety of activities when assessing these skills.
  • Skill checklists/rubrics could be used to assess some of these skills.

 

 

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