[ Post a Response | AAC, Special Education, and Inclusion ]
Posted by Becky
on 7/20/2011, 4:31 pm
149.5.40.38
I am working with a 10 year old who has agenisis of the corpus callosum. He presents with autistic type features i.e. complex sensory issues and some echolaia.
He engaged with PECS and mastered phase one. His strenghts are that he can recognise a variety of pictures and even can use a generic symbol to indicate that he wants a variety of objects. e.g: boardmaker picture of a book to indicate he wants a specific book.
We have reached a stalemate on phase two. He is not interested in actively seeking out his PECS book to communicate he wants an item out of reach. He'd rather do without...therefore isn't mastering the "distance and persistance" aspect of phase 2.
I have tried targeting his echolalia to become more context relevant- to see key words and phrases could be elicited to communicate needs, but success has been limited.
I would be grateful if anyone could recommend an approach that may work with this student. I am very frustrated that I haven't managed to set him up with a communication system despite alot of SLT input and supportive classroom staff.
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