Inadequate Portions

Out of Reach

Placing some desirable ma­terials within view but out of reach will prompt chil­dren to make requests in order to secure the materials. Materials may be placed on the shelves, in clear plastic bins, or simply across the table during a group activity to increase the likelihood that the children will request access to them either verbally or nonverbally. These requests create opportunities for language teaching, since when children request a specific material they are also specifying their reinforcers. Thus, a teacher who prompts language and provides the requested material contingent on the child's response effectively rein­forces that response. The effectiveness of this strategy can be enhanced by showing the children materials, naming the materials, and then waiting atten­tively for the children to make requests. During snack time or before a cooking activity, a teacher can prompt children to make requests by placing the cooking materials across the table from them. Children with severe disabilities might gain access to these materials by pointing or eye gazing, whereas more skilled children might be encouraged to use signs, words, or even complete sen­tences. Teachers must be careful not to frustrate students by placing too many communicative demands on them. A balance of requesting materials and playing independently is important in every activity.

Providing small or inade­quate portions of preferred materials such as blocks, crayons, or crackers is another way to arrange the environment to pro­mote communication. During an activity the children enjoy, an adult can control the amount of materials avail­able so that the children have only some of the parts that are needed to complete the activity. When the children use the materials initially provided, they are likely to request more. Providing inade­quate portions of an interesting and de­sirable material creates a situation in which children are encouraged by the arrangement of the physical environ­ment to communicate their needs for additional materials. For example, dur­ing snack time, an adult can encourage requests by presenting small servings of juice or pieces of a cookie rather than a whole cookie. A child who enjoys watching the teacher blow bubbles can be encouraged to make requests if the teacher blows one or two bubbles and then waits for the child to request more. When children initiate language with requests for more, the teacher has the opportunity to model and prompt more elaborate language as well as to provide functional consequences for the children's communicative attempts. For example:

Teacher: (Blows two bubbles and stops.)

Child: "More"

Teacher: "Blow more bubbles?"

Child: "Blow more."

Teacher: (Blows more bubbles)

Дата добавления: 2014-12-29