This chapter provides evidence-based supports for communication, social skills, and for using restricted patterns of interests and activities educationally for students with autism. Supports for receptive language, expressive language, Picture Exchange Communication System (PECS), visual supports, social narratives, and augmentative and…

We taught 2 children with visual impairments to select a coin from an array using tactile cues after hearing its name and then to select a coin after hearing its value. Following the acquisition of these listener (receptive language) skills, we then observed the emergence of speaker (expressive language) skills without direct instruction.…

Studies indicate thoughtfully planned chants integrated with shared book reading help young children remember concepts and vocabulary they hear in literature, capture children's imagination, develop their rhyming acuity, and background knowledge, and increase their sense of story structure, understanding of story sequence, phonological awareness,…

Although the verbal operants that comprise Skinner's account of verbal behavior provide a seemingly complete description of the behavior of the speaker with respect to what is ordinarily called the expression of meanings, it may be shown that the account is intrinsically deficient in describing the receptive behavior of listeners with regard to…

A technique for teaching dialog is outlined that provides considerable preproduction input and acquisition experiences through which students create dialog lines. The technique uses these steps: prenarrative activities, narrative, contextual expansion of new vocabulary, reading input, dialog construction from visual cues, dialog recreation, and…