Re: Re: Re: Re: Re: Re: floor-time approach by greenspan

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Posted By A Son-Rise Message Board Participant on December 07, 1999 at 22:20:11:

In Reply to: Re: Re: Re: Re: Re: floor-time approach by greenspan posted byola on December 06, 1999 at 13:12:31:

Ola,
I had such a similar experience with PECS. Josh was two and said about three words a week, usually up, down, and off. His teacher started teaching him PECS with small peices of Twizzlers. She said "Josh, I want candy," then picked up his hand, and had him hand her the card with a picture and the word candy. Then she gave him a peice. Josh was motivated. He liked that candy, but was not interested in the card, so he said "candy." She acted as if she didn't hear him, picked up his hand, had him hand her the card, then handed him the candy. I was floored. It wasn't like Josh to get a two syllable word on the first try. Why did she ignore him? Now Josh said, "I want candy" in a high pitched voice focused on the candy. Amazing! His first "I want" sentence. Again she ignored him, picked up his hand, and had him hand her the card before giving him the candy. I was confused. Was she ignoring him because she thought he was echoing? Even if it was an echo, wasn't he echoing because he wanted the candy? Don't normal children echo a little when learning to talk?
The next week I got up the courage to tell her to stop. I felt she was teaching him his words weren't meaningful and the cards were. I felt bad because she had taken this seminar to learn PECS specifically for Josh, but I also knew that if it is hard for Josh to talk, and we gave him an alternative, he might stop all together. Not to mention the fact that PECS is a very rote system, and Josh had trouble breaking from routine as it was.
I am told by special ed teachers that PECS does encourage language, and I believe it has to do with the hyperlexic aspect of autism.
I also have been told that it makes things easier for non verbal children that are frustrated with not being able to communicate. I certainly understand the desire to make this happen for them.
I think just like in your situation, the teacher was so focused on the steps involved with PECS, that she forgot to recognize verbal communication.
Love,
Jennifer

Follow Ups

• Re: Re: Re: Re: Re: Re: Re: floor-time approach by greenspan Autistic and proud 05:41:02 12/08/99 (5)
  • Re: Re: Re: Re: Re: Re: Re: Re: floor-time approach by greenspan Jennifer 23:22:27 12/08/99 (4)
    • Re: Re: Re: Re: Re: Re: Re: Re: Re: floor-time approach by greenspan Autistic and proud 22:16:57 12/09/99 (0)
    • Re: Re: Re: Re: Re: Re: Re: Re: Re: floor-time approach by greenspan Me Too! 11:13:34 12/09/99 (2)
      • Re: Re: Re: Re: Re: Re: Re: Re: Re: Re: floor-time approach by greenspan ola 13:51:32 12/09/99 (1)
        • Re: Re: Re: Re: Re: Re: Re: Re: Re: Re: Re: floor-time approach by greenspan Jennifer 17:56:49 12/09/99 (0)

Name:
Subject: Re: Re: Re: Re: Re: Re: Re: floor-time approach by greenspan

Comments:: Ola, : I had such a similar experience with PECS. Josh was two and said about three words a week, usually up, down, and off. His teacher started teaching him PECS with small peices of Twizzlers. She said "Josh, I want candy," then picked up his hand, and had him hand her the card with a picture and the word candy. Then she gave him a peice. Josh was motivated. He liked that candy, but was not interested in the card, so he said "candy." She acted as if she didn't hear him, picked up his hand, had him hand her the card, then handed him the candy. I was floored. It wasn't like Josh to get a two syllable word on the first try. Why did she ignore him? Now Josh said, "I want candy" in a high pitched voice focused on the candy. Amazing! His first "I want" sentence. Again she ignored him, picked up his hand, and had him hand her the card before giving him the candy. I was confused. Was she ignoring him because she thought he was echoing? Even if it was an echo, wasn't he echoing because he wanted the candy? Don't normal children echo a little when learning to talk? : The next week I got up the courage to tell her to stop. I felt she was teaching him his words weren't meaningful and the cards were. I felt bad because she had taken this seminar to learn PECS specifically for Josh, but I also knew that if it is hard for Josh to talk, and we gave him an alternative, he might stop all together. Not to mention the fact that PECS is a very rote system, and Josh had trouble breaking from routine as it was. : I am told by special ed teachers that PECS does encourage language, and I believe it has to do with the hyperlexic aspect of autism. : I also have been told that it makes things easier for non verbal children that are frustrated with not being able to communicate. I certainly understand the desire to make this happen for them. : I think just like in your situation, the teacher was so focused on the steps involved with PECS, that she forgot to recognize verbal communication. : Love, : Jennifer :