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Post by CC on Jan 7, 2007 2:07:07 GMT -5
Chris truly struggles with the "WH" questions Right now that is our main issue and I am lost on how exactly to help him  Any suggestions, I am open to ALL  So much is in the wording for him, KWIM like if you ask him when is your birthday, he knows that but as Susan and I were discussing say you say to him when were you born he is lost. K, in that example he is lost more by the word "born" not the WH "when" but he truly has lots of issues with this and I know school works on this with him for years and even speech does too BUT it remains a big issue for him So any ideas of how to help that we may have overlooked?? I am sitting here wondering if he still goes on the last few words like maybe instead of saying when is your birthday say your birthday is When?? Hmmm KWIM you think that may help?? Cause honestly if ones ask him when is your birthday he will start rambling bout cake, presents and such BUt he does know when his birthday is. Could it be in what he is hearing?? Thanks in advance CC ~ |
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Post by cindylou on Jan 7, 2007 3:16:37 GMT -5
CC-
Does he have speech therapy at school? I requested that they add a conversation piece to their therapy where Kaylee was asking and answering the "wh" type questions.
They can also do it with social stories during speech where they show Chris types of conversations to have with peers and adults.
Kaylee comes home from school every day and I usually say something like "what did you do at school today?" the answer is usually NOTHING. But then she says "SO, how was your day? What did you do at home? Did you go to the gym? The store? Watch tv?" She's soo funny--she just really wants this big conversation while she's eating her snack--so it is nice.
cindy
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Post by meghans_mom on Jan 7, 2007 9:17:50 GMT -5
Meghan, although younger, has a TON of trouble with "wh-" questions...
she can't differentiate between "what/who/when" or something...
the speech therapist (and resource room etc) are aware of this and do work on it.
i just bought some word game and hope to work on this with her.
i think her teacher or therapist suggested reading a simple book and asking questons about the story & picture.
you could even do this with magazines...
"what is the girl doing" "where is the dog going"
and have him elaborate on those.
Most frustrating with Meghan is the "what did you do in school today" because the answer is always "schoolbus" ..so i back up and say "no meghan...what did you do in school today....did you have art today? did you play with so & so, etc" only once since sept has she spontaneously told me something other than 'schoolbus' since sept.
and she does this with everyone she sees during the day.
anyways - not much help am i?
looking forward to other replies...
laurie
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Post by MB on Jan 7, 2007 14:45:01 GMT -5
My son's test modifications, especially for "wh" questions is to have multiple choice. He does well with the multiple choices.
He can now answer "functional" wh questions without me plugging in the choices for him. When is your birthday? Where did you put your backpack? Who is coming over to play? But, he cannot answer open ended questions regarding content of a lesson or book.
I am wondering if my son only hears part of the question and needs the choices to make more sense of the question? For example:
What time are you going to the dance?
A. 6:00
B. 7:00
C. 9:30
He would know that he was going at 7:00 every time. I am wondering if he needed the three times to understand that I was asking about time. Otherwise he might ramble on about breakdancing or his friends or the location.
Now I am thinking I may have had better luck asking with a clue at the end of the questions. Maybe like - What did you do in art today, draw or paint? His answer may be, "No, made a mask."
If anybody tries the clues at the end of the sentence and it works, will you let me know? Thanks.
Laurie,
Starting in kindergarten, we had two-three kids walk my son out to my car a few minutes early and report on the happenings of the day from the perspective of a kindergartner. They started out reporting on my son and I always told them that I wanted to know about the class, like whether someone had thrown up or if someone had a birthday. They quickly caught on. This went on through 3rd grade until my son started participating in the reporting process. His motiviation has always been to be like the typically developing kids so we used the kids to model reporting to mom at the end of the day.
My favorite day was in 2nd grade when a group came running to the car yelling my name. "What is it?," I replied in an equally excited voice. "Somebody threw up today!" It was too cute.
Now he will report on his day. He conveniently omits anything that might get him into trouble.
mb
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Post by CC on Jan 7, 2007 20:14:38 GMT -5
"I am wondering if my son only hears part of the question" YUP MB I wonder that lots with Chris too. Like I said, I think when someone asks him "when is your Birthday" he gets so happy I think over the "birthday" word and just rambles on bout the presents, cake, party and such. I will try asking him 3 different dates at the end of the ? to see if that helps. Now if you tell him to show you on the calender, he will. Cindy, yes he gets speech in and out of school and I know they work on it, have for ever. Laurie LOL, when you ask Chis anything to do with school he will say "NO" LOL yet I have seen him many times in school and he honestly seems happy and appears to be doing very well, BUT he hears that word and just says NOOOOO   THANKS Gals CC ~ |
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Post by cindylou on Jan 8, 2007 11:55:34 GMT -5
mb-
I do often give a couple choices when asking questions about things Kaylee's been up to. Like "Did you like Music today or was Science more fun?" Then, she'll pick one and fill me in on what she did in that class. If I just ask an open ended question I get much less of an answer.
However, if she's just playing with friends next door our out in the 'hood and I ask "What were you doing?" then she'll saying something like "playing kickball, playing barbies or watching a movie".
The question thing is complex and I think the ST's should work on it a lot more then they usually do..appropriate social responses to typical questions...
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Post by Jackie on Jan 8, 2007 12:20:20 GMT -5
I know I have mentioned this a dozen times...but for Em...sometimes the WH questions have required more processing time. So if I hit her at a moment when this is happening...I usually say....well Em ...just go ...(do whatever) ...and then come tell me when you remember. And...she has always told me...usually after I have forgotten I asked her...LOL.
I often got into it with the school system over this when they said other kids were attempting to talk to Emily and she wouldn't respond. I reminded them that that was the whole problem...the kids were attempting to talk TO her not WITH her. It was only normal for them not knowing her that well and somewhat uncomfortable conversing with a person with a disability to just focus on the obvious....like ...Oh Em...love those shoes...where did you get them....then when no answer...going on to....I love your hair...who cuts it...etc...etc...firing question after question at her that required somewhat involved answers. It is what her peers were comfortable with and then when she dropped her eyes because the processing was not happening and she knew it.........they turned away and assumed she didn't want them to talk to her (according to the ISD)....I tried over and over again to help her with this...and tried talking to the counselors as well as a handfull of the girls I knew who tried to help...A simple...."do you like Justin Timberlake?" Might have been better cuz a nod of the head would have done the trick.
I think her behavior in situations like this bothered her peers more than it bothered Em not to be able to answer...she just like being included.
It IS a problem for sure.
Jackie mom to Emily 26
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Post by Jessie on Jan 8, 2007 13:00:42 GMT -5
Yes, Jason does have problems processing these types of questions. We have to phrase them just the right way and with as few words as possible - he also latches on to the last word said. Coupled with the fact that he has unintelligble speech we also are still tending to have to ask yes/no questions.
We have the same routine everyday afer school, he comes in and looks for me to give me his backpack. I look through his take-home folder and we talk (well, I talk to him) about what he did and try to ask him questions. I have always asked him when I first see him, "Hey buddy, did you have a good day today?". Inevitably, he would always say yes. I started to phrase it differently, "Hey buddy, how was your day today?". He still will only answer yes. There are so many issues at play here communicating with him that I'm not even really sure what to work on first!
Here's the list of issues that I see:
o Understanding the question
o Gets into a routine and anticipates the same question/answer
o Latches onto the last word of the question
o His understanding of feelings such as good/bad day and being able to label them properly
o Unintelligble speech
So . . . thanks CC for posting this one, I'll be globbing onto any responses you get so I can use them on Jason!
Jessie
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Post by MB on Jan 8, 2007 20:33:43 GMT -5
Jessie,
I used to pick up a paper out of his backpack I knew interested him, like a piece of artwork or something with a good grade or a permission slip for a field trip and show it to him. I wouldn't say a word. It sometimes worked to get a conversation going. Really, I wouldn't say a word. I would just stand there smiling at him showing him the paper. It was pretty comical.
mb
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Post by Debbie on Jan 8, 2007 21:51:07 GMT -5
I had problems with answering a question if it involved more than a short answer when I was a child. I was very shy too and that prove to be a problem. If someone asked me about something that involved more details I had problems answering. Yet I could remember something in the past that was detailed. Strange.
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Post by momofrussell on Jan 9, 2007 7:14:46 GMT -5
Although I don't have lots to offer as far as suggestions... you've gotten some good ones! I will say that this sounds like it falls under "language pragmatics" and should be able to be worked on at school, even if written into the IEP. Regan's new school and I just talked about this for Regan even. Same kinds of stuff... understanding the spoken word is a pragmatics and they even have evals and testing for it.
A.
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Post by trishasmom on Jan 10, 2007 22:08:37 GMT -5
wow, I am so impressed by your kids. When I ask Trisha how her day was all I get is "day" "school" just like that. So then I will ask did you see Jessica and she will attempt to say Jessica and then we get the "day" "school" again and it goes no further. If you ask her what she is doing you get what sounds like a hrrumph! She tends to repeat the last word she hears. There is not conversation with Trisha other than one word utterances at best. :-(
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Post by ALLISA on Jan 11, 2007 8:35:34 GMT -5
wow....I could NEVER even ask Erin a WH question
CC....I love the "say your birthday is When?? ".....that's Yoda Talk from Star Wars, right ? LOL
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Post by trishasmom on Jan 15, 2007 23:09:09 GMT -5
Chris truly struggles with the "WH" questions Right now that is our main issue and I am lost on how exactly to help him Any suggestions, I am open to ALL So much is in the wording for him, KWIM like if you ask him when is your birthday, he knows that but as Susan and I were discussing say you say to him when were you born he is lost. K, in that example he is lost more by the word "born" not the WH "when" but he truly has lots of issues with this and I know school works on this with him for years and even speech does too BUT it remains a big issue for him So any ideas of how to help that we may have overlooked?? I am sitting here wondering if he still goes on the last few words like maybe instead of saying when is your birthday say your birthday is When?? Hmmm KWIM you think that may help?? Cause honestly if ones ask him when is your birthday he will start rambling bout cake, presents and such BUt he does know when his birthday is. Could it be in what he is hearing?? Thanks in advance CC ~ Trisha also struggles with "Wh" questions and her autism also shows up with wording. At home we say put something in the trash at school they were using garbage and she just starred at them. So now we have to make sure if there are more than one word/way to say something we vary it so that she learns different ways to say the same thing. For instance when she is reading one of her books I might say find the dog and then the next time I might say show me the dog. At school I have told them if they say something and she doesn't respond try saying it a different way and see if that helps and usually it does. One thing I have noticed is that teachers, parents, professionals we all sometimes forget we have to remember to teach them things that we just take for granted that they already know. Before they can understand what you mean when you say "find" or "tell" we have to make sure we have explained just what "find" or "tell" means. :-) |
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