EXS1 - Questioning - Concrete Symbolic
Teaching Strategies
Attribute meaning »Contingent responding »
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Prompting »
Blocking access »
Teaching Opportunities
Morning circleKLA sessions
Leisure time
Meal times
Teaching Resources
PCSFavoured items
Food items
Communication partner
Prompter
PECS Program (Bondy & Frost 2002)
Communication folder
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
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Verbal (V) »
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Programming Proforma
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Assessment Strategies
Observation»Analysis»
Assessment Record
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Early Stage 1 Outcomes (2012) ENe-1A A student recognises different methods of communication ENE-4A A student demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies ENe-6B A student recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language ENe-7B A student recognises some different purposes for writing and that own texts differ in various ways ENe-8B A student demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter ENe-11D A student responds to and composes simple texts about familiar aspects of the world and their own experiences
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Life Skills 7-10 Outcomes (2012) ENLS-2A A student communicates for a variety of purposes, audiences and contexts ENLS-4A A student views and responds to a range of visual texts, media and multimedia ENLS-5A A student recognises and uses visual texts media and multimedia for a variety of purposes, audiences and contexts ENLS-8A A student writes short texts foreveryday purposes ENLS-14D A student explores how the use of language affects personal roles and relationships with others ENLS-15D A student responds to and composes texts that explore personal, social and world issues ENLS-17E A student uses individual and collaborative skills in the learning process
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HSC Life Skills 11-12 Outcomes (2007) HSC LS1.1 Gives attention to another person, an object or an event in their environment HSC LS1.3 Makes requests to satisfy needs and wants and to obtain services or assistance HSC LS1.4 Lets others know that they approve or disapprove of actions and accept or reject objects, services or assistance appropriately HSC LS1.5 Makes choices and expresses preferences, emotions and feelings HSC LS1.6 Gives information, comments, asks questions spontaneously or on request HSC LS2.2 Expresses agreement or disagreement and expresses pleasure or disappointment HSC LS2.4 Answers questions and gives explanations HSC LS2.7 Makes requests for services, information or assistance HSC LS6.1 Recognises familiar objects and images when presented in a range of formats so as to make choices and communicate needs |
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Early Stage 1 (ENe) Content Students: -communicate appropriately and effectively within the classroom using agreed conventions 1A -identify the difference between a question and a statement 6B
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Life Skills (ENLS) Content Students: -contribute to class discussions using a range of skills, including turn-taking, questioning, rephrasing for clarification 2A -communicate with peers and adults in an appropriate manner 2A -use appropriate interaction skills across a range of contexts 2A -ask questions to assist learning 17E |
HSC Life Skills (LS) Content Students: -stand or position themselves appropriately to indicate giving attention to another person 1.1 -ask questions of known people appropriately using communication devices or speech 1.6 |
English Learning Continuum Content
| Identifies a communication partner |
Makes approximations to ask questions in an appropriate context |
Identifies a communication partner
Block access to favoured items to encourage students to identify a communication partner. The communication partner should strategically place themselves, in terms of distance and/or ability to be seen, based upon the student’s level of need. Respond immediately to the student upon any clear attempt to communicate directly with the communication partner by providing access to the item.
Makes approximations to ask questions
Hold a motivating item in front of the student with the corresponding symbol on the table within their reach. Provide the least amount of support for the student to pick the symbol up off the table and hand it to the communication partner in exchange for the item. Attribute meaning to the student’s question by saying, “SN is asking for the ……..” and immediately respond to it by answering “Yes SN, you can have the……..” whilst handing it over to the student.
Commercially available programs such as PECS ™ can be used to explicitly teach questioning. It is important to ensure correct use of the PECS™ method (2002, Frost & Bondy).
At mealtimes, offer the student a choice of two food items such as chips and yoghurt. Wait for the student to point, reach for or indicate their preference in any other way. Attribute meaning to the student’s question by saying, “SN is asking for chips” and immediately respond to it by answering “Yes SN, you can have the chips!” whilst handing them to the student.
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Key Assessment Points |
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