Our kids need practice! So you have to give them loads of opportunities to work on this skill. You can continue to work on picture flashcards while working on why and how questions.
You need to ensure that your pictures provide enough information that students can infer the answers to those why and how questions. Imagine asking your student Why is the woman angry? Pediastaff has an awesome pinterest board with loads of photos to work on problem solving that are perfect for working on why and how questions. Check it out! Suddenly those work averse kiddos are interested in your activity. Games are fun. Are they having trouble comprehending the grammatical structures?
Can they formulate a grammatically and semantically correct response? These questions will help you find the root of the problem. A study showed that compared to children with typical development who meet their developmental milestones for language, the language-disordered children were not only less successful in giving answers that conformed to the informal category constraints of the particular wh- form, but they also provided fewer responses characterized by fact and logic.
After the assessment, you will have a pretty good idea of where to start and what to focus on, and what your child needs help with. When you figure out problem points, start with the easiest questions. Try to make the wh- questions direct and explicit. You can use pictures and photos. Define each wh- question for your child. Provide opportunities and repetitions of similar questions through different activities during the day. What did you eat for breakfast? Why did you put your toy under the bed?
Another fun activity is to make a collage by cutting pictures from magazines and books. You can make a Wh- question chart with each type of question in columns. Show the picture and ask your child to place it in the correct column.
There are many wh- questions for speech therapy online that you can use to get inspiration. Here is also a list of wh questions for speech therapy to give you an idea and a headstart.
This article is examined by Clinical Child Psychologist and Ph. This post does not provide medical advice. Is the child who is competent in one situation, less competent under changed circumstances? And if judged less competent in the latter circumstances, what can be done to assist that student? Many different strategies might be used to enhance instruction and to assist focus in the classroom regarding WH question comprehension.
This article is only going to focus on one, a visual support. The WH Question visual support can be used in several ways. First of all an enlarged version of the support could be posted in front of a classroom and a teacher could point to it as she asked questions of the class.
The graphic would represent a visual support for her orally asked question. If previous instruction had taken place relative to the question forms and the meaning of the picture cues, then use of the graphic should be meaningful to the student.
Another option for the teacher would be to cut apart the question displays and run each off on a different colored piece of paper; this could provide a color cue as well as a symbol based cue. Finally, the teacher could have a miniature copy of the display on the desk of the child with ASD who is still learning the question forms or who needs support to stay focused. Emma Our Whimsical Days February 05, am. Dyan Robson February 05, am.
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