Receptive-Expressive Language

The curriculum goals were derived from a combination of research based sources including The Carolina Curriculum for Preschoolers with Special Needs communication domain, The AEPS Measurement for Infants and Children-Assessment, Evaluation and Programming System for Infants and Children social-communication domain, the Peabody Early Experiences Kit for Language Development, the BRIGANCE Early Childhood Developmental Inventory – 2010 Revised speech domain, the Picture Exchange Communication System (PECS), the Lindamood-Bell Talkies program and the Alligators to Zucchini Early Literacy program vocabulary and comprehension domains.

The curricular materials used for implementing the curriculum goals for Receptive-Expressive Language for Pre-Kindergarten I, Pre-Kindergarten II and Junior I. These include a complete set of curricular materials provided in the Peabody Early Experiences Kit for Language Development, the Boardmaker CD providing a complete set of PECS symbols used for PECS language development and implementation of goals set forth in the BRIGANCE Early Childhood Developmental Inventory speech domain, the Autism and PDD Concept Development curriculum, the Lindamood-Bell Talkies curriculum resources, Creative Resources for the Early Childhood Classroom, 5th Edition and a set of games provided in the Alligators to Zucchini Early Literacy program to teach object words, action words, descriptive words, following directions and asking and answering questions.

The following direct teaching strategies taught and practiced via direct teaching using adult modeling, peer modeling, verbal and visual cues and prompts and the use of positive reinforcement.

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