Receptive-Expressive Language

The curriculum goals were derived from a combination of research based sources including The Carolina Curriculum for Infants and Toddlers 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 pre-speech and speech domains and the Picture Exchange Communication System (PECS).

The curricular materials used for implementing the curriculum goals for Receptive-Expressive Language for Early Intervention I and Early Intervention II. 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 – 2010 Revised pre-speech and speech domains, the Autism and PDD Concept Development curriculum and Creative Resources for the Early Childhood Classroom, 5th Edition.

The following direct teaching strategies taught and practiced via direct teaching using adult modeling, peer modeling, verbal and visual cues and prompts (draw attention to the natural cues/prompts in some way, ask a question about a necessary option, tell the student what action to take, physically guide the student through the process), the use of intermittent discrete trials and the use of positive reinforcement.

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