di: DI with non, or minimally verbal students

[Aimee Taylor]

I’d recommend looking into the following resources:

Patrick McGreevy - Essential for Living https://www.essentialforliving.com/ and precision teaching in general

And/or Language for Learning (thinking, writing) Direct Instruction material as well as historical “Low Performers Manual” http://www.zigsite.com/

Obviously research regarding verbal behavior scaffolding and theory wrt sign language vs pecs is available on goggle and intensive reading ... ask your Aba providers?

Best wishes, Aimee Taylor, parent

Sent from my iPhone

> On Jul 27, 2018, at 6:15 AM, Elissa McKenzie <elissa at stlillian.org> wrote:
> 
> I am an administrator for a small school for children who have communication and learning challenges.
> 
> Our students have diagnoses that include ASD, Down Syndrome, Apraxia of Speech, Cerebral Palsy, and more...
> 
> We have been using Reading Mastery with fair success but feel we can do better.  In our school, we have the support of Speech Language Pathologists, ABA providers, OT's and PT's.  We use communication devices as well as picture boards for communication.  Still, we do find it difficult to assess the progress for students who are non-verbal or minimally verbal.  
> 
> We are very creative with students support, but feel our students are limited by mastery being dependent on the verbal performance. Is there a systematic way to assess receptively as well as expressively?
> 
> Or, is there a DI program for non or minimally verbal students.
> 
> Any support or shared experience is appreciated.
> 
> Thank you
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