Fundamental Skills from the Perspective of an Elementary School Teacher (part one)
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As a first grade teacher, I often come across students lacking those basic skills necessary to succeed (or survive) the "day-to-day" at school. I spend the first week or so letting my students know my expectations as well as those of my school. As a fan of Harry Wong, I believe in putting in the hard work at the beginning to ensure a smooth peaceful year, as much as possible![1]
There are always those students who, after all the discussions, examples, posters, and practice, still struggle to follow classroom procedures. These students may have Autism Spectrum Disorder (ASD) or may have other needs for alternative formats that promote learning important fundamental skills, those basic life skills we all need and use in our everyday lives.
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I have found Speech Kingdom's Fundamental Skills to be the answer.
Fundamental Skills help us keep ourselves out of danger and safely navigate our daily lives. For many so-called "typical" kids, these skills come naturally through our everyday experiences. Others must be taught these skills, in a much more purposeful manner. Students with limited Theory of Mind[2], such as many children with ASD, have difficulty learning fundamental skills and purposeful direct teaching of those skills is often necessary.
Negative Behaviors
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Negative behaviors can be directly tied to the lack of success with basic fundamental skills. Children who don't have the necessary skills to navigate through their day tend to become easily frustrated and display negative behaviors. Often, these behaviors can result from a student's lack of ability to properly communicate their frustration. As success with fundamental skills increases, parents, teachers and other professionals tend to see marked increases in positive behaviors.
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Speech Kingdom Fundamental Skills
Speech Kingdom's Fundamental Skills are brief vignettes, comprised of three scenes that collectively focus on teaching necessary basic everyday skills. These skills are broken down into four major categories,
Each Fundamental Skills category has a library of skills from which to choose, including
Each of these skills has a defined procedural approach to help the student be successful and make good choices. For example, a student can choose to keep their hands to themself or can touch and bother those around them.
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Fundamental Skills and Social Stories
Rarely are the two separated so distinctly as in Speech Kingdom. However, both use the student and parent (responsible adult) avatar embedded within the story. Fundamental Skills are limited to three scenes, while proficient level social stories can have as many as 17 scenes. Having just three scenes helps encrypt the images into a student’s picture memory. Through repetitive experiences with the story, a student can easily remember the three images. Speech Kingdom strongly recommends that Fundamental Skills are brief and designed for repetition with adult assistance.
Fundamental Skills teach specific skills and demonstrate appropriate behaviors.
Social Stories are used for language communication, social skills, improved behaviors, and perspective-taking.
Rarely are the two separated so distinctly as in Speech Kingdom. However, both use the student and parent (responsible adult) avatar embedded within the story. Fundamental Skills are limited to three scenes, while proficient level social stories can have as many as 17 scenes. Having just three scenes helps encrypt the images into a student’s picture memory. Through repetitive experiences with the story, a student can easily remember the three images. Speech Kingdom strongly recommends that Fundamental Skills are brief and designed for repetition with adult assistance.
Fundamental Skills teach specific skills and demonstrate appropriate behaviors.
Social Stories are used for language communication, social skills, improved behaviors, and perspective-taking.
Who Can Benefit from Fundamental Skills?
Fundamental Skills were originally designed with students on the autism spectrum in mind. However, they are also very effective when it comes to teaching all students. For example, I have had great success using Fundamental Skills for teaching necessary skill-specific vocabulary to English Language Learners (ELL). For those familiar with the Nationwide Positive Behavior Intervention System (PBIS) used throughout our public schools, fundamental skills focus on the same skills. A few examples include:
- Following Instructions
- Listening
- Disagreeing Appropriately
- Getting the Teacher’s Attention
In a very specific skill-driven format, as a teacher, I can easily find and teach a targeted skill as well as collect data on the frequency of use. This data can be used for ongoing monitoring of student progress. When used school-wide, Speech Kingdom promotes a uniformed approach to implementing a positive school culture. Parents using Speech Kingdom at home see similar results on a more local level.
Things I Think About Before Sitting Down With a Student
Who is struggling?
Who is struggling?
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When I use Fundamental Skills, I usually look for a specific response. I use them to clarify expectations and to help a student through difficult situations. Fundamental skills help students see the “bigger picture” — the outcome. Often the student either does not have the expressive vocabulary or cannot “see” the end result necessary in order to provide a correct, or successful response.
Speech Kingdom's Fundamental Skills can easily be used with individual students, either in a small group (or one-on-one), or with an entire class. I typically ask myself, “Am I using this lesson to begin a discussion about why the student in the story was successful or am I focused on teaching a specific response?” I could be using the lesson as a stepping stone in the process of encouraging a student to attempt a new strategy. Regardless, I have found that, since these lessons are brief, they lend themselves to re-use and lots of language interaction. |
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Knowing my target audience is key. I have had remarkable success when using Fundamental Skills to reinforce a PBIS skill and as a conflict resolution tool for two students who repeatedly struggle with each other. Primarily, I have used Fundamental Skills with my ASD students, those who struggle with similar behaviors, or those who have not (yet) been diagnosed. My success in this area has been nothing short of dramatic.
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Create a List of Behaviors
I usually begin by creating a list of the behaviors I want to address with a student or students. This helps me keep track of behaviors in those instances where my students become more and more successful. It keeps me from forgetting exactly where we started. This list helps all parties involved agree upon the behaviors we want address, but it also helps us all celebrate how far we have come! This list becomes extremely important when working with students on IEP’s. The list you create helps the IEP team members track progress towards goals. A simple frequency chart can show reduction in behavior across time as the student learns the new skill. Tracking can help guide your teaching of skills as well. |
According to Speech Kingdom, useful scoring and reporting features are expected to be added in October 2020.
What Skill will be Most Beneficial to My Student(s)?
Most of my students struggle in more than one area. They may need to learn to not shout out, to sit in their seat, and to stay on task. If I attempt to teach all of these skills at the same time I will likely fail. I always prioritize the child’s needs as well as my needs. I want the child to become successful but I also need to maintain a teachable classroom atmosphere. Therefore, I prioritize and always have the utmost patience — especially with those skills not yet learned. I refer to the behavior I am currently addressing as the "target behavior."
Most of my students struggle in more than one area. They may need to learn to not shout out, to sit in their seat, and to stay on task. If I attempt to teach all of these skills at the same time I will likely fail. I always prioritize the child’s needs as well as my needs. I want the child to become successful but I also need to maintain a teachable classroom atmosphere. Therefore, I prioritize and always have the utmost patience — especially with those skills not yet learned. I refer to the behavior I am currently addressing as the "target behavior."
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My Target Behavior
In this example, my first priority will be teaching the skill of staying seated. Staying seated becomes my target behavior. Once I feel the student has improved or has mastered the target behavior, I progress to work on the next behavior, perhaps not shouting out. Finally, I will concentrate on staying on task. |
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As I work on one target behavior, I won’t ignore the other behaviors, but I recognize that my focus is on one behavior at a time. The other behaviors have less focus. I have enjoyed tremendous success by utilizing this strategy. I spend most of my time and energy on the target behavior and give only reminders for other behaviors.
I want to stress that this does not mean I allow a student to increase the intensity of other behaviors. I strongly believe in accountability when it is needed. I simply do not spend my energy on attempts to correct all of the behaviors at the same time. To that end, I recognize that my student may not yet have the skill set to be successful in other areas where he or she may be struggling.
I want to stress that this does not mean I allow a student to increase the intensity of other behaviors. I strongly believe in accountability when it is needed. I simply do not spend my energy on attempts to correct all of the behaviors at the same time. To that end, I recognize that my student may not yet have the skill set to be successful in other areas where he or she may be struggling.
Student and Parent Avatars
Fundamental Skills actually place the student and parents (or other responsible adults) in the stories, with speaking and animation.
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To the best of my knowledge, this feature is unique to Speech Kingdom. The student and the parent make a cartoon version of themselves (the avatars). This unique feature helps students identify with the program on a very personal level. Every student I have ever worked with begins to identify their avatar as themself.
The bond that the student makes with his or her avatar has been shown to increase attention, lower stress levels, and increase retention. |
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The child’s avatar appears in every scene — in real time, and is referred to by first name. Therefore, be sure to name the avatar with the name the child most often uses, which may not be the their formal name. For instance, if the child’s name is William but everyone calls him Billy, then his avatar's first name should be Billy. This helps the child to better identify with his or her avatar.
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A natural phenomenon takes place when the child sees themselves in the story. They identify themselves, and attention to what is happening in the story is heightened. The ability to create an avatar of themselves and a parent creates a concrete bond between the child and the stories immensely increases each story's effectiveness .
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So far, the best example I have of this phenomenon is with Speech Kingdom and my own son, who has high functioning autism and knew that I was piloting Speech Kingdom. After creating his and my avatars, I asked him if he would take a look at the program. I prompted him to look at a few things I knew he struggled with. He very quietly looked at several Fundamental Skills. I finally asked him, “So what do you think?” His response was, “Does this guy have a camera in my bedroom?”
I reassured him that no one was spying on him! I now refer to this response as, “The power of the avatar!” |
To create the bond between your student and their avatar, it is important that they identify the avatar as themself. Create the avatar with the child and allow them to choose features like eye color, hair texture, shirt color etc. This not only helps create the bond between the child and the avatar but it forces the child to pay attention to detail. Attention to detail is a skill most students with ASD struggle with.
Whenever possible I make sure that the child helps me create their avatars.
Whenever possible I make sure that the child helps me create their avatars.
This is my "hook" to get the student interested in Speech Kingdom. Next, they want to know what they (their avatar) is going to do next. This leads beautifully to introducing a lesson for the first time.
[1] Harry Wong is an educator, speaker and author who wrote The First Days of School: How to Be an Effective Teacher and New Teacher Induction. He is also a source of a collection of resources for teachers, including DVDs and Compact Disks (CDs).
[2] Theory of Mind is the ability to understand the desires, intentions and beliefs of others and the fact that they may differ from person to person. This understanding usually develops before five years in neuro-typical children.
[2] Theory of Mind is the ability to understand the desires, intentions and beliefs of others and the fact that they may differ from person to person. This understanding usually develops before five years in neuro-typical children.
Questions As I Use Fundamental Skills
These are questions that I ask myself as I work with my student(s) in order to get the most efficacy out of Speech Kingdom's fundamental skills mini-stories.
How will I help my student remember this skill?
Focus is critical to memory. As focus is heightened, memory is increased. When placing the student in the scene, by use of an avatar, we can dramatically increase a student's focus and help them to more accurately remember what they have observed.
Episodic memory is part of our long-term memory where we store information from events in which we have been involved. If we are able to, in a sense, “trick” the brain by using a student's avatar in an event, the student is more likely to store that memory in their long term memory. The use of the avatar versus human interaction reduces stress, in not only students on the autism spectrum, but has been proven to lower anxiety in neuro-typical people in general.
Low stress environments also produce better memorization and retention.
I always pay attention to my student’s anxiety level and consider their background knowledge. This awareness helps to increase my student’s success. Creating a low stress environment and adjusting plans when necessary helps my students master new skills.
Episodic memory is part of our long-term memory where we store information from events in which we have been involved. If we are able to, in a sense, “trick” the brain by using a student's avatar in an event, the student is more likely to store that memory in their long term memory. The use of the avatar versus human interaction reduces stress, in not only students on the autism spectrum, but has been proven to lower anxiety in neuro-typical people in general.
Low stress environments also produce better memorization and retention.
I always pay attention to my student’s anxiety level and consider their background knowledge. This awareness helps to increase my student’s success. Creating a low stress environment and adjusting plans when necessary helps my students master new skills.
Creating what I call background knowledge is vital for students absorbing new information. Background knowledge creates the “glue” that new knowledge sticks to. The more we can link together, the higher the likelihood that we will store information in our long term memory.
Fundamental Skills create background knowledge for students, providing a three step process to successful outcomes.
Fundamental Skills create background knowledge for students, providing a three step process to successful outcomes.
- Low Stress
- Low Anxiety
- Background Knowledge
Sometimes, I even create hand signals or cues for each scene. I then transition the student to use only the cues. I find that this helps the student transition to using the associated skill in real-life situations.
What vocabulary do I suspect that my student is lacking?
Studies have shown that the part of the brain that is responsible for producing speech is also responsible for understanding speech. The fact that these abilities are tightly linked shows us the importance of working on both speaking and understanding simultaneously. Working on a student's ability to understand a concept as well as verbalize it promotes an understanding of that concept and increases the likelihood of improvement in both skills.
Studies have shown that the part of the brain that is responsible for producing speech is also responsible for understanding speech. The fact that these abilities are tightly linked shows us the importance of working on both speaking and understanding simultaneously. Working on a student's ability to understand a concept as well as verbalize it promotes an understanding of that concept and increases the likelihood of improvement in both skills.
Lack of vocabulary causes anxiety, stress and behavior issues.
Even as infants, we experience this. Whenever an infant's needs are not met, their cries will change and will continue changing, becoming more anxious, the longer it takes for that need to be met. Toddlers attempt to express their needs however they can, ultimately earning the label, "the terrible twos!" Everyone has a need to express their wants and needs but vocabulary is necessary for us to be understood.
Even as infants, we experience this. Whenever an infant's needs are not met, their cries will change and will continue changing, becoming more anxious, the longer it takes for that need to be met. Toddlers attempt to express their needs however they can, ultimately earning the label, "the terrible twos!" Everyone has a need to express their wants and needs but vocabulary is necessary for us to be understood.
Fundamental skills provide necessary vocabulary. They teach the language a student needs in order to be successful in a variety of scenarios, using simple, easy to understand sentences. Repetition works like a “hook”, creating a connection for the student between the necessary vocabulary and the corresponding skill. As language increases, so does success with fundamental skills.
This new ability lowers anxiety and stress, as well as undesirable behaviors.
Students see themselves using the vocabulary successfully, through the use of their avatar, which increasingly helps students make more (and better) attempts. Speech Kingdom’s fundamental skills provide language, but they also allow the student to see themselves accomplishing a task using that vocabulary. The three scenes in each fundamental skills mini-story give pictorial cues, which increase the student's ability to retain new language and the pinpointed skill.
This new ability lowers anxiety and stress, as well as undesirable behaviors.
Students see themselves using the vocabulary successfully, through the use of their avatar, which increasingly helps students make more (and better) attempts. Speech Kingdom’s fundamental skills provide language, but they also allow the student to see themselves accomplishing a task using that vocabulary. The three scenes in each fundamental skills mini-story give pictorial cues, which increase the student's ability to retain new language and the pinpointed skill.
How can my student identify the speaker in each scene?
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When a character speaks, he or she glows with an orange halo. This helps students identify who is speaking and draws their attention to that character. The student can click either the glowing character or the play button. Both options will cause the character to speak out loud. If this does not happen, I probably forgot to turn on the audio or turn up the volume!
Context is so important. If the student does not clearly see who is speaking, the message can easily be lost. With context (the orange halo), Speech Kingdom clearly identifies the speaker and provides both meaning and relevance to the conversation. |
Generally speaking, students with ASD often do not pay attention to detail. I have often noticed that this leads to trouble identifying who is speaking. This detracts from their ability to follow a conversation or causes them to misunderstand that conversation.
Speech Kingdom makes it simple to identify who is speaking, which helps students learn to give context to conversations.
Speech Kingdom makes it simple to identify who is speaking, which helps students learn to give context to conversations.
Is my student able to use this skill in every situation? In other words, can they generalize this skill?
Generalizing is a student's ability to learn a skill in one setting or environment and then apply it in a new setting or environment.
Children with ASD often struggle with generalizing. Instead they tend to categorize.
Categorizing means that the student will learn a skill in one specific scenario and will only use that skill when that scenario's (category's) criteria are met. For example, a child with ASD learns to raise their hand at carpet time but may not realize they should also raise their hand when seated at their desk.
Generalizing is a student's ability to learn a skill in one setting or environment and then apply it in a new setting or environment.
Children with ASD often struggle with generalizing. Instead they tend to categorize.
Categorizing means that the student will learn a skill in one specific scenario and will only use that skill when that scenario's (category's) criteria are met. For example, a child with ASD learns to raise their hand at carpet time but may not realize they should also raise their hand when seated at their desk.
Speech Kingdom address a variety of scenarios and provides opportunities for conversations with students to indicate when they will use a specific skill. Using Speech Kingdom in a variety of settings, such as home, school and therapy sessions encourages students to further generalize their skills. Speech Kingdom provides uniformity and consistency. Consistency helps students generalize new skills, thus becoming successful in multiple settings.
If Mom uses Speech Kingdom at home, I use Speech Kingdom in my classroom, and the SLP uses Speech Kingdom in their clinic, a student will quickly learn that the expectations are the same in all of these settings. Students work towards independently repeating the skill without cues or reminders. Speech Kingdom provides parents with a concrete visual tool to reinforce school expectations, and in the same manner, offers therapists the ability to work on home and school skills, such as safety and executive functioning.
Speech Kingdom works well in a team approach-to-learning environment.
If Mom uses Speech Kingdom at home, I use Speech Kingdom in my classroom, and the SLP uses Speech Kingdom in their clinic, a student will quickly learn that the expectations are the same in all of these settings. Students work towards independently repeating the skill without cues or reminders. Speech Kingdom provides parents with a concrete visual tool to reinforce school expectations, and in the same manner, offers therapists the ability to work on home and school skills, such as safety and executive functioning.
Speech Kingdom works well in a team approach-to-learning environment.
Features of Speech Kingdom that I Find Especially Helpful
Rewards and Reinforcers
Rewards and Reinforcers
Speech Kingdom's reinforcers help to solidify fundamental skills mini-stories while helping to maintain a student's interest and focus. These animated rewards spotlight the student's accomplishments in a very positive light. The child's avatar might be hitting a baseball out of the park, doing a cannonball into a pool, performing gymnastics or one of many other choices. Speech Kingdom's reinforcer library is extensive and can celebrate most student's interests.
I quite often change the reinforcers that I use. It's easy. When I do so, my students look forward to the unexpected positive experience of being surprised with a new animation, such as my student swinging a light saber or performing karate.
Positive reinforcement encourages increased retention and a desire to repeat the experience.
I quite often change the reinforcers that I use. It's easy. When I do so, my students look forward to the unexpected positive experience of being surprised with a new animation, such as my student swinging a light saber or performing karate.
Positive reinforcement encourages increased retention and a desire to repeat the experience.
As I make changes, my students often express their desire to see specific reinforcers. I take advantage of this by including the student in the process and I encourage them to choose a reinforcer. This gives the student a choice and a feeling of independence. My students love this aspect of Speech Kingdom and take great joy in choosing their own reinforcers!
Downloadable Workbooks
Each fundamental skills mini-story includes a three-page downloadable PDF workbook. I highly recommend downloading and printing the workbook for the specific mini-story you will be working on, prior to working with a student. The workbooks are black and white coloring pages of each scene in the mini-story. Each page is labeled with the title of the story and the scene number, aiding in record keeping.
Workbooks can be used in a variety of ways. For students who are not interested or not comfortable with engaging in the mini-story on the computer, I use workbooks as a great starting place. Coloring the pages becomes a very calming activity and may help a child through a stressful situation. I also use workbooks to introduce a mini-story and to front-load vocabulary. Another great use is as a tool for reviewing a lesson to reinforce skills and language. The engagement of coloring and tracing of the vocabulary used in each scene gives the student an additional piece for their portfolio and record keeping.
I cannot begin to stress enough just how helpful it is to sit in a parent meeting or IEP and pull out an example of exactly what a student is working on. I can say, "This is exactly what the program looks like and this is the exact language we are using." Having that example with me puts me at an advantage when it comes to explaining what I am doing with a student. What a great tool for getting others on board!
Workbooks can be used in a variety of ways. For students who are not interested or not comfortable with engaging in the mini-story on the computer, I use workbooks as a great starting place. Coloring the pages becomes a very calming activity and may help a child through a stressful situation. I also use workbooks to introduce a mini-story and to front-load vocabulary. Another great use is as a tool for reviewing a lesson to reinforce skills and language. The engagement of coloring and tracing of the vocabulary used in each scene gives the student an additional piece for their portfolio and record keeping.
I cannot begin to stress enough just how helpful it is to sit in a parent meeting or IEP and pull out an example of exactly what a student is working on. I can say, "This is exactly what the program looks like and this is the exact language we are using." Having that example with me puts me at an advantage when it comes to explaining what I am doing with a student. What a great tool for getting others on board!
When I introduce Speech Kingdom's fundamental skills mini-stories to a student for the first time, here is an overview of the steps I follow.
Demo Student
Speech Kingdom allows me to create a sample student avatar named Demo Student and its adult avatar. I will refer to these two avatars collectively as Demo Student. Demo Student does not "use up a slot" that is reserved for my students. In other words, I don't have to pay an additional fee for these additional avatars. I can customize all of their characteristics and use it just like I would a student and adult avatar. I like this feature because I can use Demo Student to explore the fundamental skills mini-stories without affecting any of the scoring and reporting of my actual students. I can also use Demo Student to introduce Speech Kingdom to groups of students.
Demo Student has a few limitations, including:
Demo Student is available on the Home Page.
Speech Kingdom allows me to create a sample student avatar named Demo Student and its adult avatar. I will refer to these two avatars collectively as Demo Student. Demo Student does not "use up a slot" that is reserved for my students. In other words, I don't have to pay an additional fee for these additional avatars. I can customize all of their characteristics and use it just like I would a student and adult avatar. I like this feature because I can use Demo Student to explore the fundamental skills mini-stories without affecting any of the scoring and reporting of my actual students. I can also use Demo Student to introduce Speech Kingdom to groups of students.
Demo Student has a few limitations, including:
- The name cannot be changed from Demo (first name) and Student (last name).
- Scoring is not kept and Reporting is not supported for Demo Student.
- There is a limit of one Demo Student.
- Demo Student is limited to 5 sets in all of Speech Kingdom's games.
Demo Student is available on the Home Page.
Day 1 — Introduction to Speech Kingdom and Avatar Creation
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I assume this is the first time my student is introduced to fundamental skills mini-stories. If it is also the first time they are introduced to Speech Kingdom and, therefore, have not yet created their avatar, we will create their student avatar now. This is done at the Home Page by clicking the Add New Student button.
I involve my student in the process as much as possible. I try to make this time fun and exciting as possible. "Today, we are going to make a cartoon that looks just like you and then, another one that looks like your <mom, dad, or other responsible adult>." |
I let my student know that they can come back and see this new avatar. "Tomorrow, at this same time, we will do something new with your character!" This reduces stress and gives the student something to look forward to.
Day 2 — Preparation
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Before I start with my student, I figure out which fundamental skills mini-story we will work on — the Target Behavior.
First, I select my student. Then I select the Fundamental Skills activity. The program then presents all of the fundamental skills offered by Speech Kingdom, in a menu/thumbnail format. At this point, I can search for a skill by Category or I can proceed to the Search Bar and enter a keyword, or I can simply browse through the stories until I see something that is appropriate. |
Story Settings Gear Icon
Once I locate the mini-story I wish to use with my student, I select it. Then I go to the Story Settings menu, by clicking the Gear icon in the upper right hand corner of the screen.
I click on General Settings and make sure that the the options are set as follows:
One great feature is that I can click on the label of any option for an explanation of that option's function.
Next, I click on Reinforcers and select a reinforcer that my student can identify with and have fun with.
Finally, I click on the "X" in the upper right to close the Story Settings menu.
There is an option right above the Start Fundamental Skill button that says 3 scenes. I usually click this to display thumbnails and captions so I can preview the mini-story. This gives me the opportunity to think about how I want to approach this story with my student. At this time, I like to download the PDF custom workbook by clicking the Download Workbook button, which appears right below the Start Fundamental Skill button..
Once I locate the mini-story I wish to use with my student, I select it. Then I go to the Story Settings menu, by clicking the Gear icon in the upper right hand corner of the screen.
I click on General Settings and make sure that the the options are set as follows:
- Show Speech Text: ON. This allows my student to read along as each character speaks.
- Enable Audio: ON. I want my student to be able to hear the characters speaking.
- Audio Speed: I typically set this to 100%, but sometimes I like to slow down the characters' speech.
One great feature is that I can click on the label of any option for an explanation of that option's function.
Next, I click on Reinforcers and select a reinforcer that my student can identify with and have fun with.
Finally, I click on the "X" in the upper right to close the Story Settings menu.
There is an option right above the Start Fundamental Skill button that says 3 scenes. I usually click this to display thumbnails and captions so I can preview the mini-story. This gives me the opportunity to think about how I want to approach this story with my student. At this time, I like to download the PDF custom workbook by clicking the Download Workbook button, which appears right below the Start Fundamental Skill button..
Day 2 — First Run-Through
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Now I am ready to work on a fundamental skills mini-story with my student. I sit down with my student and we choose the mini-story that I chose earlier. Remember, each mini-story is comprised of three scenes. I ask the student what he or she sees or notices in each scene. Depending on my specific goals, I may just want to encourage expressive language by asking questions.
We have fun clicking on the characters who glow with orange halos to hear them talk. I use my student's responses to guide the discussion. I want to determine if the student properly identifies the skill. I want to know if the student understands his or her role in accomplishing the skill. Remote Control Important note: There is a fantastic option to remotely control my student's device from my device and to turn off certain functions such as navigation (prev, next, repeat, exit) on his or her device as well. It is explained in detail in the Help page of this website under Student Mode — Remotely Controlling a Student's Device. When I use this I also take advantage of another option called Activate Reinforcer. Once the story is running, I can select Activate Reinforcer from my Story Settings menu (Gear icon in top right corner) and surprise my student with a reward when he or she does something great, or just needs some support. |
Day 3 and Beyond — Establishing a Routine
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When at all possible, I try to make the time at which I teach the skill relate to the time that the student would typically perform this skill. Again, this helps with context.
When appropriate, we try to practice this skill. The more the student can link the skill to the real world, the more likely he or she is to use that skill. Therefore, when possible, we practice the skill directly after watching it. This may be by a real life experience or acting out each of the three screens from the story. Again, we want to have fun with it. Finally, adapt when necessary. I like to put gestures or cues in place in order to help students be more successful. |
In Conclusion
I have yet to find anything like Speech Kingdom's fundamental skills mini-stories. Beyond that, I have had nothing work in my classroom with such success as Speech Kingdom's fundamental skills. Like any new program, it takes time to feel comfortable enough to use it with students. As for me, lacking in most technology based areas, I found this program not only user friendly, but highly successful. I hope that you find great success with Speech Kingdom and its fundamental skills mini-stories. I hope that this is just the beginning of your use of the program and that you will go on to discover the connection between Speech Kingdom fundamental skills and Speech Kingdom social stories. I also find that my students love the language learning games. I have seen, first hand, the connection that students make with their avatars and how the use of the avatars has dramatically affected their outcomes.
I wish you all great success!!!
Sincerely,
Heidi Otterman,
1st Grade Teacher
I have yet to find anything like Speech Kingdom's fundamental skills mini-stories. Beyond that, I have had nothing work in my classroom with such success as Speech Kingdom's fundamental skills. Like any new program, it takes time to feel comfortable enough to use it with students. As for me, lacking in most technology based areas, I found this program not only user friendly, but highly successful. I hope that you find great success with Speech Kingdom and its fundamental skills mini-stories. I hope that this is just the beginning of your use of the program and that you will go on to discover the connection between Speech Kingdom fundamental skills and Speech Kingdom social stories. I also find that my students love the language learning games. I have seen, first hand, the connection that students make with their avatars and how the use of the avatars has dramatically affected their outcomes.
I wish you all great success!!!
Sincerely,
Heidi Otterman,
1st Grade Teacher