Free Communication Cue Cards

Click on the link below to explore different communication cards.

communication cards

Break Card: When having your child perform a non-preferred task, provide them opportunities to take a break once the task is complete. Teach your child how to use the card before they will need it rather than waiting for frustration to escalate and then teaching them how to use it. For example, if you are having your child work on finishing a puzzle, after they are done, hand them the break card and allow them to engage in a preferred activity (swinging, painting, play dough, etc). Save highly preferred activities to pair with breaks to be offered only after completing a non-preferred task.

Signing Time

https://www.youtube.com/watch?v=jVcJHv32i18&feature=share&noredirect=1

Did You Know???

Here are some important skills that we work on in preschool: 

Attending and Engaging

What does attending and engaging mean: the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. Generally speaking, the concept of “student engagement” is predicated on the belief that learning improves when students are inquisitive, interested, or inspired, A child's academic success is often dependent on his or her ability to attend to tasks. Such skills enable a student to acquire necessary information, complete assignments, and participate in classroom activities and discussions (Forness & Kavale, 2001). Children who struggle to attend may also struggle with forming relationships.

Self Regulation

What is Self Regulation: The term “self-regulation” is used to refer to a range of characteristics and abilities. A child with self -regulatory skills is able to focus his attention, control his emotions and manage his thinking, behavior and feelings. Self-Regulation is important. Ellen Galinsky (2010), author of the book Mind in the Making, found self-regulation essential for success in school, work, and life. The critical window for self-regulation takes place from birth to age five when children develop the foundational skills for self-regulation. During this time, adults are helping children to build the necessary skills that are critical to regulate thinking and behavior. In his online journal article, Blair (2009) points out, “Emotions may influence the development of the cognitive functions that contribute to successful self-regulation and thereby to school readiness (p. 1).” Many of the behaviors and attributes associated with successful school adjustment are related to self-regulation skills. As children enter kindergarten, good self-regulation includes focused attention, the ability to stay on task, ignore distractions, inhibit impulsivity, plan one’s actions, reflect on one’s thinking and cooperate and demonstrate empathy to peers. Other skills include turn taking, following directions the first time given and communicating thoughts and needs verbally (Bodrova & Leong, 2008). As Riley, San Juan, Klinkner & Ramminger (2008) point out in Social and Emotional Development; Connecting Science and Practice in Early Childhood Settings, “The ability to inhibit one’s own actions does not come naturally to children; they must learn it” (p. 66).

Communication: 

Language refers to the body of words, patterns of sounds, structures and forms used to construct speech.  Communication implies using language in a social context to request something, comment on an event, describe an action or acknowledge the presence of another individual.   It occurs verbally or non-verbally through the use of spoken words, gestures, signs, or by pointing to printed words or symbols (Remus). Precursors to Communication consist of more than spoken words. Emergent communication involves understanding what is being said; finding ways to express what you want, eye contact, communication exchanges. For example, looking at a person when they are talking and waiting to react to the question or command that has been made.  Many of the students we serve are non-verbal. We will provide them with the environment and tools to help them communicate. Many parents have asked, “When will my child talk?” Unfortunately, no one can make that prediction, but there are some strategies that can be used to help children learn to communicate and lay the foundation for language opportunities found on this page: https://www.autismspeaks.org/blog/2013/03/19/seven-ways-help-your-nonverbal-child-speak

References:

Forness & Kavale, US Department of Education (2015) LD Online Teaching Children ADHD: Instructional Strategies and Practices Retrieved: http://www.ldonline.org/article/8797?theme=print

Marilynn Rice (2012) Innovations and Perspectives: Understanding the Importance of Self-Regulation for Preschoolers. Retrieved: http://www.ttacnews.vcu.edu/2012/02/understanding-the-importance-of-self-regulation-for-preschoolers/

Myrianna Remus, Autsim and School Based Programming Communication Retrieved: http://www.telusplanet.net/public/nremus

Welcome to our classroom blog. Within this blog, you fill find interactive tools for you and your child. In addition, the blog includes helpful articles addressing topics like: promoting communication and foundational academic skills.