| The main goal is for your child to be able to | | | | corresponding snack. We administer the desired snack |
| communicate what they want and need when within | | | | a few pieces at a time to allow the child to repeat the |
| and outside the home with a variety of people. This | | | | communication process. We also integrate pictures in |
| skill is called generalization. Teachers, parents and | | | | to choice situations - the child has the opportunity to |
| caregivers need to teach a form of communication to | | | | pick a song of their choice or a book. This strategy is |
| the children that they can take to other locations and | | | | also used with activities - play with cars or doll. |
| still be acknowledged and understood. Many parents | | | | A way to incorporate this type of communication at |
| know instinctively what their child wants - this is an | | | | home is to use digital camera photographs for |
| excellent advantage! Use your knowledge of what | | | | preferred items for your child. Give your child choices |
| your child wants to encourage communication! | | | | and encourage them to initiate communication with you |
| Setting up a communication system can be challenging | | | | by bringing you the picture of the desired object/item |
| and time costing. | | | | or activity. Always pair the photographs with the |
| In the school setting we use pictures, objects and icons | | | | verbal label for the object activity and make it |
| to increase language development in every aspect of | | | | reinforcing for the child to communicate with you. Try |
| the children's daily routine. During snack we provide | | | | not to discourage communication with the words, "no" |
| picture choices and encourage the students to initiate | | | | or that is not it...Try to encourage and redirect your |
| communication by handing us the picture of the | | | | child's language. |