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Mrs. Devaney's Classroom Edit display name

  • Glen C Taylor Elementary School
  • Henderson, NV
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Regular desks and rectangle tables just won't do! When teaching social language, we need to look each other in the face. This is especially true for students with Autism Spectrum Disorder. Making eye contact and being able to read other's facial expressions is absolutely necessary when teaching social language skills. Please help me set up my therapy room so it can facilitate this. Treatment strategies for social communication disorder focus on increasing active engagement and building independence in natural communication environments. The American Speech-Language-Hearing Association (ASHA) states that "One-on-one, clinician-directed interventions are useful for teaching new skills". Group interventions are used in conjunction with one-on-one services to practice skills in functional communication settings and to promote generalization. In school settings, intervention often includes environmental arrangements, teacher-mediated interventions, and peer-mediated interventions (Timler, 2008). Setting the therapy room up in a way that students are able to work on these skills by watching facial expressions and making eye contact is so important. Thank you for helping me make a difference and give my students the opportunity to practice their communication skills in a more natural setting.

About my class

Regular desks and rectangle tables just won't do! When teaching social language, we need to look each other in the face. This is especially true for students with Autism Spectrum Disorder. Making eye contact and being able to read other's facial expressions is absolutely necessary when teaching social language skills. Please help me set up my therapy room so it can facilitate this. Treatment strategies for social communication disorder focus on increasing active engagement and building independence in natural communication environments. The American Speech-Language-Hearing Association (ASHA) states that "One-on-one, clinician-directed interventions are useful for teaching new skills". Group interventions are used in conjunction with one-on-one services to practice skills in functional communication settings and to promote generalization. In school settings, intervention often includes environmental arrangements, teacher-mediated interventions, and peer-mediated interventions (Timler, 2008). Setting the therapy room up in a way that students are able to work on these skills by watching facial expressions and making eye contact is so important. Thank you for helping me make a difference and give my students the opportunity to practice their communication skills in a more natural setting.

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