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Ms. Geiss' Classroom Edit display name

  • Snyder - Girotti Elementary School
  • Bristol, PA
  • More than half of 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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Motivating toys for these students with multiple disabilities will make a huge difference. They struggle to access education like their typical peers. They do have not same age interests as their peers BUT they do have the same desire to interact and engage. These items will help facilitate opportunities for my students be more independent communicators so they can interact with their teachers and classmates. These items will be so motivating that the students will want to use their natural voices or augmentative communication to comment, request or direct actions. For example, if a student is presented with a bubble machine or the ball drop machine, the SLP or staff member will pause the action until the student uses any form of communication to request more of the toy or di When the students see the highly motivating reinforcer aka the toy they will naturally want to see it and/or activate it. Depending on their level of independence the student will then have to use words to gain access to the toy by using words such as : go, want, play, like, get. Without these exciting toys, the students are less likely to use their words independently or to be receptive to models or prompts. The more the student practices requesting or commenting with desired items the more likely it will carry over throughout their school day. Thank you!

About my class

Motivating toys for these students with multiple disabilities will make a huge difference. They struggle to access education like their typical peers. They do have not same age interests as their peers BUT they do have the same desire to interact and engage. These items will help facilitate opportunities for my students be more independent communicators so they can interact with their teachers and classmates. These items will be so motivating that the students will want to use their natural voices or augmentative communication to comment, request or direct actions. For example, if a student is presented with a bubble machine or the ball drop machine, the SLP or staff member will pause the action until the student uses any form of communication to request more of the toy or di When the students see the highly motivating reinforcer aka the toy they will naturally want to see it and/or activate it. Depending on their level of independence the student will then have to use words to gain access to the toy by using words such as : go, want, play, like, get. Without these exciting toys, the students are less likely to use their words independently or to be receptive to models or prompts. The more the student practices requesting or commenting with desired items the more likely it will carry over throughout their school day. Thank you!

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About my class

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