Nathan the speaker

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Nathan responds spontaneously

Student	Nathan	Date	September 2008
		Observer	Mary (teacher)

Intended learning

Nathan will begin to communicate in the classroom setting.

Over the past term, Nathan has demonstrated a willingness to use words more and more in the classroom setting, including counting with the children during mathematics maintenance and joining in the number game, “Buzz”. Most of his communication involves one-word utterances, for example, when using PECS to show his news, he says “shopping”. With prompting, “You need to say “I went shopping””, he will repeat, “I went shopping”. He does not initiate communication but will reply to greetings, farewells, “yes-”, and “no-” type questions with verbal prompts such as, “Look at the person. Nathan, you need to say “hello””.

I have also noticed that he will echo prompts or instructions from the teacher, such as “books away”. This morning, after reading, he spoke a sentence communicating intention, unprompted. Nathan had finished instructional reading with me on the mat. After reading, the children put their books into their reading folders and store them in their school bags ready to take home to read that night. Nathan knows this routine well and executes it with little prompting.

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The children then move to independent reading activities, such as the computer, the listening post, the writing table, and library reading. Today, Nathan stood up, leaving his reading folder on the mat and moved across the room to look at what the children were doing on the computer. I followed him and said, “Stop, Nathan (with my hand up to get his attention). Look. Books in bags”. He took the reading folder from me saying, “I’ll be back” and hurried to put his books away. This response was unprompted.

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