"...he went forth conquering, and to conquer." Revelation 6:2
Some ideas of problem solving where given in the 'interpreting responses' section. Here are more ideas on how to problem solve:
AGE- Listen to the words used by their peers to help you pick out the wording in the options--they should sound their age. This can help motivate the student to choose.
YES/NO ANSWERS- yes/no questions can be a great way to get a lot of information out. However, for some, it can also be the most difficult type of question. Here are a few suggestions for those individuals:
Rephrase questions so they aren't yes or no. (Ex. Instead of, "Did God create the earth?" ask, "Did GOD or ANIMALS create the earth?")
Use different words than yes and no. (Ex. "Did God create the earth? He SURE DID or NOPE?" or "Did God create the earth? CORRECT he did or INCORRECT he didn't?")
Give options in complete sentences so they don't echo. (Ex. "Did God create the earth? NO, he did not create the earth or YES, God did create the earth?")
Sometimes students miss these because they are so familiar or their eyes get drawn into one before they think logically of what to pick. Use hands then as the options instead of words, pictures, or object (Ex, "Did God create the earth? (hold out your right hand like you are asking for low five) Yes he did or (hold out your left hand like you are asking for a low five) no he didn't")
CHECK- Check the 'key concepts' page. Are you given the needed cues and prompts (some need constant talking to focus)? Are you placing the choices in a good position? Do you believe in yourself and the student?
BACK TRACK- It is appropriate to go back to one option or choices with a blank distractor or two correct responses.
GIVE MULTIPLE CHOICES- Some are so impulsive with multiple choices that more than 2 options is actually easier.
DON'T SAY THE CHOICES- Sometimes just giving the choices without saying them--requiring the student to read- will stop them for echoing and repeating. It slows them down to think.
SHAKE OR TAP THE CHOICES- Many students are actually auditory learns and struggle looking at the options. By shaking or tapping the choices as you say each one, it will help them to hear where the choice is at and pick it.
HOLD THEM UP- If you have them on a table, sometimes they need them held up.
WAIT TIME- Sometimes we want responses faster than a child can give them. If them more time to think about it.
RE-TEACH- If they weren't listening, then reteaching helps.
HAVE OTHERS PICK TOO- Some are self conscious about their alternate way of communicating. Have others in the class pick from options sometimes so they don't feel singled out.
HAVE A PEER GIVE THE OPTIONS- Sometimes students respond better to peers. If there is a mature peer that would be a communication partner of sorts, this could be a useful for both of them.
HUMOR- Sometimes we get too serious. Have fun and add some humor.
Important to know, is that in many cases these individuals need the training one on one before they are really successful in a group setting. They can still and should still participate, but just know that can be some of the issue--it is hard to regulate and learn a new skill in a group. On the flip side, some do better learning new skills in groups where there is positive attitudes and support.
Here is an example of what to do if a student doesn't respond to an question:
TEACHER TEACHES: DANIEL WAS THROWN INTO THE LIONS DEN BY THE KING. TEACHER ASK: HOSEA, WHAT WAS DANIEL THROWN INTO? (HOLD UP THE PICTURE OR WORD LION) LET'S HAVE YOU TOUCH THE ANSWER. STUDENT SHOULD TOUCH THE ANSWER 'LION'. NOTE: THE FIRST FEW TIMES, THE STUDENT MIGHT NOT TOUCH THE ANSWER. MODEL HOW BY TAKING THE STUDENTS HAND OR POINTER FINGER AND HAVING THEM TOUCH IT. IF THE STUDENT IS CALMER, THEN HAVE THEM TOUCH IT BY THEMSELVES. FOR EXAMPLE, THE TEACHER CAN SAY, "LET ME SHOW YOU HOW TO TOUCH THIS ANSWER 'LION.'" AS SHE LIFTS THE STUDENT'S HAND TO THE PICTURE OR WORD. IF THE STUDENT RESIST, THEN JUST TOUCH THE OPTION TO THE STUDENTS KNEE OR SHOULDER AND SAY "I CAN SEE YOU ARE NERVOUS, LET'S HAVE YOUR KNEE TOUCH THE OPTION." IF THE STUDENT CONTINUES TO RESIST YOU CAN CHANGE UP THE BODY PART--MAKE SURE IT IS A NON-EVASIVE BODY PART--ARM, BACK OF HAND, SHOULDER, KNEE, FOOT, ARE POSSIBLE GOOD OPTIONS. BY DOING THIS YOU REINFORCE THE CONCEPT THAT THE STUDENT IS PART OF THE CLASS AND YOU HUMOR THEM, THUS HELPING TO BREAK THE ICE.
Mukhopadhyay, S. (2008). Understanding Autism through Rapid Prompting Method. Denver: Outskirts Press, Inc