Just like my other task cards you can use them during direct instruction time, therapy sessions, or as at an independent task center. This week in therapy I used the cards during some small group therapy sessions with my students and here is how I use them. You can just give your student a card and have your student read the question or you can read it to them if they can’t read or are non-verbal. Then the student can either verbally say yes/no or point to the correct “yes” or “no” symbol on a core board or AAC system. This is great practice for your student with AAC devices to use them.
I also set it up where I wrote “yes” and “no” on index cards and placed the cards on the table. Then I read the question to my student and had him/her determine if the card went in the “yes” pile or the “no” pile.
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4 Responses
My SLP in my school consistently says “yes” “no” questions are too complex for students with severe disabilities. I TOTALLY disagree. What does research say? What should I think about this as a teacher who witnesses my kids affirming or not affirming all day long. Help?
Great question! I would have a talk with your SLP and find out why she thinks that. Start Yes/No questions with identifying common items (versus indicating if they want something). Collect some data to share!
From what I’ve read it depends on the type of yes/no question. There are mands, tacts, and interverbals. Mands are do you want questions, tacts are is this red, round, etc., and interverbals are more abstract like do pigs fly? mands are generally the easiest. The client I’m working with understood mands very quickly, but is having trouble with tacts. so I think the answer to your question is, it depends.
Yes- that is all true! That particular set of task cards is a bit of a combination of tacts and interverbals.