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Communication interventions > Talkies > Flashcards

Talkies Flashcards

1
Q

What is the goal of simple sentence imaging?

A

visualize and verbalize one sentence

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2
Q

What is the advantage to teaching words in categories?

A

creates relationships between images

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3
Q

What are the steps to prosody?

A
  • explain that speaking involves saying some words loudly or quietly
  • explain that different ways of saying words help with imagery
  • demonstrate with squares
  • push square up that is being said more loudly
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4
Q

Explaining prosody involves saying words in ways that help with __________?

A
  • imagery
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5
Q

The last step of prosody involves pushes squares _______ and _______ to show emphasis.

A
  • demonstrate with squares
  • push square up that is being said more loudly
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6
Q

What are the steps to talking 3 word sentences, with concepts?

A
  • teacher or student says a 3 word sentence using a concept for the 3rd word
  • touch the squares and say the words
  • have the student touch the squares and say the words

– discuss or act out the sentence

  • take turns changing the concept word
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7
Q

The second step of talking 3 word sentences is to ________ the squres and say the _______.

A
  • touch the squares and say the words
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8
Q

The third step of talking 3 word sentences is to ______ _______ the sentence.

A

– discuss or act out the sentence

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9
Q

The last step of talking 3 word sentences is to take turns ________ the concept word.

A
  • take turns changing the concept word
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10
Q

What is the dual coding theory?

A

cognition is 2 parts: images and language together

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11
Q

What are the steps to talking 4 to 7 word sentences?

A
  • same procedure as with shorter sentences but with more squares
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12
Q

Students with weak concept imagery are good at __________, but not the big _________.

A

Good at details, but not the big picture

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13
Q

What are the steps to talking 3 word sentences, using an adjective?

A
  • Place 3 squares, first one is an adjective
  • student touches the squares and say the words
  • encourage imaging for sentence
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14
Q

Students answer _____/______ to indicate the teacher is right or wrong.

A
  • student answers yes/no about what teacher is doing
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15
Q

What is an intervention for teaching category imagery?

A
  • show a group of pictures in a category then ask student to name what he remembers
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16
Q

What are the steps to talking 2 word sentences, using imagery for both words?

A
  • no objects will be used
  • teacher says 2 words and places 2 empty squares down
  • student touches the squares and says the words
  • teacher ask the student to picture the words
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17
Q

What is imagery?

A

Visually descriptive language

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18
Q

What is the goal of step 5, picture to picture?

A

develop verbalization from a given picture, using words of increasing complexity.

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19
Q

What are the 7 basic structure words?

A

i. What is it
ii. Movement
iii. Color
iv. Size
v. Shape
vi. Number
vii. Where is it

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20
Q

Teachers need to have good ________ to teach Talkies.

A
  • good energy
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21
Q

What are the little steps to simple sentence imaging?

A
  • similar to simple word imaging, but student visualizes and verbalizes the whole sentence
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22
Q

What is the goal of the Lindamood Bell program?

A

imagery-language connection.

Brings sensory input to a conscious level and connects imagery to language processing.

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23
Q

What are the 2 types of imagery?

A
  1. concept
  2. symbol
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24
Q

What are the steps to talking 2 word sentences, imagery for verb?

A
  • say 2 words
  • place 2 squares down and only a card on the first square
  • touch squares and say sentence
  • ask the student to picture the 2nd word
  • ask the student to touch the squares and say both words
  • repeat with different words
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25
Q

What is the hallmark of step 4?

A

Moving from parts to the whole.

Words to sentences.

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26
Q

What are the steps to talking 3 word sentences, adding articles and connectors?

A
  • start with noun and verb
  • add an article card to a 3rd square
  • touch each card and say the words
  • have the student touch and say each word
  • repeat using conjunctions
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27
Q

What are the little steps of sequence picture stories?

A
  • discuss the pictures first
  • put the pictures in order
  • student describes the pictures
  • mix up pictures
  • student puts pictures in order
  • student touches each picture and tells the story
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28
Q

What are steps to object to picture?

A

Student describes an object the teacher can’t see.

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29
Q

What is the goal of talking picture stories?

A

directly develop imagery and expressive language by sequencing a series of pictures into a little story

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30
Q

What are the 9 steps to Talkies?

A
  1. Setting the Climate
  2. Sensory/language play
  3. Talking words
  4. Talking sentences
  5. Picture to picture
  6. Simple word imaging
  7. Simple sentence imaging
  8. Talking picture stories
  9. Simple sentence by sentence
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31
Q

What kind of environment is best for Talkies?

A

positive reinforcement. emotions make learning stick.

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32
Q

How many sentences should you work up to in sentence by sentence?

A

4

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33
Q

What is the hallmark of concept imagery?

A
  • rapid, dynamic mental representations.
  • Takes in color, size, time, space, relationships, etc.
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34
Q

Should the student use expressive or receptive skills when attempting to paraphrase sentences in Talkies?

A
  • Receptive, teacher paraphrases and student judges right or wrong
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35
Q

What is the Socratic method?

A

questions.

A response to every response.

Closing the circle of communication every time.

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36
Q

What are the key points to remember for Picture to Picture?

A
  • use structure words to describe pictures
  • keep images simple
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37
Q

What are the little steps of phrases with concept words?

A
  • teacher says a phrase with a concept word
  • ex. “on a chair” - student describes image with teacher prompting
  • practice receptively if this is challenging
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38
Q

How many hours a day are needed for Talkies to work?

A

2 to 4 hours a day to create a new neural pathway

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39
Q

What is the simplest sentence that should be used to start talking sentences?

A

noun and verb

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40
Q

What is the intervention for creating images?

A
  • show a picture
  • take it away
  • ask student to picture it
  • ask student to name it
  • ask follow up questions about size, action, color, etc.
  • show card again to help student
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41
Q

What are the steps to talking 2 word sentences, student led?

A
  • have student pick noun and verb
  • student lays out squares and objects or cards on squares
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42
Q

What are the little steps in noun imaging?

A
  • teacher picks a high imagery word known to the student
  • teacher prompts the student to describe the image
  • very difficult step
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43
Q

What is meant by images in dual coding theory?

A
  • pictures
  • sequences
  • actions
  • relationships
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44
Q

What are the little steps of word to object imagery?

A
  • teachers says a word
  • student gets the object associated with that word
  • teacher then asks student to image it and describe it
45
Q

What are the little steps of word to picture to imagery?

A
  • teacher says a word
  • student find the picture associated with that word
  • teacher prompts for imagery and description
  • Teacher says “you made me picture”
46
Q

What is the goal of Simple Word Imaging?

A

To teach student to create a mental representation from a spoken word

47
Q

What are the steps to simple picture to picture?

A
  • student describes a picture that the teacher can’t see
  • teacher says “your words make me picture…” or “What should I picture?”
48
Q

What is the goal of simple sentence by sentence?

A

To develop student’s ability to create an imaged gestalt from language in order to provide sensory information for a detailed, sequential verbal summary of the expressed concepts

49
Q

What are the 3 parts to step 1, Setting the Climate?

A
  • explain what picturing or sensing an image is
  • explain why it’s important
  • repeat this information
50
Q

What is an intervention for teaching categories?

A
  • describe details and attributes that link images into categories
51
Q

What signs that the goal for step 2 has been reached?

A
  • good eye contact
  • lots of gestures and facial expressions
  • positive body language
  • positive emotions
52
Q

Why is consistency important in Talkies?

A

simplicity helps learning.

sessions should be the same every time.

53
Q

How are errors handled in Talkies?

A
  • restate the positive part of the answer
  • review the answer given
  • compare answer to the question
54
Q

What are the little steps to visualizing and verbalizing picture stories?

A
  • teacher describes each picture and puts cards in order
  • teacher tells the story
  • turn the cards over
  • student tells the story from memory
  • start with 2 cards and work up to 5
55
Q

What are the steps to student and teacher describe a picture?

A
  • student describes picture
  • teacher prompts
  • teacher summarizes student’s description
  • teacher summarizes the main idea
56
Q

What is critical to the success of sequencing?

A

Understanding the concept of first and last

57
Q

What are 3 interventions for helping students picture the main idea of a sentences or sentences?

A
  • ask questions about imagery
  • keep focus on main idea of sentence
  • connect the main idea to the next sentence
58
Q

What is concept imagery?

A

The gestalt. image for a whole, such as multiple details and attributes

59
Q

What are the 7 little steps in the process of sentence by sentence?

A
  • student visualizes sentence
  • student verbalizes sentence
  • student uses a square to stand in for the sentence just said to him
  • teacher questions for imagery
  • teacher gives a picture summary of each image created
  • student reverbalizes the sentence by going over the structure words
  • teacher gives a word summary of the sentence
60
Q

What is the first intervention for teaching oral vocabulary?

A
  • Show pictures
  • ask student to identify newly learned pictures by pointing or by saying the new word
61
Q

What is the goal of the Talkies program?

A

sensory awareness of images to the conscious level

62
Q

Who came up with the dual coding theory?

A

Allan Pavio, cognitive psychologist

63
Q

What are the signs of improving imagery?

A
  • eyes going up
  • defocusing
  • vividness in descriptions
  • increasing speed with image recall
64
Q

What type of imagery is easier for people with autism?

A

symbol imagery

65
Q

What is the goal of step 3, Talking Words?

A

Student learns images for oral vocabulary and basic concepts

66
Q

what are 4 interventions to teach imagery for objects?

A
  • student guesses an object using hands only
  • student feels an object and describes what he feels
  • teacher describes an object and student names the object
  • student describes an object and teacher names the object
67
Q

What types of words should be used when teaching Talkies?

A

sensory words…picture, see, hear, feel

68
Q

What are the steps to talking 2 word sentences, with the teacher leading?

A
  • teacher says a noun and verb
  • count the words
  • put down a square and picture card for each word
  • turn cards over
  • point together and say the words
  • have student touch each square and say the words
  • discuss or act out the meaning to picture it
69
Q

What does each sentence “become” in Talkies?

A
  • picture card in itself of mental imagery
70
Q

Name 5 interventions for accomplishing sensory-language play

A
  1. talk about imagery in general
  2. ask the student to picture a familiar object that is out of sight
  3. have the student evaluate responses with a thumbs up or thumbs down answer
  4. have the student copy teacher or describe what the teacher is doing
  5. read books and discuss images
71
Q

What is the goal of step 4, talking sentences?

A
  • To develop imagery
  • increase complexity and length of sentences
  • develop expressive language
72
Q

What is the goal of step 2, sensory/language play?

A

Make a positive connection, build trust, get a good back and forth going

73
Q

What is symbol imagery?

A

mental images for parts of the whole, such as letters, sounds and numbers

74
Q

What is the problem with speaking too slowly in sentence by sentence?

A
  • invoking word imagery instead of sentence imagery
75
Q

What are the steps to imagery practice for pictures? The teacher _______ a picture.

A
  • teacher turns over a picture
  • student describes the picture from memory
76
Q

Students who are weak at concept imagery are good with vocab and decoding, but struggle with _____________

A

Good with vocab and decoding, but struggle with reading comprehension.

77
Q

Students who are weak with concept imagery are good at _________ and _________, but struggle with reading comprehension.

A

Good at vocab and decoding…

78
Q

Students who are weak with concept imagery like _________ humor, but don’t understand _____________ humor.

A

like physical humor, but don’t understand language cased humor.

79
Q

Students who are weak at concept imagery are good at ________ thinking, but struggle with ___________ thinking.

A

good at concrete thinking, but struggle with abstract thinking.

80
Q

Students who struggle with concept imagery have hard to understand ________ _________ .

A
  • hard to understand oral language
81
Q

Students who have weak concept imagery have ________ social skills.

A
  • poor social skills
82
Q

Students who have weak concept imagery have a hard time in classrooms because they struggle to __________ __________.

A

follow directions

83
Q

Students who have weak concept imagery have trouble with what kind of expression?

A
  • poor written expression
84
Q

Students who have weak concept imagery struggle with cause and ___________.

A
  • difficulty with cause and effect
85
Q

Students who struggle with concept imagery are good at what kind of imagery?

A

symbol imagery

86
Q

Student ________ teacher actions to show expressive understanding.

A

student copies teacher actions

87
Q

Student _________ what teacher is describing to show expressive understanding.

A
  • student guesses what teacher is describing
88
Q

Student _________ an image and __________ an image to show expressive understanding.

A
  • student pictures an image and describes it
89
Q

What is an example of a 3 word sentence with an adjective for step 3?

A

“Red airplane flies”

“Big cat jumps”

90
Q

What are two structure words to use when learning 3 word sentences with adjectives?

A

size and color

91
Q

Teachers provide appropriate _________.

A
  • appropriate tasks
92
Q

The steps in Talkies should _________.

A
  • overlapping steps
93
Q

Teachers in Talkies should encourage self _________.

A
  • encourage self correction
94
Q

Teachers in Talkies should encourage quick answers and __________.

A
  • get to automaticity
95
Q

Teachers in Talkies should use their hands and lots of _________.

A
  • use gestures
96
Q

How does the teacher prompt imagery?

A

“You made me picture….”

“What else can you help me picture?”

97
Q

The goal of talking picture stories is to develop _________ and ___________ language in a story.

A

imagery and expressive language

98
Q

For phrases with concept words, the teacher says a phrase and the student ___________.

A

describes it

99
Q

Dual coding images can be ___________, sequences, actions and relationships.

A
  • pictures
100
Q

Dual coding images can be pictures, ____________, actions and relationships.

A
  • sequences
101
Q

Dual coding images can be pictures, sequences, ______________ and relationships.

A
  • actions
102
Q

Dual coding images can be pictures, sequences, actions and ____________.

A

relationships

103
Q

The goal of sentence to sentence is to develop the student’s ability to create an ____________ from language in order to provide ___________ information for a detailed, _______________, verbal summary of expressed concepts.

A
  • imaged gestalt
  • sensory information
  • sequential verbal summary
104
Q

What is an example of an attribute of a category?

A
  • ex. animals have feet, heads. furniture goes in a house.
105
Q

To teach categories students can point to and name ___________,

A

attributes

106
Q

To handle an error, first restate what the student said ________, then review the incorrect part, finally __________ answers to the question

A
  • correctly
  • compare
107
Q

To help students summarize sentences, the teacher should prompt ______, keep focus on the ______ idea of the sentence and _______ the main idea to the next sentence.

A
  • “questions” about imagery
  • keep focus on “main” idea of sentence
  • “connect” the main idea to the next sentence
108
Q

The signs of improving imagery are eyes going ___, _________, _____________ in descriptions, and increasing _______ with image recall.

A
  • eyes going up
  • defocusing
  • vividness in descriptions
  • increasing speed with image recall

Communication interventions (2 decks)

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