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Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 5
Type of Comment or Statement Student
Evidence/comments
Response
Comments and statements
about changes in routine and
E
Johnny comments about changes to highly preferred
options or adds comments about frequently occurring
scheduled events
change options.
Comments and statements
Johnny comments about familiar topics and themes
about familiar topics and themes
recently studied as long as they are well-rehearsed and
(ie those recently studied at school)
within the context in which they were studied.
Comments and statements
Johnny mostly does not respond to comments and
about unfamiliar topics and themes
statements about unfamiliar topics and themes. When he
does respond, he names something associated with a key
word in the comment/statement.
The following supports assist Johnny to comprehend comments and statements
1. Visual supports (eg photographic sequences, visual displays, wall calendars, ‘who’s here’ and
‘whose turn’ charts, star charts, Interwrite board images, shadow boards and templates)
2. Well-rehearsed routines that provide clear opportunities for responses. This also
includes conversation routines eg teacher routinely says,
I’m hot. I think I’ll get a drink
.
Teacher at other times says,
I’m hot
and student responds
I’m gonna get a drink
.
3. Systematic use of forewarning comments, eg talking about upcoming events and
lessons consistently throughout the day.
4. Systematic use of review comments, ie talking about completed events and previously
occurring lessons consistently throughout the day.
5. Timing teacher comments to coincide with related actions, sensory input or experiences.
6. Inclusion of highly preferred activities within school routine.
Priorities/goals
1. Johnny will increase his range of responses to routine comments about his own and
other’s bodily states when less obvious contextual cues are presented, eg in response
to the comment
I’m hot
, Johnny may agree and also comment about getting a drink,
being thirsty, turning on the fan, wetting his face, turning on the air conditioner.
Additional examples: hungry – lunch/snack/dinner; cold – putting on a jumper/heater/
staying inside; tired – rest/sleep.
2. Johnny will make comments that provide additional information when others make
comments about recent past experiences that were shared by Johnny and the
communication partner.
