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Tuck went to school today. The Selective mutism subject helped set up
Tuck's tricks. He's still not talking either in the classroom or for Tuck, but he's much more relaxed with Tuck and now knows the drill enough to help set up Tuck's trick props. He's doing hand signals more easily and fluently. The kid is in kindergarten, and since he won't verbalize, they are not sure how much he's getting out of reading progress. Today the subject was doing hand signals with Tuck, knowing when his signals get proficient enough that he actually has control of Tuck, that Tuck will then become his classroom buddy. Alec brought a friend with him to his session and the other kid kept waving cookies in front of Tuck, while subject did the handsignals. When Tuck wasn't watching subject, he made a mouth smack (First noise verbalization in the school) to draw Tuck's attention. This was a huge advancement. It did not end there. Tuck then cooperated with subject instead of the cookie waving distraction. Then I pulled out Tuck's word flash cards. MOST of them have handsignals. Come, Heel, Sit, Down, Roll. subject is very fluent in these hand signals. When I pulled out the cards, I asked the two boys if they could read any of these. The visiting boy could not. subject stuck up his hands and started responding to Sit, come, down. I then showed him hand signals and read "HEEL", and "Roll". But I told him that Tuck needed a hand signal for STAND, and subject made up one. What I did learn is subject CAN read, and respond with corresponding hand signals to appropriate flash cards. Subject has started communicating to me, through skills learned with the dog. |
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"diddy" none wrote in message . .. Tuck went to school today. The Selective mutism subject helped set up Tuck's tricks. He's still not talking either in the classroom or for Tuck, but he's much more relaxed with Tuck and now knows the drill enough to help set up Tuck's trick props. He's doing hand signals more easily and fluently. The kid is in kindergarten, and since he won't verbalize, they are not sure how much he's getting out of reading progress. Today the subject was doing hand signals with Tuck, knowing when his signals get proficient enough that he actually has control of Tuck, that Tuck will then become his classroom buddy. Alec brought a friend with him to his session and the other kid kept waving cookies in front of Tuck, while subject did the handsignals. When Tuck wasn't watching subject, he made a mouth smack (First noise verbalization in the school) to draw Tuck's attention. This was a huge advancement. It did not end there. Tuck then cooperated with subject instead of the cookie waving distraction. Then I pulled out Tuck's word flash cards. MOST of them have handsignals. Come, Heel, Sit, Down, Roll. subject is very fluent in these hand signals. When I pulled out the cards, I asked the two boys if they could read any of these. The visiting boy could not. subject stuck up his hands and started responding to Sit, come, down. I then showed him hand signals and read "HEEL", and "Roll". But I told him that Tuck needed a hand signal for STAND, and subject made up one. What I did learn is subject CAN read, and respond with corresponding hand signals to appropriate flash cards. Subject has started communicating to me, through skills learned with the dog. What great news diddy. Remarkable results. And you've only just begun. It hasn't been that long you 've been working with this child. Congratulations! Any information as to this childs home life? best, td |
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