Social Skills:

Example: During circle time: taking turns pushing the Big Mack button to respond to prerecorded calendar routines, songs and books. (What day is it? what month is it?; Using repetitive lines work great (Old McDonald had a farm); "Turn the page" -during large group reading; and "my turn" as a visual/physical marker during focusing on specific turn-taking tasks, etc.


Attending skills (motivation):

Example: When the teacher is reading a book aloud to the class, numerous lines from a book can be visually represented with a corresponding recorded message on the buttons. The child can "assist" in "reading" the story by pushing the appropriate buttons for the story. Repetitive line books such as "Brown Bear" work great. The child can push the button for "Brown Bear, Brown Bear what do you see?" Another example would be the line "...but he was still hungry" from "The Very Hungry Caterpillar". Circle time activities can be programmed in a similar manner.

Example: A picture of the Big Bad Wolf placed on the Big Mack switch with the repetitive line "I'll huff and I'll puff and I'll blow your house down" recorded.

Organization skills (story sequencing and time management):

"Talk Pad--Sequencing"

Each step of a sequence story can be prerecorded on each of the four buttons in sequential order. The four corresponding sequence story pictures are placed in front of the child not in order. As the child presses the first button in the left-to-right sequence of buttons, he hears the auditory message for the first sequence picture. He can then select the corresponding picture to that message as the first picture in the sequence story, and place it on top of the first button using Velcro. This continues with each of the subsequent buttons and pictures. Printed sentences can also be used in place of pictures for the sequence story.


"Talk Pad--Phonics"

Example: The first button of the Talk Pad is recorded with the sound /d/. The child chooses from a selection of the 3 letters that comprise "dog", as well as the entire written word, and places the matching letter on the first button (using Velcro). The child progresses through each button in the same manner. The final button says "dog", and the child matches the whole written word, "dog", to this final button.

Example: Varied levels of reading comprehension skills can be addressed from matching simple single pictures to corresponding written words, to questions regarding various written information (e.g., Animal pictures are velcroed to a top-to bottom button column on the Voice In the Box, with corresponding words recorded under each button. When the child presses one of the pictures, such as "dog", the recorded button message says "dog, find the word dog". The child must then choose which written word matches the picture and its auditory message, and place that written word (using Velcro) on the blank button next to the picture of the "dog". When the child places the written word, "dog", on the blank button, the button responds with a prerecorded message of "d-o-g, dog".