In our previous post on Answering Questions, we provided tips for teaching wh-question words. This will be a great starting point for Asking Questions too so we suggest revisiting that post to start. Through first working on answering questions with these cues, students will be provided with some great modeling of how questions are formulated.
Use the same wh-question visuals to cue students on which type of question to ask during structured activities. Generalize this skill across question words, various activities, in different environments, and finally by fading the visual cues.
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| Taylor Ruef Stevenson Elementary, Mad River |
What Questions
Consider the various ways they can use each question word so that their language sounds natural. For instance, instead of pointing at an item and just asking "what?" it would make more sense for them to point and ask "what's that?".
You can also teach students to get clarification such as "what color?" or "what size?". Set up opportunities for them to practice this skill during structured activities such as asking peers "what color do you want?" when passing out markers or asking "what game do you want to play?" during free time. Provide visual cues such as scripts to help them remember the word order.
Students can also learn to ask what others are doing. You can practice this skill by acting out actions, using toys or stuffed animals to perform actions, using video clips, or pictures.
Where Questions
When practicing prepositions and positional words you can easily incorporate asking "where" questions. Move throughout the learning space and encourage the student to ask "where are you?". Then use objects and teach the student to ask "where is the...?".
"Where" questions are also important when students need help locating materials. Use a script to help them ask "where is my...?". Introduce this skill through structured activities where you can hide items and the student has to ask for them. Then, generalize the skill across settings so the student can begin asking for items they want or need but are unable to find themselves. At times, you may need to sabotage the environment but hiding items you know they will need such as a pencil or toothbrush.
Who Questions
Like when teaching "what", be sure to teach "who" in a way that sounds natural. For instance, you may teach the student to ask "who's that?" since that is a common phrase. Practice with pictures and videos to keep the student engaged and interested.
When Questions
Many students with autism are very motivated by knowing when certain activities will occur throughout the day. This can be a great opportunity to teach them to ask "when" questions. They could ask "when do we have music?" or "when will we go outside?"
Do, Is, and Are Questions
In addition to wh-questions, there are other question forms to consider such as "Do", "Is, or "Are" Questions. Like with the wh-questions, teach these first in a structured setting that provides numerous opportunities for practice. Continue to use visual supports and scripts to help cue the student. There are a variety of games that you can play:
- Go Fish: For "do" you can play Go Fish and the student can ask "Do you have a...?".
- Hidden Object: For "is" questions, hide an item in a bag and allow the student to feel it. Then, have them guess by asking "Is it a...?".
- Charades: For "are" questions, play charades and have the student ask "Are you a...?".
Practice Activities
There are tons of options when it comes to
practicing questioning skills! Plan activities to allow students to practice
asking questions such as interviewing peers or staff members.
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| Jackie Vollmer Driscoll Elementary, Centerville |
Students can ask
each other questions about books they are reading. Provide visual cues to
prompt the students to ask a variety of questions. Games such as "Guess
Who" and Who am I" are a good way to work on asking
questions to clarify.
Seek and find or blind board
drawing games encourage the use of questions to determine where
something is or how something should look. Role playing as a server at a
restaurant will facilitate a variety of questions such as "where do you
want to sit?", "when do you want your salad?" or "how
many cookies do you want?
Also, if your student uses an AAC device, provide opportunities to practice navigating to find different question words. You may find question words on the core page or on a subject related page. The device may have a link to a page of just question words. It will be important to teach the learner how to find question words and formulate questions that are meaningful. The device may have a chat page with pre-program questions for quick and easy access.
For more ideas on functional
communication training skills check out our previous Communication Corner
posts:
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