ESDM in Action

About This Video

Here is an example of a sensory social routine of balloons to elicit the child to request (blow, more, and go), follow one-step directions (give me the balloon), and follow a point. This child is learning to use his AAC (augmentive and alternative communication) device, so you will see me model how to use that and see him use it independently as well. Let’s watch!

* We will use verbal communication, sign language, and AAC devices depending on what works best for each child.

Key Concepts

Capturing the Learner’s Attention: In the video, you will notice that the learner is engaged with the therapist and the activity 100%. The therapist chose an activity the child would be motivated to participate in, which sets up the ideal situation to teach new skills.

Specific Activity, Generalized Skills: In this example, the therapist is teaching the learner the mands (requests) “blow,” “go,” and “more.” The therapist models the word “blow” to initially blow up the balloon. This is a new mand, or request, for the learner. To blow the balloon up bigger, the learner has to use the AAC device to select the icon for “more.” When the learner is ready for the balloon to be released, the therapist directs him to the AAC device to select the icon “go.”

In the future, once the learner has mastered the requests in this activity, the therapist can begin to generalize the terms “blow,” “go,” and “more” to other activities and with different communication partners.

Prompting: For this activity to be as engaging and immersive as possible, the therapist uses a variety of prompts (modeling, verbal prompts, gestural cues) to teach the learner to communicate. She uses her voice, body language by leaning towards the device, and her hands to point to the device. The therapist also models the desired way to make a request by using the device as well.

Repetition and Flexibility: Children need a lot of exposure to learning opportunities. Children with developmental delays and deficits may require even more opportunities to learn. In this short example, there were multiple opportunities for the learner to practice using his device to communicate. This activity could go on as long as the learner still had interest and could be modified using other toys or activities.