#11 in Mathematics & counting toys
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Reddit mentions of Learning Resources Three Bear Family Counters, Educational Counting and Sorting Toy, Rainbow, Autism Therapy Tool, Size Awareness, Set of 96 Ages 3+
Sentiment score: 1
Reddit mentions: 2
We found 2 Reddit mentions of Learning Resources Three Bear Family Counters, Educational Counting and Sorting Toy, Rainbow, Autism Therapy Tool, Size Awareness, Set of 96 Ages 3+. Here are the top ones.
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- These plastic bears come in three sizes, three weights and six colors
- Help children understand abstract math concepts with hands-on bear manipulatives
- Bears are proportionally weighted to use on a balance for measurement
- 96-piece set includes 24 Papa, 24 Mama and 48 Baby Bear counters, storage container, and activity guide
- Ideal for ages 3+
Features:
Specs:
| Color | Multi-color |
| Height | 5.25 Inches |
| Length | 6.25 Inches |
| Number of items | 1 |
| Release date | January 1994 |
| Size | 5-9/10 L x 5 W in |
| Weight | 1.6755131912 Pounds |
| Width | 6.25 Inches |
http://www.amazon.com/gp/product/B000F8XF86/ref=pd_lpo_sbs_dp_ss_1/179-1892885-6232712?pf_rd_m=ATVPDKIKX0DER&pf_rd_s=lpo-top-stripe-1&pf_rd_r=1PJFRS180FCPV0XDPG1S&pf_rd_t=201&pf_rd_p=1944687542&pf_rd_i=B0006PKZ7W
I found these really familiar 'counters' online. maybe you are remembering parts of counting lessons when the teacher used physical pieces to count with?
TL;DR - You can encourage your child to speak more frequently and fluently with behavioral reinforcement.
Sorry for the long post. I don't know what support your child has received/is receiving, so this may not be very relevant.
I have worked with a child with autism for over two years now. She was seven when I began working with her and had a similar speech pattern to what you described. She is also diagnosed with hyperlexia. She specifically had great trouble with who/what/when/where/why/which/how questions.
I first started with a simple token economy to reinforce "appropriate" speech. I used these bears as her tokens and placed them on a piece of paper on which I had printed a series of squares that were just larger than the base of the bear. I would ask her simple questions. If she answered them correctly, she would "earn a bear," and I would place it on a square for her. Once she filled a row with bears, she could trade them in for a high-preference activity. We would spend a few minutes on the trampoline or listen to a song or video and get back to work.
At first, she earned one bear for each answer, and she could trade them in when she had earned five. Within a day or two I was sure that she understood the system and moved up to ten. Within a week or two she had to earn 15 before she could have play time.
Throughout the process, I also conditioned her to be reinforced by the sound of me scooping a bear out of the bucket. I would intentionally have them make noise when I picked one up. Over the course of a few weeks, I worked to the point of:
This way, she answered many questions before earning play time.
When she was well adapted to this program, I began implementing punishment for "inappropriate" speech, which we called "chanting." When she would begin repeating phrases or speaking in sing-song, I would remind her to respond correctly. If she repeated the behavior, I would remove a bear.
The questions that I asked began as simple ones. We would often look at photo flash cards and talk about the pictures. I began by asking the simplest questions possible:
When she began to master these simple questions, I began adding in more difficult ones:
I continued to increase the difficulty of questions until I could simply ask her to describe or tell me about the image.
I had accepted one-word responses at the beginning, but began encouraging multi-word responses or complete sentences when this became easy. If she answered with a phrase or sentence, I would give a bear immediately. When she used a single word, I would tell her a sentence using that word and have her repeat it before (possibly) getting her token.
I did this for 30-90 minutes a day, five days a week, for about five months. We trailed off over the next several months and spent more time working on other skills until we did not do this at all anymore. Her language improved drastically in this time, but it did not develop her conversational ability. It brought her to the point that she could respond to questions and instructions with much more consistency than before. Because of this growth, she was able to begin classes in a general education setting with my assistance. Toward the end of the school year, she began occasionally initiating conversations with schoolmates on her own. Throughout the next school year, her interest and ability to speak with peers has continued to increase. This may be greatly due to her great interest in socializing and having friends, but your child definitely has hope.