Emergent Literacy

for Children With Disabilities

O
ccupational therapists
and occupational
therapy assistants
Literacy learning begins long before
working in classrooms children are able to formally read and write.
and early intervention
settings are frequently involved in
children’s literacy programs. Practition- GRETCHEN HANSER
ers often work with children who have
a range of challenges that interfere
with literacy learning, such as fine children for such conventional instruc- it. Many parents create environments
motor problems that affect writing or tion once they enter elementary school. filled with books, crayons, print-rich
the ability to manipulate a book. The Emergent literacy starts at an early toys, and even print-rich clothes and
integration of occupational therapy age, as infants, toddlers, and young room decorations. Children cannot help
services into the classroom and other children actively engage in a range but not see print all around them (e.g.,
natural environments has created an of experiences with oral and written labels, signs, recipe books, mail, post-
increased number of opportunities for language. Embedded in rich social ers). They also see others using print
practitioners to interact with educators interactions, most young children see (e.g., parents writing a shopping list,
around children’s literacy needs. Practi- print, experiment with print, and watch reading the newspaper). Adults read
tioners and educators offer different others use print. They are exposed to to children, often over and over; some
backgrounds related to literacy; each a wide range of books and writing tools parents even read to their children
has his or her particular expertise and, and are encouraged to explore them. in utero. These rich experiences are
in best practice, can collaborate to Characteristic of other emerging skills, ongoing and numerous; in fact, some
promote positive student outcomes, children’s early understandings and children have more than 1,000 hours of
family capacity for caregiving, and child attempts are random, inconsistent, and these early print-based interactions by
development and growth. Knowledge fluctuate from day to day. Most adults the time they begin school.4 Through
of literacy development can give have high expectations of children and this emergent lens, it is clear that chil-
occupational therapy practitioners a without question facilitate ongoing lit- dren are born “ready” for literacy.2
sense of educational practices, allowing eracy experiences. Emergent literacy is
them to better assist educators, and not readiness-based; instead, it is based Children With Disabilities
ultimately resulting in the development on the belief that all children are ready Although most typically developing
of appropriate activities, materials, and for literacy from a very early age. children are immersed in rich emergent
adaptations.1 This article focuses on literacy experiences, the experiences
the process of emergent literacy, and PRINCIPLES OF EMERGENT LITERACY of children with disabilities may be
the ways in which occupational therapy Teale and Sulzby outlined four princi- fewer and qualitatively different.3,5 The
can support children’s learning. ples that apply to the earliest stages of early years for children with disabilities
literacy learning.2 These key principles may be filled with doctor’s appoint-
WHAT IS EMERGENT LITERACY? are described below, followed by impli- ments, therapies, day care issues, and
The term emergent literacy describes cations for children with disabilities, the challenges that families face when
the process of exploratory reading including those with significant dis- coping with a disability, leaving less
and writing experiences of children abilities (adapted from Koppenhaver et opportunity for literacy and increasing
before they learn to formally read and al.3), and suggestions for occupational stress on the family.
write.2 Emergent literacy is not about therapy interventions. Many of these challenges are beyond
learning phonics, spelling words, or children’s control. For example, children
demonstrating comprehension—these 1. Literacy Learning Begins At or who use wheelchairs and/or other
are all conventional literacy skills. Even Before Birth positioning equipment may not be able
Instead, emergent literacy refers to the Most children are exposed to literacy to easily see print in the environment
foundational experiences that prepare before they even know what to do with or may not be able to watch adults
16 FEBRUARY 22, 2010 • WWW.AOTA.ORG
 reading and writing. Physical
and sensory difficulties may 2. Reading, Writing, Speaking,
decrease children’s oppor- and Listening Abilities Develop
tunities to easily manipulate Simultaneously
and interact with books, Development in each of these
crayons, and print materi- areas can affect develop-
als. Children with tactile ment in all of the others.
defensiveness may not want Their interconnectedness
to hold a crayon to scribble. can be demonstrated in the
Children who are blind may most common of emergent
not be able to touch braille in literacy experiences, such as
their environment. Children reading bedtime stories to
with attention problems may young children. This shared
not sit in an adult’s lap long experience imparts a wealth
enough to look at a book. of knowledge to children,
There is great need for simply such as the purpose of books
getting literacy into children’s and what it means to be a
environments in such a way reader, as well as provides a
that it can be frequently and time to bond with a trusted
easily encountered. Children’s caregiver. Children use what
literacy experiences may also they have seen about the print
Shared reading
be restricted by low expecta- in books to construct their
tions and erroneous beliefs own books through experi-
about development. Many menting with writing. Shared
well-intentioned adults may believe tion plans for all children now—don’t reading is rarely a quiet time; instead
that children with disabilities, especially wait. it is an enjoyable, interactive activity
those with significant disabilities, are ■ Collaborate with parents and educators that facilitates children’s speech and
not yet “ready” for literacy opportuni- to identify needs and possible solutions cognition. Children are encouraged to
ties and as such these opportunities are for getting literacy into children’s lives. label pictures, comment, and ask ques-
withheld.6 ■ Consider children’s sensorimotor and tions. Adults respond to children with
Regardless of the degree of disabil- visual motor needs to choose the most explanations of words and important
ity, any number of these barriers may appropriate presentation and position concepts from the book. Thus, shared
reduce the time spent on emergent of print or braille. Help parents select reading affects children’s abilities
literacy activities. Because of limited appropriate books and other literacy to write, speak, listen, and develop
emergent literacy experiences, children materials that meet children’s needs. important receptive language concepts.
with disabilities face the risk of not ■Create a print- or braille-rich environ- Children’s overall success in learning is
developing conventional literacy skills.3 ment. Place print or braille in places dependent on their ability to actively
However, current research has found where it is visible and reachable by engage in each of the areas described
that children with disabilities can make children (e.g., on walls at wheelchair above.
progress when given rich emergent height, on toy boxes and bins, in
literacy activities, interactions and cubbies). Use packing tape to affix a Children With Disabilities
PHOTOGRAPH © EYEWIRE IMAGES

the appropriate adaptations to access changing assortment of print materials Equal access to opportunities for read-
literacy materials independently.5,7,8 (e.g., maps, menus, comics, diagrams, ing, writing, speaking, and listening
recipes) to laptrays. may be challenging for students with
Implications for Occupational Therapy ■ Use toys that have print or braille. Braille disabilities. Greater emphasis may be
Reflect on your beliefs about literacy can be added to toys using a braille placed on reading in comparison to
development. Start incorporating liter- labeler (www.independentlivingaids. writing, or vise versa. Children who
acy into occupational therapy interven- com). have difficulty speaking or who are
OT PRACTICE • FEBRUARY 22, 2010 17
nonverbal will have difficulty a shopping list), giving instruc-
engaging in verbal discussions tions (reading signs) and fostering
about books and writing. The relationships (writing e-mails and
use of other methods of commu- letters). Early on, adults teach
nication, such as augmentative children about these functions
and alternative communication without much deliberate thought.
(AAC) devices, may be a help- They help children write for lots
ful solution. However, the use of of different reasons. They give
AAC devices is frequently not them freedom to experiment with
considered due to unfounded writing. Children’s early motor
beliefs that children need to skills are awkward and unrefined;
demonstrate prerequisite skills or however, their development is
specific cognitive ability before facilitated by the meanings that
being introduced to them. Cur- adults ascribe to the unrecogniz-
rent literature suggests that pro- able scribble. For example, while
fessionals need to get appropriate sitting next to a parent making
communication devices into the a grocery list, the child makes a
hands of children earlier, rather random mark. The parent may
than later.9 Professionals need to attribute meaning to the child’s
work hard to create opportuni- attempt, praising him or her for
ties and provide support that give the addition to the grocery list.
children access to each area of Taking the list to the grocery store
literacy development. and using it teaches the child that
his or her attempt conveys an idea
Implications for Occupational and that something important
“Helping” with the bills
Therapy happens as a result of writing.
Use a range of therapy activities Writing development is dependent
that support reading, writing, upon children having meaning-
speaking, and listening. Create sup- in writing. Design art activities with ful opportunities to learn what print
ports that allow students to access adaptations for students to paint and is used for, as well as opportunities to
these areas in multiple environments. draw; include ways for children to add gain the motor skills to freely produce
■ Reading: Read motivating books with letters (e.g., enlarged letter stamps). print.
students while using therapy equip- ■ Speaking: During gross activities, sing
ment (e.g., sitting on therapy balls or or chant songs, rhymes, and tongue Children With Disabilities
t-stools). Use bookstands to stabilize twisters (e.g., singing the ABC song Occupational therapy practitioners are
the book so appropriate physical while jumping on a trampoline). For frequently involved with the develop-
support can be provided to the child children who are nonverbal, work with ment of children’s handwriting and
as needed. Focus on the interaction. team members to determine an appro- closely understand the difficulties that
Do not worry about reading the whole priate AAC device. The device could children have with letter formation.
book; instead, follow the child’s lead be electronic or something as simple as Occupational therapy for handwrit-
and talk about the things that capture communication symbols presented on a ing traditionally focuses on developing
his or her interest. Talk to parents board, or an eye gaze frame. children’s letter formation skills and
about pointing out and reading print in ■ Listening: Design sensory activities spacing. However, writing development
the environment, such as signs when that help children focus and attend. may be slowed when therapy focuses
traveling in a car, cereal boxes in the Collaborate with parents and educators exclusively on developing motor skills
grocery store, and so forth. to develop a sensory diet embedded with less attention on the reason for
PHOTOGRAPH © GETTY IMAGES / JUPITER IMAGES / PHOTOS.COM

■ Writing: Write short books with chil- into daily routines. Set up a sensory writing. Without understanding the
dren. Choose ideas based on the child’s schedule so that input can be offered functions of print, forming print may
interests (i.e. favorite people, places, right before literacy activities. Such have little value to children. In fact it
foods, animals, therapy activities). Take input may allow children to better has been suggested that having a well-
pictures of children involved in therapy interact with the activities. grounded understanding of the func-
activities and use them to write a book. tions of print may enhance the ability of
Text can be elaborate or short one- 3. The Forms of Print Are Just as children with disabilities to form print.10
word books that describe the activity Important as the Functions of Print
(e.g., verb books: jump, swing, run, Not only do most children learn how to Implications for Occupational Therapy
roll; or adjective books: fun, scary, fast, form print, they also learn that print ■ Be thoughtful about the focus on form
slow). It’s not just about the mechanics has a function—it conveys a message. and function of print during writing
of handwriting; instead, it is about help- Print serves a variety of functions, activities. Design writing activities that
ing children learn to express their ideas such as sharing information (making highlight the functions of print.
18 FEBRUARY 22, 2010 • WWW.AOTA.ORG
■ Allow children to freely “scribble.”
Do not focus on having children cor- Technology Supports for Childhood Literacy
rectly spell words—this is a conven-
Kimberly Hartmann
tional literacy skill. Instead, emergent

T
writers need opportunities to build a echnology supports for childhood literacy may include tools to supplement or augment
solid foundation about the very basics other strategies but not to replace other educational methods or direct interaction with
of writing, why we write, what writers educators or family members.1 These supports may reinforce literacy behaviors such as
do, etc. In the future, this base will help looking and recognizing, exploring pictures and text, and building curiosity and imagina-
children learn to spell words that are tion.2 Assistive technology tools may also provide methods to circumvent difficulties in motor,
readable. cognitive, sensory, or communication to provide opportunities for young children to access and
■ Ascribe meaning to children’s writing engage in learning experiences that develop literacy.3 When considering technology or assistive
attempts, many of which may be random technology supports for childhood literacy, the team may want to consider the needs of the
and unrecognizable. Ascribing meaning child, tasks to be augmented, environmental attributes, family training needs, and continuum of
helps children make sense out of what technology options.4 Technology is increasingly available in home, day care, and school environ-
they have done and its importance. ments; children often have an innate interest in technology, thus these tools can become powerful
■ Plan writing activities that have a clear literacy supports for young children.5
purpose. Make sure something happens The following are selected resources for technology supports for childhood literacy.
as a result of the writing (e.g., a note to
parent, cards for special events, a “sign Technology Adaptations To Support Literacy
in” sheet for various d therapy activi- www.Lburkhart.com Provides handouts and instructions for adapting and enhancing play
ties, or a book for a special person). and literacy through computer use.
■ Write the context of the activity on the
http://letsplay.buffalo.edu/ Contains materials and examples of adapting play for young
child’s work. This will allow others to children, including resources for assistive technology and literacy.
understand the unrecognizable attempt http://atto.buffalo.edu/ Provides resources, tutorials, and resources on the continuum of
so they can talk to the child and attri- assistive technology resources that may support literacy development in children with dis-
bute meaning to the writing. abilities.
■ Follow the child’s lead during activities
http://www.bcps.k12.md.us/boardmaker/adapted_library.asp Supports literacy for
and focus on having fun. Be sensitive to children who use picture communication symbols by providing the symbols to match those
his or her interests and needs. books in the library. Boardmaker Version 5.0.10 must be loaded onto the local computer to
print the symbols.
4. Literacy Learning Occurs When
Electronic or E-Texts
Children Are Actively Engaged
http://www.lil-fingers.com/ This storybook site has books that are simple, animated, and
A key component to children’s active
read aloud as well as related games and off-the-computer activities.
engagement rests on their ability to
http://www.magickeys.com/books/ Contains books that are free to view online, and those
physically interact with print materi-
available for purchase. The view online books may contain animation, speech, clickable hot
als. Young children without disabilities
spots, or cursor rollover hot spots that build cause and effect.
learn by actively “doing,” and without
www.mightybook.com Has speaking books that relate to art and music, story songs, knock-
question are given free rein to experi-
knock jokes, classic songs, and stories written by children for children. Most of the books
ment with books, crayons, and other
allow words to be highlighted as they are read aloud.
literacy materials. In the beginning,
www.storyplace.org Has an extensive preschool electronic text library that is organized by
children do not have a clear sense of
theme. Online stories may also have associated online activities, take-home activities, parent
what to do with these items, and their
activities, and suggested readings.
physical abilities to manipulate them
www.starfall.com Interactive, animated learning activities that are read aloud. The reading
are limited and random (e.g., holding
categories begin at the alphabet level, and progress to holiday-based themes for learning to
books upside down, scribbling with a
read, and phonics-based independent readings.
crayon). Their exploration of materi-
als is encouraged, and over time they References
become more refined. Children learn 1. Hansen, C. (2003). Integrating technology in early childhood literacy education. In C. Crawford, N. Davis, J.
Price, R. Weber, & D. A. Willis (Eds.), Proceedings of Society for Information Technology and Teacher Education
about writing by writing. Children
International Conference 2003 (pp. 3277–3280). Chesapeake, VA: AACE.
learn about books by using books. 2. Wisconsin Assistive Technology Initiative. (n.d.). Classroom materials: Young children. Retrieved November 10,
2009, from http://www.wati.org/?pageLoad=content/supports/materials/index.php
3. American Occupational Therapy Association. (2008). Specialized knowledge and skills in technology and envi-
Children With Disabilities
ronmental intervention for occupational therapy practice. Retrieved September 28, 2009, from http://www.aota.
One of the key problems for children org/Practitioners/Official/Skills/Technology.aspx
with disabilities is that they cannot 4. Spring, D. (2004). Assistive technology supports for early childhood literacy. Retrieved November 10, 2009,
from http://www.ecac-parentcenter.org/childhood/documents/AssistiveTech.pdf
always freely and easily access print
5. Casey, J. M. (1997). Early literacy: The empowerment of technology. Englewood, CO: Libraries Unlimited.
materials, such as books and writing
tools.3 This challenge is evident for a Kimberly Hartmann, PhD, OTR/L, FAOTA, is assistant professor and chair of the Occupational Therapy Department
range of children, from those who have at Quinnipiac University. She also is the chairperson of AOTA’s Technology Special Interest Section.

fine motor difficulties to those who are

OT PRACTICE • FEBRUARY 22, 2010 19
 FOR MORE INFORMATION
Online Core Course: Service Delivery in Online Elective Session: CONNECTIONS
School-Based Practice: Occupational Therapy Handwriting, Keyboarding, and Literacy: Discuss this and other articles on
Domain and Process What is the Role of Occupational Therapy
By Y. Swinth, 2008. Bethesda, MD: American By Y. Swinth & D. Handley-More, 2008. Bethesda, the OT Practice Magazine public forum
Occupational Therapy Association. ($225 for mem- MD: American Occupational Therapy Association. at http://www.OTConnections.org.
bers, $320 for nonmembers. To order, call toll free ($22.50 for members, $32 for nonmembers. To
877-404-AOTA or shop online at http://store.aota. order, call toll free 877-404-AOTA or shop online
org/view/?SKU=OLSBC. Order #OLSBC; Promo at http://store.aota.org/view/?SKU=OLSB8. Order
Code MI) #OLSB8; Promo Code MI) References
1. Bazyk, S., Michaud, P., Goodman, G., Papp, P.,
Online Elective Session: Occupational Therapy The New IDEA: An Occupational Therapy Toolkit, Hawkins, E., & Welch, M. (2009). Integrating
for Infants and Toddlers With Disabilities 2008 Edition (CD-ROM) occupational therapy services in a kindergarten
Under IDEA 2004, Part C By L. Jackson, 2008. Bethesda, MD: AOTA Press. curriculum: A look at outcomes. American
By M. Muhlenhaupt, 2009. Bethesda, MD: American ($49 for members, $69 for nonmembers. To order, Journal of Occupational Therapy, 63, 160–172.
Occupational Therapy Association. ($29.95 for call toll free 877-404-AOTA or shop online at http:// 2. Teale, W. H., & Sulzby, E. (1986). Emergent lit-
members, $41 for nonmembers. To order, call toll store.aota.org/view/?SKU=4810A. Order #4810A; eracy as a perspective for examining how young
free 877-404-AOTA or shop online at http://store. Promo Code MI) children become writers and readers. In W. H.
aota.org/view/?SKU=OLSB2A. Order #OLSB2A; Teale & E. Sulzby (Eds.), Emergent literacy:
Promo Code MI) Writing and reading (pp. vii–xxv). Norwood,
NJ: Ablex.
3. Koppenhaver, D. A., Coleman, P., Kalman, S., &
Yoder, D. (1991). The implications of emergent
literacy research for children with developmen-
tal disabilities. American Journal of Speech-
completely unable to hold a book or a has developed a variety of “alternative Language-Pathology: A Journal of Clinical
pencil. As a result, children with motor pencils”11 for students who have dif- Practice, 1, 38–44.
challenges may find literacy activities ficulty using their hands or are com- 4. Heath, S. B. (1983). Research currents: A lot
of talk about nothing. Language Arts, 60(8),
laborious and frustrating. If children pletely unable to use them. 999–1007.
are spending too much energy on the ■ Help the family engage with the local 5. Katims, D. (2000). Literacy instruction for
motor component of the activity, they library to learn about electronic books people with mental retardation: Historical
highlights and contemporary analysis. Educa-
may have little energy left to focus on options, as well as story hours. tion and Training in Mental Retardation and
the literacy component. Children with Developmental Disabilities, 35(1), 3–15.
sensorimotor challenges need innova- SUMMARY 6. Erickson, K. A. (2000). All children are ready to
learn: An emergent versus readiness perspec-
tive ways to easily explore print or Emergent literacy is a holistic view tive in early literacy assessment. Seminars in
braille materials. of literacy development that encom- Speech and Language, 21(3), 193–203.
passes reading, writing, speaking, and 7. Erickson, K. A., Clendon, S. A., Abraham, L.,
Roy, V., & Van De Carr, H. (2005). Toward
Implications for Occupational Therapy listening. Literacy learning is based positive literacy outcomes for students with
Find ways for children to easily access on the power of immersion in literacy significant developmental disabilities. Assistive
and explore reading and writing. rich environments, social interactions Technology Outcomes and Benefits, 2(1), 45–51.
8. Koppenhaver, D. A., & Erickson, K. A. (2003).
■ Use simple book adaptations to make it that convey the “why” and the “how” Natural emergent literacy supports for
easier for children to turn pages. Use of reading and writing, and opportuni- preschoolers with autism and severe com-
page separators, such as small pieces of ties for children to explore materials munication impairments. Topics in Language
Disorders, 23(4), 283–293.
sponge glued onto pages or adhesive- and refine their evolving knowledge 9. Cress, C. (2003). Common questions about AAC
backed felt furniture bumpers. Make of print. For most children without services in early intervention. Augmentative and
books with thicker pages. Take old disabilities, this development seems to Alternative Communication, 19(4), 254–272.
10. Erickson, K. A. (2007). Low incidence literacy
board books and cover the pages with a happen naturally without much effort. seminar. Greensboro, NC.
child’s favorite story. Add interest with In contrast, children with disabilities 11. Erickson, K., & Hanser, G. (2004). Writing with
colors, smells, photographs, and tactu- face a myriad of barriers that limit all alternative pencils [CD]. Chapel Hill, NC: Cen-
ter for Literacy & Disability Studies, University
als. Be sure to add print or braille. of these essential opportunities. of North Carolina. www.med.unc.edu/ahs/clds
■ Use computer books. While there are “The potential to achieve some level
countless options available for of literacy is present in every child,
purchase, computer books can be and the development of that potential Gretchen Hanser, PhD, OTR, is the associate director
made using a range of software, depends almost entirely on the oppor- of school-aged services at the Center for Literacy
including PowerPoint. There are tunities provided within the child’s & Disability Studies at the University of North
also a number of free or inexpensive supportive environment” (p. 42).3 Carolina at Chapel Hill. She has worked in the field
Web sites with books. Here are some With increased knowledge of literacy of assistive technology and literacy for students
favorites: www.accessiblebooks.com, development, specifically emergent with significant disabilities for more than 15 years.
www.tarheel reader.org, and www. literacy principles and practices, She works closely with educators to implement best
tumblebooks.com. occupational therapy practitioners practice literacy and communication instruction
■ Use a range of adapted writing tools, can work with parents, educators, and for students with significant disabilities, including
from specialized grips to pencils that do other caregivers to create these high deaf-blindness. She has a master’s in occupational
not require hand use. The Center for quality, meaningful opportunities that therapy from the University of North Carolina and
Literacy & Disability Studies in North lay the foundation for achieving real received her doctorate in education from the Uni-
Carolina (www.med.unc.edu/ahs/clds) and lasting literacy. ■ versity of New Hampshire.

20 FEBRUARY 22, 2010 • WWW.AOTA.ORG

 I Can Stay Safe

Created especially for Brendan and Josh

Words by Rochelle Lentini and Picture Selection by
Michelle Duda and Rochelle Lentini
1
June 2002
Sometimes I think about going outside.

2
When we are visiting friends or family, I need to
stay inside while mommy or daddy are visiting.

Sometimes I want to go outside

when we are visiting. I need to:
“Stop! Stay Inside!”

3
If I stay inside, I stay safe and mommy or daddy
knows where I am.

Inside, I can play with my “To Go Bag” of toys.

I can play with friends, with my brother, or by

myself.

4
If I want to go outside, I need to tell someone
with my words.

I want to go
outside,
please.

5
 ?

If I go outside alone, no one knows where I am.

Where is
Brendan?

Sometimes when people can’t find me, they can

get scared and sometimes they cry. 6
After I tell someone I want to go outside, I first
need to hold hands, then go outside.

First Then

When I hold hands, I am safe.

7
 I can also tell people what I want to do outside.

Sometimes I want to swim or swing.

Other times, I might want to run, do bubbles, or

ride.

8
Sometimes I feel like exploring my neighborhood by
going on a walk.

When exploring my neighborhood, I need to go with

someone and hold hands.

9
 I should hold hands so I stay safe.
If I don’t hold hands, I could get hurt.

10
 Sometimes when I tell someone I want to go
outside, he or she might say I can’t go outside.

I want to
go
outside,
please.

11
 If I can’t go outside, I might get
sad or angry,

but I can go with the flow and play inside.

12
I might be able to go outside…

later

or on another day.

13
When I can go outside, I first hold hands,
then we can go outside.

First Then

I can go outside with another person.

14
Playing outside is fun for everyone when I have
someone with me.

15
I Can Use My Words
Can I have
a turn?
You took my piece.
I don’t like that!

Created by Rochelle Lentini, USF

Modified by JaVon Townsend, LGSW
Abilities Network, Project ACT
 I am learning lots of new words!
Words help me talk to the people I know.
I can use words with
pictures,

with my hands,

I need help.
or by talking.
 Can I play with you?

When I use words with people, they

can understand what I am saying.
Sometimes I forget to use my words,
like when I feel mad or sad.
When I have a hard time using my words,
I scream or whine.
It’s hard for my family and teachers
to understand me when I
whine and scream.
 My family and my teachers can help me
remember to use my words.

Say, Say,
“I need help.” “All done.”
Everyone is happy when I use my words.
I can use my words to tell people how I feel.
I can say, “I am mad!” or “I don’t like that.”

I’m mad! I don’t like that!

 I can use words to ask for help.
I can say, “Help me please.”

Help me please.
Help me please.
 You took my piece.
I don’t like that!

Can I play?

Can I see too?

Everyone can understand me better when

I use words.
Everyone is happy when I use my words.
I Go to Preschool

Created by Rochelle Lentini, USF

Adapted 2004
1
I ride to school
on the bus.

2
When I get to school,
I can say “Hi” to my teacher.

Most mornings, I eat

breakfast at school with
my friends.

3
Sometimes I get sad because I
miss my family. It’s ok, I will see
them soon.

My family is
busy at
work, school,
or home.

I can have fun

playing at my
school. 4
On sunny days, we usually play outside.
I can ride a trike.

We sometimes play ball.

I can play in the sandbox.

I love swinging and

running.
Sometimes, we play bubbles. 5
 I can try to go potty like a
big kid.

Then, I wash and dry my

hands.

6
 We do lots of fun things at school.

We sing with the teacher and listen to stories.

We play house, dress-up,

instruments, and puzzles.
7
I can do lots of fun things in the block area.

I can build with blocks, legos, and letters.

I can also play with trains, cars, and trucks.

8
At art, sometimes I play with play-doh.

I also like coloring and painting

pictures.
9
 My friends and I eat lunch.

I can bring something special

from home to sleep with
at school. Then I try real
hard to nap nicely.
My friends nap
nicely too.

I also eat snack with my friends.

10
 Sometimes I get sad because I
miss my family. It’s ok, I will
see them soon.

My teacher helps me feel

better. She tells me that
the bus will come soon to
take me home.

I can have fun

playing at school.
11
My Dad will always pick me up at the
bus stop.
12
 Everyone is happy

when I play and have fun at school!

13
 Scripted Story Tip
• Please note that you can use real
photographs with the line drawings for
children that need this level of support.
For instance, next to the line drawings,
you can glue or Velcro a photograph of
the child’s school on the cover, use a
photograph of the bus, use a
photograph of the child in his car seat,
use a photograph of the “something
special from home”, etc.

14
Frustrated Embarrassed Sad

This
is
Mad how Nervous

I
feel
today!
Happy Proud

❤❤

Scared Loved Lonely

Feeling Wheel

Scared

Happy Sad

Lonely Mad

Frustrated Nervous

Embarrassed
 Relaxation
Thermometer

Mad

Take 3
deep breaths
1. . . 2 . . . 3

Adapted from Incredible Years Dinosaur School

Relaxed
Frustrated Embarrassed Sad

Mad Scared Nervous

❤❤

Happy Loved Proud

Lonely
2 X 2 SOLUTION KIT CUE CARDS
3 X 3 SOLUTION KIT CUE CARDS
3 X 3 SOLUTION KIT CUE CARDS
 Tucker Turtle
Takes Time to
Tuck and
Think
A scripted story to assist with teaching
the “Turtle Technique”
By Rochelle Lentini, University of South Florida
Updated 2007
Created using pictures from Microsoft Clipart® and Webster-Stratton, C. (1991). The teachers and children videotape series: Dina dinosaur school.
Seattle, WA: The Incredible Years.
Tucker Turtle is a terrific turtle. He likes to play
with his friends at Wet Lake School.
But sometimes things happen that can make
Tucker really mad.
When Tucker got mad, he used to hit, kick, or yell
at his friends. His friends would get mad or upset
when he hit, kicked, or yelled at them.
Tucker now knows a new way to “think like a turtle”
when he gets mad.

Step 1
He can stop and keep his hands, body, and yelling
to himself!

Step 2
He can tuck inside his shell and take 3 deep
breaths to calm down.

Step 3
Tucker can then think of a solution or a way to
make it better.

Step 4
 Tucker’s friends are happy when he plays nicely
and keeps his body to himself. Friends also like it
when Tucker uses nice words or has a teacher
help him when he is upset.
The End!
 Teacher Tips on the Turtle Technique
• Model remaining calm
• Teach the child the steps of how to control feelings and calm
down (“think like a turtle”)
– Step 1: Recognize your feeling(s)
– Step 2: Think “stop”
– Step 3: Tuck inside your “shell” and take 3
deep breaths
– Step 4: Come out when calm and think of a
“solution”
• Practice steps frequently (see cue cards on next 4 pages)
• Prepare for and help the child handle possible
disappointment or change and “to think of a solution” (see
list on last page)
• Recognize and comment when the child stays calm
• Involve families: teach the “Turtle Technique”
Webster-Stratton, C. (1991). The teachers and children videotape series: Dina dinosaur school. Seattle, WA: The Incredible Years.
Step 1
Step 2
Step 3
Step 4
 Help the Child Think of a
Possible Solution:

•Get a teacher
•Ask nicely
•Ignore
•Play
•Say, “Please stop.”
•Say, “Please.”
•Share
•Trade a toy/item
•Wait and take turns
•Etc.
 Scripted Story Tip
• Please note that you can use real
photographs with the line drawings for
children that need this level of support. For
instance, next to the line drawings, you can
glue or Velcro a photograph of the class using
the ‘turtle technique’. Snap a photo of the
children showing how they stop, think, and
take three deep breaths.
We Can Be Problem Solvers!

Story Written by Rochelle Lentini, USF

Clip Art from Microsoft Clip Art,
CSEFEL, Rachel Anderson, and Anne Wimmer
October 2010
Have you ever had a problem?
Everyone does. Problems can sometimes cause us to
feel sad, mad, frustrated, confused, or determined to
find a solution…a way to make it better.
 If we have a problem, we can act like detectives. We
can figure out our problem and try out some solutions.
Let’s talk about how…
 ? ?

If you have a problem, first you have to think about it…

What’s my problem?
 Step 2 Step 2

And you have to think of a way to make it better…

Think, think, think of some solutions.
Look at some of the solutions we
can try!
What would happen if you tried your solution…
Would it be safe?
Would it be fair?
How would everyone feel?
 Then…
give it a try!
If your solution didn’t work, you might have to think,
think, think again of another solution.
Let’s try being a problem solver…

PLACE VISUAL OF A “PROBLEM”

VELCROED TO THIS PAGE

…What are the steps to problem

solving?
 Problem Solving Steps
What is my problem? Think, think, think of
some solutions.
?

Step 1
Step 2

What would happen?

Give it a try!

Would it be safe? Step 3

Would it be fair? Step 4
How would everyone feel?
What solution might work?
We are learning every day to be
Problem Solvers!
He fell and is bleeding. Kids are fighting.

She took his piece. The toy broke.

 Give it to me! He will not give her the truck.
I want to do it! No, I was here
first!!

I’m He can’t get the puzzle piece in.

lonely.
What Do We Do In
Circle?

Created by Rochelle Lentini, USF

Adapted 2004

Created using pictures from Microsoft Clipart®and Boardmaker®

Everyone can go to circle and sit on their seat.
I can sit nicely and look at the teacher.

I can also listen with my ears and

try to do what the teacher says.
Sometimes it is hard for me to sit. But I can
look at my “sit picture” and try to remember
to sit, like all my friends, at my seat.

If I get up off my seat, it is hard for

my friends to see and have fun.
When we are in circle, I need to have
nice hands
and try to keep my hands to myself.
 “What do we do in circle?”

When the teacher talks, I

sit nice and listen.
First Then
First the teacher points
to me, then I can
answer with words.

When the class sings, I

can sing.

When the class dances,

I can dance.
The Circle Rules are:

I sit on my seat.

I look at the teacher.

I listen, then do.

I have nice hands.

Circle is fun when we all try to follow the rules.
 Scripted Story Tip
• Please note that you can use real
photographs with the line drawings for
children that need this level of support.
For instance, next to the line drawings,
you can glue or Velcro a photograph of
the class sitting nicely in circle, the
teacher talking/reading, the class
singing, the class dancing, the child
sitting, etc.
 Glue on
OR photograph
of child
sitting.
Sit. Sit.

Cut out “sit picture”, laminate, place

rough Velcro on back side, and Velcro to
carpet in front of child’s seat in circle.
This will act as a visual cue to the child.
The teacher can also pick up the picture
to show and cue the child to sit.