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Mrs. O'Barr’s Classroom Edit display name

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Most of my students are challenged by Autism Spectrum Disorder. Many have limitations with expressive language but have strong receptive language skills. They are an amazing group, many of whom have been with me for 3 years, working on understanding situations, recognizing humor, and empathizing with characters as a part of the receptive language/story listening process. Expressing themselves, however, in response to those stories can be quite difficult. We have tried several techniques to help the students connect with and develop their ability to respond to literature. It was during lunch one day that I noticed an exchange between two of my students who both enjoyed SpongeBob Squarepants. They were looking at illustrations and then "improvising" beyond the text to include other phrases Sponge Bob and Squidward might say to each other. While the new dialogue included rote material from television, there was imaginative expression I had not previously seen in my students.

About my class

Most of my students are challenged by Autism Spectrum Disorder. Many have limitations with expressive language but have strong receptive language skills. They are an amazing group, many of whom have been with me for 3 years, working on understanding situations, recognizing humor, and empathizing with characters as a part of the receptive language/story listening process. Expressing themselves, however, in response to those stories can be quite difficult. We have tried several techniques to help the students connect with and develop their ability to respond to literature. It was during lunch one day that I noticed an exchange between two of my students who both enjoyed SpongeBob Squarepants. They were looking at illustrations and then "improvising" beyond the text to include other phrases Sponge Bob and Squidward might say to each other. While the new dialogue included rote material from television, there was imaginative expression I had not previously seen in my students.

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About my class

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