Always popular Matt & Molly make social learning fun and concrete! Story-based instruction teaches social understanding and social language skills.
- Improve social skills
- Process verbal information
- Answer yes/no and wh- questions
Matt and Molly show students the right and wrong ways to act in 40 theme-based stories. Students complete fun activities that target skills in sequencing, inferences, predicting, question-answering, literacy, and processing verbal information.
Story themes are:
- Home (e.g., watching TV, washing hair, washing hands)
- Friends (e.g., greeting and playing with friends)
- School (e.g., the bus, lining up, the cafeteria)
- Community (e.g., the mall, the doctor, the barber)
- Family (e.g., visiting relatives, handling hugs, crossing the street)
There are three areas of language activities for each story and a total of 760 stimulus items.
- yes/no questions—click on the balloon that answers the question
- wh- and how questions—click on the picture that answers the question
- text match—click on the story picture that matches the words
One response type throughout the program makes this an easy program for little ones to use. Animation on the final screen of every story keeps youngsters motivated. The content parallels the Autism & PDD Picture Stories & Language Activities Social Skills 5-Program Set.
Copyright © 2009
I had a four-year-old boy in therapy who wanted nothing to do with the bathroom. I did the Matt and Molly bathroom story with him. Then I walked him to the bathroom, using the same verbal cues as those in the Matt and Molly story. The little guy used the bathroom just like Matt did in the story! Needless to say, his parents were ecstatic!
Patricia Snair Koski, Author
- Students with autism spectrum disorders (ASD) should receive instruction in functional, spontaneous communication; acquisition of new skills; generalization and maintenance in natural contexts; and functional academic skills when appropriate (National Research Council, 2001).
- Stories about specific social situations help students with ASD understand and respond to similar social situations appropriately (Kuoch & Mirenda, 2003).
- Repeated reading of stories about specific social situations improves social understanding for students with ASD (Gray, 2000).
- Computers are successful teaching instruments for children with autism. Multisensory interactions; controlled and structured environments; multilevel interactive functions; and independent, individualized use assist learning and generalization to other settings (Hetzroni & Tannous, 2004).
- Effective computer-assisted instruction supports paced, individualized learning that provides immediate feedback and opportunities for practice (Kim et al., 2006).
Picture Stories & Language Activities Social Skills Interactive Software incorporates these principles and is also based on expert professional practice.
Committee on Educational Interventions for Children with Autism, National Research Council. (2001). In C. Lord & J. McGee (Eds.), Educating children with autism. Washington, DC: National Academy Press.
Gray, C. (2000). The new social story book. Arlington, TX: Future Horizons, Inc.
Hetzroni, O.E., & Tannous, J. (2004). Effects of a computer-based intervention program on the communicative functions of children with autism. Journal of Autism and Developmental Disorders, 34(2), 95-113.
Kim, A., Vaughn, S., Klingner, J.K., Woodruff, A.L., Reutebuch, C.K., & Kouzekanani, K. (2006). Improving the reading comprehension of middle school students with disabilities through computer-assisted collaborative strategic reading. Remedial and Special Education, 27(4), 235-249.
Kuoch, H., & Mirenda, P. (2003). Social story interventions for young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 219-227.
- WinXP or later
- 800 x 600 Screen Resolution
- OSX 10.2.8 or later
- 800 x 600 Screen Resolution