VIDBE-Q Volume 66, Issue 2
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● Encouraging independence. The teacher would expect the student to carry
her own things, encourage the child to perform an action before asking if she
needed assistance and she respected the student's opinion (e.g., when she did
not want to hold something or put on a clothing item related to a story).
In conclusion, this research study explored the design and implementation of
tactile tangible symbol systems. This case illustrates how one teacher combined a
child-guided approach that included high levels of responsiveness, sensitivity to
the child's interests, and memory building strategies, with behavioral principles
such as prompting, reinforcement, and wait time. Within and across the lessons,
the teacher created predictability to support the child to make meaning, expand her
expressive communication, and ultimately increase her independence.
