EFL Companion Teaching Guides

EFL Companion Teaching Guides
(Manuals and Videos)

Companion Teaching Manual I:  Hi Michael, Hi Michael
Teaching Functional Spoken-word Language and Listener Responses to Children and Adults with Echolalia 
https://www.essentialforliving.com/wp-content/uploads/2019/03/EFL-CM1-HiMichaelHiMichael.pdf

This manual, when used with Essential for Living, will help practitioners teach many children and adults with echolalia a repertoire of requests and listener responses, and some young children a repertoire of names and descriptions that prepares them to answer questions and participate in conversations.

Companion Teaching Manual II: Deciding What to Teach
Selecting a Curriculum for Children with Autism or Children with Developmental or Intellectual Disabilities
https://www.essentialforliving.com/wp-content/uploads/2020/04/EFL-CM2-DecidingWhatSkills.pdf
This manual will help practitioners determine which type of curriculum — developmental, pre-academic, academic, functional skills, or specialized — is appropriate for each of their learners with autism, developmental or intellectual disabilities, or both.

Companion Teaching Manual III: Requests before Names and Specific Content Words before Core Vocabulary 
Begin Language Training for Children and Adults with Moderate-to-Severe Developmental Disabilities and Limited or no Expressive Language with Requests for Specific Items and Activities
https://www.essentialforliving.com/wp-content/uploads/2019/03/EFL-CM3-BeginLangTrngwSpecifics.pdf
This Manual, when used with Essential for Living, will help practitioners provide justifications for teaching requests before names and specific content words before grammatical function words that are part of core vocabularies.

Companion Teaching Video I: The Lower Half — Where the Fun Is:
Recording Data on the First Three Cycles (the Lower Half) of the Standard Celeration Chart

This video, when used with Essential for Living, will help practitioners record data on the Standard Celeration Chart which indicates learner performance that occurs less than once per minute or continues to occur for longer than one minute.