MindWing Concepts Blog

On the heels of Autism Awareness Month, I wanted to highlight a product that provides a terrific complement to use of the Story Grammar Marker® for treatment of social learning and narrative deficits for students with autism spectrum and related disorders. You Are a Social Detective is a CD-ROM product (compatible with Mac and Windows systems) created by Michelle Garcia Winner of Social Thinking® in conjunction with the folks at Social Skill Builders. The program is based on the popular comic of the same name, which provides a visual primer on basic social thinking concepts such as expected and unexpected behaviors and their effects on others, “thinking with the eyes,” and making “smart vs. wacky” guesses. Many children on the autism spectrum require explicit and consistent teaching of these concepts and coaching in their application across the school day. Using this video modeling program allows for instruction across many leveled lessons, as students view video situations and apply the key skills to identify expected and unexpected behaviors, zoom in on clues about others’ thoughts and feelings, predict the outcome of social scenarios, and utilize social behavior mapping strategies.

I have been using this program with groups of students over the course of this year, and I have been impressed by both the amount of content provided (allowing students to build skills over many exposures) and students’ positive response to the material across a range of age levels. The engaging interface has really grabbed students’ attention, and I continually hear as my groups begin, “Are we going to do Social Detective today?” The pace of the program is arranged perfectly so that 3 or 4 video clips and accompanying discussion questions can be tackled in one session, followed by a brief interactive arcade-style game, and still allow for another activity in the course of your 30-minute session (the program saves student groups’ progress within the levels so that you need not repeat video clips). The structure of the program also allows plenty of room for clinical scaffolding; this is not an activity that students are meant to complete independently. Rather, they will need your assistance as a clinician to focus on key details within each scene and verbalize what has occurred (and what might occur next) thought their “Social Detective” lens.

One key tool that can be applied to analyze each video scene is, of course, Story Grammar Marker! Each scene presents kid characters (though they vary in age and, notably, so do the expected behaviors for different age levels) who are in different settings and experience a kickoff! As the program progresses, you move from deciding if the portrayed reaction was expected or unexpected for the situation, to making smart guesses about reactions, plans, and the feelings of the characters. I find each video clip to be an excellent place to employ the Universal Magnet Set to teach and reinforce use of the narrative icons toward the analysis of each scene, like so:

This serves as a great complement to the material provided, and does not end up being repetitive of the questions asked within the program. Rather, use of the narrative icons provides an additional visual and language-based support to help students understand what they saw, while building narrative skills and use of the cohesive ties that link the narrative icons: when, but, so, because, etc. The lessons in You are a Social Detective also, naturally, align well with the activities in the Mindwing Autism Collection that apply narrative elements toward understanding social interactions.

A demo of the program can be viewed here (Flash-based, so not iPad-friendly). I hope you will check out this great program!

Sean J. Sweeney, M.S., M.Ed., CCC-SLP, an SLP, instructional technology specialist and consultant, works in private practice at The Ely Center in Newton, Massachusetts. He is the author of the blog SpeechTechie, a contributor to the ASHA Leader, and recently took on a role as Product Development Manager for Smarty Ears Apps.

Comments (0) | Trackbacks (0) | Permalink |

In the Northeast at least, February means school vacation week, and who doesn’t like Disney? Disney’s parks are based on its countless characters and, of course, narratives, and the company recently released a FREE iPad app that allows children to explore Disneyland. Disneyland Explorer (iPad only) provides a touch-navigable visual environment allowing kids to visit a huge variety of themed settings (Adventureland, Critter Country, Fantasyland, Frontierland, Tomorrowland, and so on, and that’s only in Disneyland proper) as they tap to reveal additional photos, videos and music. The app is naturally designed to lure tourists to Disney’s parks, but in the process it provides a primer in the element of Setting, providing a context for clinicians to develop students ability to describe locations, themes, and even genres!

Exploring Tomorrowland provides a great opportunity to target setting description and graphic organizer use with use of Mindwing’s Story Grammar Marker and Story Maps!

Link to Story Map: Click Here

Mindwing’s Setting Maps are flexible and adaptable depending on which categories you choose to target with your students. Use of these maps with Disneyland Explorer would also lend itself to using a more inferential approach and describing with the 5 Senses!

After visiting Disneyland’s more traditional worlds, the app can also take you to “a bug’s land” (lowercase as the movie title was) and “Cars Land.” Any of the locations you visit would be accompanied well by books or movie clips that you can use to build students’ narrative skills.

For another take on Disneyland Explorer, check out this post at Smart Apps for Kids, with a quote: “My oldest son loves this app. LOVES. He has told me numerous times that this is his favorite app. Not his favorite free app. His favorite app...period.”

We hope you like it too, and enjoy your vacation...whenever it is!

Sean J. Sweeney, MS, MEd, CCC-SLP is a speech-language pathologist and instructional technology specialist working in the public school and in private practice at The Ely Center in Newton, Massachusetts. He has presented on the topic of technology integration in speech and language at the ASHA convention and is the author of the blog SpeechTechie: Looking at Technology Through a Language Lens and one of the editors of TherapyApp411.

Comments (0) | Trackbacks (0) | Permalink |

At the elementary school level, we all can attest to seeing students who, narratively, get stuck at what we might call the “andthenandthenandthen” stage. The official name for this stage is the Action Sequence, and it is comprised of Characters, Settings, and a series of Actions with little variation in conjunction use. These students benefit from structures and contexts to move them into using to more complex story elements and cohesive ties such as when, because, and so. Mindwing’s narrative maps, particularly the Reactive Sequence and Abbreviated Episode Maps can provide that structure: (*Maps can be found in the Story Grammar Marker® Teachers’ Manual and the Talk to Write, Write to Learn™ Teachers’ Manual )

While these maps provide a structure, instructionally we also need a context. Comics are one way to provide that! Kids love comics, and narratively they tend to be shorter and work according to these structures. You can of course easily draw 4-panel comics, but there are a couple of great technology resources that you can employ to scaffold students to the next narrative level.

First up, MakeBeliefsComix (yes, I spelled that right) is a great simple web app you can use to make comics. This Flash-based (therefore, non-functional on iPad) website allows you to drag and drop characters, backgrounds, props and word/thought balloons into a scene. I recently used this site in a classroom to develop narrative as well as the social thinking™ skill of “defeating GlassMan ® moments.” From Think Social Publishing, this concept relates to using self-talk and other strategies to regulate our responses to small problems across the day. Kids in the class received instruction on narrative structure and thinking strategies, and were asked to make a comic showing a character experiencing (or defeating) a GlassMan moment, basically a Reactive Sequence or Abbreviated Episode:

The super-simple MakeBeliefsComix site allows you to “Select emotions, objects, scenes, balloons and panel prompts to tell the story.” The resulting cartoon can be saved by emailing it to an established email account:

One students’ creation depicts Abraham Lincoln dealing with the kickoff of losing his bird companion by using self-talk!

This lesson could also be accomplished using the new iPad app Big Nate: Comix by U! HD ($4.99, separate version for iPod is priced at $3.99), based on the popular book series. Like many iPad apps, this one opens with a great tutorial and works similarly to MakeBeliefComix, allowing you to tap and drag all the necessary elements of a fun story!

Sean J. Sweeney, MS, MEd, CCC-SLP is a speech-language pathologist and instructional technology specialist working in the public school and in private practice at The Ely Center in Newton, Massachusetts. He has presented on the topic of technology integration in speech and language at the ASHA convention and is the author of the blog SpeechTechie: Looking at Technology Through a Language Lens and one of the editors of TherapyApp411.

Comments (0) | Trackbacks (0) | Permalink |

Recently in the Mindwing Blog I featured the Story Patch iPad app, which allows students to create stories according to provided structures or from scratch, resulting in a text and picture-based booklet.

I wanted to follow up that post with a different digital storytelling app that provides an easy means to create and publish dynamic animated stories with spoken audio and music! The app I speak of is Toontastic (an absolute BARGAIN at $1.99), whose creators at Launchpad toys have sought to bridge the gap created when students who primarily express themseves through play are suddenly expected to write stories (i.e. that gap we call “First Grade”). Toontastic uses the iPad’s multitouch interface and a play-like context beautifully as students are guided to create as many scenes as are needed to tell their story. The app would be a great tool to use in order to teach narrative elements and organization using Braidy the StoryBraid™, Story Grammar Marker™, or the Mindwing Autism Collection and their associated manipulatives and story maps.

Here’s a visual tour of Toontastic for you:

Toontastic comes with an audio explanation of story structure that can be easily aligned with Story Grammar Marker®, as can be seen above. You can choose to create five different scenes in your animated movie, or just stick with one!

Choose a setting, then Character “Toys” to put into action! You can also draw your own settings and characters.

Character Toys themselves can be custom colored, then tapped and dragged around the screen.  Tap Start Animation and the app will record as you move the characters and speak to provide an audio narration and/or dialogue. The app will then play back your animated scene!

For each scene, you can pick a music soundtrack that corresponds with the mood of the situation, connecting actions with internal responses of the characters.

When you are done with as many scenes as you’d like to create, tap Done and you can give your movie a title and genre, and share on ToonTube, Toontastic’s online community, if you’d like.  The story is automatically also saved within the app.

Students will be excited to publish to ToonTube, where others can interact with their film by “liking” it.  ToonTube also features model animations that would be a great context for story mapping of others’ creations using the SGM and other tools!

I recently had the opportunity to chat via Skype with Andy Russell, one of the creators of Toontastic.  If you have a few minutes, it’s an interesting conversation about the background of the app, its creators’ sound belief in social interactionist (Vygotskian) language learning, and future plans for the app and Launchpad Toys.

I hope you’ll check out Toontastic- it’s a great app to add to your narrative toolbox!

Sean J. Sweeney, MS, MEd, CCC-SLP is a speech-language pathologist and instructional technology specialist working in the public school and in private practice at The Ely Center in Newton, Massachusetts. He has presented on the topic of technology integration in speech and language at the ASHA convention and is the author of the blogSpeechTechie: LookingatTechnologyThroughaLanguageLens and one of the editors of TherapyApp411.

Comments (0) | Trackbacks (0) | Permalink |

Join us for this live event on Tuesday, September 13, at 4:00 PM (EST)!

Register now for our FREE webinar, "Narrative Development: Beyond Story Grammar," presented by Maryellen Rooney Moreau, MEd, CCC-SLP, of MindWing Concepts, Inc.

Abstract: When we think about "narratives," we often only think about naming the parts of the story, sequencing actions and whether that story has a beginning, middle and end. Narrative development goes beyond the basic story. Instruction and intervention in narrative development can improve your students' skills in oral and written communication. Narrative development can help students with perspective-taking, problem solving, answering "why" questions, and comprehending and communicating the emotions, motivations and plans of characters in stories and in life's social interactions. It provides a way to teach the often elusive concepts of main idea, plot, cohesion, temporal and causal connections, and summarization. This type of instruction and intervention can help speech-language pathologists give every child - regardless of age, ability or culture - the skills to think, communicate and learn effectively in order to achieve academic and social success.

The following quote was in an article in the most recent publication of The ASHA Leader. It truly exemplifies and supports the methodology that Maryellen will be speaking about in Tuesday’s Webinar: “Oral narratives are a natural bridge between oral and literate language. Narrative skills and the language skills needed to produce quality narratives are interspersed throughout the Common Core Standards. One effective RTI approach for SLPs is to provide intervention focusing on narratives. The SLP provides Tier 1 supports in the classroom through modeled lessons with the whole class. In Tier 2/3, the SLP provides small group intensive intervention that simultaneously targets the story grammar and deficient language skills. Using oral narratives in an intervention model builds a foundation for the development of listening, speaking reading and writing.” – How to Fit Response to Intervention into a Heavy Workload, The ASHA LEADER, August 30, 2011 Vol. 16, No. 10.

About the Presenter: Maryellen Rooney Moreau, MEd, CCC-SLP, founder and president of MindWing Concepts, Inc., in Springfield, MA, is a speech-language pathologist and a nationally recognized presenter in the area of oral language development - specifically story grammar, narrative development and expository text. She received her bachelor's degree in Communication Disorders from the University of Massachusetts at Amherst, and her master's of education degree in Communication Disorders from Pennsylvania State University. Maryellen's 40-year professional career includes time spent as a school-based speech-language pathologist in the Hartford Public Schools; assistant professor at American International College; diagnostician at the Curtis Blake Child Development Center; and coordinator of Intervention Curriculum and Professional Development at the Curtis Blake Day School for children with language learning disabilities, all in Springfield, MA. She created the Story Grammar Marker® and Braidy the StoryBraid® after years of research and practice, and was awarded two United States Patents. Her methodology, which encompasses narrative development and expository text, helps children across the globe to think, communicate and learn!

Comments (0) | Trackbacks (0) | Permalink |

There have been a number of apps for iOS (iPad/iPod/iPhone operating system) that have been released in recent months that seem like they were created for use with Story Grammar Marker! Digital Storytelling apps such as Story Patch allow children to create stories while having an emphasis on narrative structure, with choices about character, setting and actions. Students with language disorders will need assistance with organizing, expanding, and adding complexity to their narrative and sentence structure, and that is where you and the SGM come in!

In this video, I give a quick walkthrough of Story Patch (iPad only, currently only $.99- yes, that’s 99 CENTS) and its choices for story creation. You’ll see how its “Create a Story with Help” mode is a great opportunity to link the choices students can make with narrative icons they can begin to internalize. The open-ended story creation mode is a blank slate offering countless choices to work at varying narrative levels, levels of detail and story length. The text tool allows you to take the language in unlimited directions supported by the pictures you choose. Story Patch could even be adapted to support expository language, especially since the allows you to insert pictures saved from the Internet or with your camera.

Mindwing is currently working on developing an app specific to the methodology of its tools. In the meantime, there are quite a number of apps that can be easily adapted to teach narrative and expository language. Enjoy the video!

Link to video: http://youtu.be/8fwQlp3dcp0

Sean J. Sweeney, MS, MEd, CCC-SLP is a speech-language pathologist and instructional technology specialist working in the public school and in private practice at The Ely Center in Newton, Massachusetts. He has presented on the topic of technology integration in speech and language at the ASHA convention and is the author of the blog SpeechTechie: Looking at Technology Through a Language Lens and one of the editors of TherapyApp411.

Comments (0) | Trackbacks (0) | Permalink |

Story Grammar and the Classroom Curriculum: The Five Senses

Over the years I have developed a special interest in collecting and using picture books that are tangential to the classroom curriculum.  It’s wonderful to find books that contain touches of our content areas but aren’t “in your face” about it!  These books can engage students in a story (and thus help them develop narrative language) while also providing a context to access abstract curriculum areas.

Although many schools cover this topic at different times of year, Spring is a great time for a science unit on the five senses.  For younger students, this is a basic overview on how we experience the world though hearing, sight, smell, taste and touch.  For older students, these simpler concepts can serve as an entry point to the more difficult intricacies of how the sensory system works.  Additionally, May is Better Hearing and Speech Month in the USA and May Month in Canada, so what better time to talk about the sense of hearing, and maybe sync with some lessons about hearing and speech?

One of my tricks has always been to use Amazon.com’s book search tool to locate stories related to a topic.  Although the search tool will of course return straightforward titles describing the topic, once in a while you also find those books that loosely theme to the topic.  Here are three of my favorite books that tell stories involving the Five Senses, all of which would be great opportunities to use Braidy, the Story Braid or Story Grammar Marker to guide students through and retell the stories. In fact, within MindWing’s Autism Kit, the book It’s All About the Story contains a map or chart for thinking, talking and writing about “settings” in terms of the Five Senses. There is even a Five Senses Song, sung to the Tune of “This Land is Your Land,” a familiar song by Woody Guthrie! I have included these two pages from the manual for your download. You can get the whole manual (or Autism Kit) at MindWing’s Online Store:

Click images to Enlarge

The simplest of these is Rain by Manya Stojic, featuring animals on an African Savannah as they experience the coming rain through their senses.  The book has wonderful pictures and simple text forming an action sequence.  Because the theme involves cycling though the rainy and dry seasons, Braidy and SGM can help you form a visual for the students; just hold the Tie-Up to the Kick-Off to form a circle!  In addition to the animals’ experience, the book touches on the cycle of plant growth, another key science curriculum topic and a nice opportunity for a picture sequencing task.

Another thematic action sequence can be found in the book Night Train by Caroline Stutson and Katherine Tillotson, the tale of a young child’s experience on a train ride to the city. Narratively, it lacks a real plan and attempts (but as such, is great for using Braidy and SGM to move kids from isolated details to a real sequence of events), and focuses on the sensations inherent in the train ride: hearing the engineer call “all aboard,” seeing cows in the field, etc. The book can also be used to target other items in the transportation category and brainstorm the different sensations one would experience while riding a car, boat, plane...(thus getting into the expository element of Listing).

Finally, a real crowd-pleaser can be found in Judith Hyde Guilliland’s Not in the House, Newton!, about a boy who finds a magic crayon that brings all his drawings to sense-pleasing (but mom-annoying) life!  This one can be framed a bit more within the Critical Thinking Triangle, with Newton finding the magic red crayon (Kick-Off) and feeling excited, so planning to draw things he’d like to see come to life. Again, by extension the book can be used to List things that are red (or other colors) and imagine what would happen if they came to life from our drawings!  Both Night Train and Newton are great for creating sense charts with students. 

Hope you enjoy these great Five Senses-themed and Braidy-friendly books and activities!

Sean J. Sweeney, M.S., M.Ed., CCC-SLP is a speech-language pathologist and instructional technology specialist working in the public schools and in private practice at The Ely Center in Newton, Massachusetts. He has presented on the topic of technology integration in speech and language at the ASHA convention and is the author of the blog Speech Techie: Looking at Technology Through a Language Lens, which won the 2010 Best New Edublog Award. He can be contacted at sean@speechtechie.com.

Comments (0) | Trackbacks (0) | Permalink |

I am going to open this post with a language sample obtained from a fifth grade student in 2006, an attempt to retell an episode of the series Full House.

And um something that happened was when this girl named Michelle and this guy Jesse, it was Michelle’s birthday. And Jesse and Michelle got stuck in a gas station and she missed her party.
And um they were there all day, but then finally it opened the next- no it opened a lot later. So um they went back to the house and they had their party and she got an elephant and she got to ride it and all her friends and she got, she felt better. And that’s it.

I collected and analyzed many samples like this over my years in the school setting, narratives that clearly attended to character, setting and “Kick-Off,” but lack cohesion, complexity and maturity due to their reliance on a simple action sequence structure. Do you have a lot of students like this?

I really began to understand how to help students with this type of narrative (who comprised a good chunk of my caseload, and still) when I first worked through Mindwing’s A Day in the Park Student Activity Booklet (and its accompanying lesson plans in the Talk to Write, Write to Learn manual). Many students sort of get stuck at the action sequence level, and don’t generalize the structures needed for a reaction sequence (character, setting, Kick-Off and reaction to the kickoff) or more advanced episodes that detail character responses, feelings and plans, along with complex sentences that link these story elements. A Day in the Park helped me see how I could break down these levels of formulation for students, and as a result I was able to identify other activities that could provide additional practice and skill-building.

One of my favorite recent discoveries is the Zimmer Twins website (based on the Qubo animated series), which allows you to make animated stories from pre-created starters or from scratch! The starters are naturally complex in structure and work really well with Mindwing’s Story Maps as you help students complete the story on a higher level of narrative organization. I found the site to be a great context to focus on moving students from an action to a reaction sequence; here’s one reaction sequence movie I created with a group. Before you get nervous, I can tell you that the Zimmer Twins site is really simple to use!

First, you can view the story starters and pick one that will work for your students.

After clicking “Make Movie From [your chosen title],” you can simply click, drag and modify the rest of your story.

By clicking on the elements in the sentence, you can change character, setting, and other features of the clip. Word and thought balloons can be modified- just click and type. The tabs allow you to add different elements such as actions, reactions and feelings!

Click here to see another way I finished the starter “Surprise!” I hope you enjoy Zimmer Twins, I know the kids I work with really did. Here’s a great tutorial on using the site if you’d like more information before diving in. Be sure to create a free account when you start using the site.

Sean J. Sweeney, M.S., M.Ed., CCC-SLP is a speech-language pathologist and instructional technology specialist working in the public schools and in private practice at The Ely Center in Newton, Massachusetts. He has presented on the topic of technology integration in speech and language at the ASHA convention and is the author of the blog SpeechTechie: Looking at Technology Through a Language Lens, which won the 2010 Best New Edublog Award. He can be contacted at sean@speechtechie.com.

Comments (0) | Trackbacks (0) | Permalink |

I always love finding resources that serve as a context for addressing many speech and language-related skills. The wonderful book Edwina- The Dinosaur Who Didn’t Know She was Extinct by Mo Willems is one of those resources; it can be used to target narrative and expository formulation, as well as social thinking skills in several areas.

To begin with, Edwina is a story that will engage and delight children from early to late elementary ages, beginning with its title and the name of the main character, Reginald Von Hoobie-Doobie. Reginald has a problem: everyone around him is enthralled by Edwina, the friendly town dinosaur, and no one heeds his increasingly emphatic pleas to accept that Dinosaurs! Are! Extinct! The structure of the story is perfect for mapping as a complete episode using Braidy or Story Grammar Marker, as can be seen below:

Though this story has the twist of having the main character be both strangely right and wrong at the same time, it also provides a great context for building skills essential for children with autism spectrum disorders and other social pragmatic issues. The key problem in the story is mainly one of perspective, and could be visualized for students using the SGM Universal Magnets, Perspective Taking Maps (with icons down the middle and competing perspectives on either side), or Critical Thinking Triangle as discussed in the Making Connections volume of Mindwing’s Autism Collection to develop perspective taking skills.

Edwina also is a nice teaching tool if you are using Michelle Garcia Winner and Stephanie Madrigal’s terrific Superflex program, which reviews Social Thinking skills in the context of a comic book world. We can all relate to the ongoing battle between Superflex, who helps us use flexible thinking and problem solving skills, and the Team of Unthinkables, characters who try to force the citizens of Social Town to act in certain “Unexpected” ways. One of the leaders of the Unthinkables is Rock Brain, who gets us “stuck” in patterns of rigid thinking and on our own wants and ideas. Although Reginald does exhibit some flexible thinking in the varied ways he approaches his problem, the fact that he views Edwina’s existence as a problem at all is an example of a “Rock Brain Moment,” one you can analyze with students using that program’s “Find the Unthinkable Rock Brain” activity. One illustration in Edwina provides a perfect stopping point and discussion of Rock Brain thinking, as Reginald protests Edwina’s distribution of cookies in the park by carrying a sign that reads “This is NOT happening!!!”

Finally, Edwina can be used to target expository language in several ways. Try researching extinct animals and make a list (BrainPop’s clip on Extinction is a great place to start if you have a subscription or free trial) using Thememaker’s List Map, or perhaps a sequence of how a particular animal died out. As we only see a bit of Reginald’s presentation on “Things that are Extinct,” perhaps your students could continue his project in PowerPoint form! The story also has several embedded lists, such as the ways Edwina helped the townspeople, and cookies play a key role, so why not work on writing and completing the sequence of making actual cookies!

Sean J. Sweeney, M.S., M.Ed., CCC-SLP is a speech-language pathologist and instructional technology specialist working in the public schools and in private practice at The Ely Center in Newton, Massachusetts. He has presented on the topic of technology integration in speech and language at the ASHA convention and is the author of the blog SpeechTechie: Looking at Technology Through a Language Lens, which won the 2010 Best New Edublog Award. He can be contacted at sean@speechtechie.com.

Comments (0) | Trackbacks (0) | Permalink |

Valentine’s Day approaches! It’s a great time to target students’ understanding of feelings as described in It’s All About The Story, Book I of Mindwing’s Autism Collection! The Feelings icon is, of course, a heart, a common symbol of this holiday. You can use this book’s introduction to the Six Universal Feelings (happy, sad, mad, scared, surprised and disgusted), or Feelings in general as emphasized in the Story Grammar Marker program, along with the two resources presented in the screencast below, to develop students’ narrative language and perspective taking abilities. The screencast describes how to use a resource that almost everyone has access to- Microsoft PowerPoint- and also provides an overview of an interactive poetry generator. Having students make a Valentine for a special person in their lives can be an important way to show they are “thinking about” others and use some great language skills.

Again, one way to expand vocabulary beyond the Six Universal Feelings is to refer your students to MindWing’s Feelings Poster™. It is available here - CLICK HERE.

Happy Valentine’s Day!

Comments (0) | Trackbacks (0) | Permalink |