1. […] Once again, the difficulty lies in the child who moves on if their attention is not gained and maintained. We need the child to be a part of the “group”. We need the child to think about some of our ideas, not consistently vice versa. This is when the learning begins. I recently bought We Thinkers 1 and  2 volumes and I am a fan. One of my favorites is Body in the Group. The book visually depicts the expectation of the child to be in close proximity with the group members but not too close like a space invader.  For our younger ones we can use actual toys to encourage being a part of the group…Hence, balloon rocket!  Tempt the child with the reinforcer to stay with you and use that activity as a teaching moment.  (Check out my post on Thinking Bubble Strategies for Kids too!) […]

  2. Elana

    I love these ideas. Most of my students are old enough to learn the difference between speech and thought bubbles. We could draw and write in them on our teletherapy whiteboards.

  3. Robyn Lean

    I also use thinking bubbles with my older ASD kids but always with talking bubbles – it works great to show them that it is always ok to have absolutely anything in our thought bubble but that sometimes we need to change what comes out in the speaking bubble – and sometimes the speaking bubble may even need to remain empty!!!
    They really get this !!

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