Scribd
Upload
11 views

Speech and Language

The document discusses several language programs to help develop a child's communication skills, including programs focused on language promotion, receptive instructions, non-verbal imitation of mouth shapes, verbal imitation of sounds and words, and matching familiar people. The programs aim to increase the child's language use, ability to follow instructions, imitation abilities, and ability to identify familiar people.

Uploaded by

llhxzbvcixpzwmmedd
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
11 views

Speech and Language

The document discusses several language programs to help develop a child's communication skills, including programs focused on language promotion, receptive instructions, non-verbal imitation of mouth shapes, verbal imitation of sounds and words, and matching familiar people. The programs aim to increase the child's language use, ability to follow instructions, imitation abilities, and ability to identify familiar people.

Uploaded by

llhxzbvcixpzwmmedd
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Speech and Language

1. Language Promotion

This programme should be a focus of your session and will work on increasing
the frequency that the child is engaging with you and communicating his needs
and wants with increasing clarity.
If the child is a determined and decisive child who is already using spoken
language to communicate some requests, e.g., biscuit, drink and saying
“steady, go”. The key to this programme is teaching the child to use language
more and more and shaping his language so that this is increasingly clear. You
should working hard to set up extremely motivating situations and scenarios
that your child will want continued or repeated.
When working on these skills it is crucial that we are observing the child and
are confident that he is motivated – as with all of us motivation for an object or
an activity does not last forever, it builds and then it fades and we must be
aware of this, we should be putting lots of energy into building motivation until
he is hooked and at his most interested but stopping this before he loses
motivation so that we are not asking him to respond to an activity that he does
not want to do.
If Your child makes his best approximation, then this should be reinforced by
continuing the activity and also modelling the word back to him in a happy and
excited tone. If he does not make a sound, or it is not his best approximation, ,
present the word a maximum of three times before continuing with your
activity. You should not be presenting your model more than three times in
any one sitting to ensure he will not become frustrated and is still enjoying the
activity.
2. Receptive Instructions

(“Drink” and the child will take the cup and pretend to drink. If the child
doesn’t respond then you prompt hand over hand a couple of times. Then you
try again “drink” and you prompt by modeling for him, doing the action
yourself. After you ask again “drink” and see if the child copies you. Fade
prompts until the child does the action independently).
This programme has been introduced to further develop The child’s receptive
language and teach him to respond to a range of instructions which involve
objects, including “wipe”, “drink”, “push” and “bang (drum)”.
For example if the first target in this programme is “drink” across two sittings
using a cup, the child required point prompts to the cup and was correct in the
final sitting before he went to play, then you continue to work on this, fading
your prompts until he is able to do this independently. As there are no other
mastered skills in this programme, you would then need to teach a second skill
and when that is correct mix between those (for example drink and hug)
before these are mastered.
Remember to have three items on the table so that we can be sure that your
child is listening to the instruction, and not just using the only object available
to him. Once you complete all items on the item list, continue to add to these
with other object related actions, e.g. shake (maraca), ring (bell), roll (rolling
pin).

3. Non – Verbal Imitation – Oral motor

This programme has been introduced to build upon the work you probably
have been doing teaching your child to imitate different mouth shapes which is
a crucial pre-requisite to more detailed verbal imitation and articulation. Some
of these sounds are directly linked to specific sounds (e.g. moving your bottom
lip to touch your top teeth will form an fff and vvv sound). If during the course
of a session your child has mastered opening his mouth very wide and pursing
his lips to make a small o. You are now teaching him to move his tongue in and
out of his mouth in mass trial. Continue this and when correct without prompts
you can mix this with his other mastered items.
4. Verbal Imitation – Sounds and Words

Tutor: “Say (sounds)”


Response: The child looks at the tutors’ mouth and correctly imitates the word
or sound
This programme has been introduced to further expand upon The child’s
expressive language, imitation and communication skills. He has two aspects to
this programme; imitating words and sounds. For all targets within this
programme he should be sat opposite you with no table in between and he
should be looking at your mouth. It is important that we are moving him
through targets at an optimal rate.
As he is able to imitate more sounds and words he will be better placed to
develop words, so you should work on sounds slightly more than words.
Sounds – e.g.; ‘sss’ ‘aaa’ ‘mmm’ ‘saa’ ‘maa’ etc.
Work through sounds one at a time, but if this is correct straight away then
this can be mastered. If this needs teaching, make sure this is correct on its
own before mixing it with other sounds and that it has been correct with other
sounds over at least two different sittings before it is mastered.
Words –e.g; ‘mama’ ‘dada’ ‘papa’ etc.
Once you have worked on these, then start with words which he can imitate
80-90% and where he has mastered all the correct sounds. For example, if
currently the child’s approximation for chip is “chi”. I would suggest
introducing this word once he has mastered making the /p/ sound and then
teaching him to put these sounds together, for example:
Say “chi……” (Child says chi)………p (Child says p)
Say “chi……” (Child says chi)….p (Child says p)
Say “chi……p” (Child says chi….p)
Say “chi p” (Child says chi p)
Say “chip” (Child says chip)
By doing this, your child is most likely to be successful and happy working on
new words, this might mean that you work on short new words where he has
all the sounds (e.g. bed, she, day, say, see, etc) or it might even mean that at
some points there are no words to teach while you put lots of focus into
teaching new sounds.
5. Matching Familiar People à to be introduced

Tutor: “Match” plus handing one picture to your child


Response : Your child places the picture on top of the same person
This programme has been introduced to develop child’s ability to name the
people who are familiar to him. To work on this, you will need two identical
pictures of familiar people to uour child, including mom, dad, carer,
grandparents, cousins and other family members. Initially this programme will
start with identical matching. Then he might enjoy non-identical matching so
matching different pictures of the same person, for example That person with
long hair, short hair, in different clothes etc.

You might also like