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Language Stimulation Techniques

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Talking to your child

1.     Eliciting language from a reluctant child

a.     Solo play: child and adult each play with own toys

                                               i.     Self talk: adult comments about what he/she is doing or feeling (Brmbrmbrm, truck’s fast, my truck’s big)

b.     Contact Play (Help child find a block, put another one on his/her pile)

                                               i.     Parallel talk: adult comments about what child is doing or feeling. (There is a cup. If I hit the cup on the floor, it makes a noise. Bang, bang, bang the cup.)

c.      Intersecting play and self-talk. (Feeding your doll a piece of fruit child has on playhouse table. Say: Baby is eating the apple. Mmm, good apple.)

d.     Cooperative play (Have your truck bring child blocks to build his/her tower. Child is usually talking easily.)

2.     Echoing

a.     Expanding the child’s statement. (Child: bear. Adult: Yes, see bear.)

b.     Correction. (Child: Me eat. Adult: Yes, I eat.)

c.      Stress change: emphasis on omitted word. (Child: Sock foot. Adult: Sock on foot.)

3.     Modeling the language target: Adult-child conversation. (Here duck; duck go quack, quack. Pig big, fat. He pink? Yes. See pig on farm. Where mother pic? There she is!)

4.     Vocabulary Building

a.     Various experiences with real object word refers to (looking at apple, tasting, smelling, hearing it crunch).

b.     Repetition of word. (Which shirt do you want to wear? How about this shirt? Shirt? (holding up the shirt) Yellow shirt. I like this shirt, too. Hands in the shirt.)

c.      Hearing and seeing what the word is NOT. (Here is your hat (handing child a shoe. This is not a hat. Not a hat!)

d.     Manipulation of environment. (Child says: More (ice cream) and get more ice cream.)

Asking Questions of your child

1.     Framing of questions.

a.     Begin asking questions which require one word responses. (Do you want an egg? Calls for a yes-no response.)

b.     Gradually increase amount of questions requiring more complex answers. (Do you want eggs or cereal? Calls for a definite but only single word response.)

c.      Eventually incorporate content questions. (What kind of cereal do you want? Calls for a descriptive answer.)

2.     Question Sequences

a.     Question – Answer – Question: Provide the structure, wait for the child to respond but do not force him/her. (What this? Book. What this?)

b.     Answer – Question: Similar to above. (He crying. What he doing?)

c.      Question – Answer series: Leads to solution of several step operation. (What this? Response: orange. What we do with orange? Response: eat it. What we eat orange with? Response: with mouth.)

d.     Statement – Question: Shows that statements are made up of functioning parts. (Book on table. Where book? What on table? Is book under table?)

3.     Reading to your child.

a.     Use picture-story books interesting enough without the printed story.

b.     Do not read directly from the print. To slow down the rate of speech, making it less complex and more natural.

                                               i.     Paraphrase the story

                                              ii.     Make up your own story

                                            iii.     Talk about the pictures

c.      Repeat favorite stories again and again.

Ask Dr. Susan