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<![CDATA[Children's Communication Corner, Inc. - Blog]]>Sun, 16 Apr 2023 13:00:48 -0700Weebly<![CDATA[Strategies to facilitate expressive and receptive language skills - emerging communication]]>Sun, 16 Apr 2023 03:05:52 GMThttp://communicationcorner.org/communicationthroughplayblogspotcom/strategies-to-facilitate-expressive-and-receptive-language-skills-emerging-communication

When working with emerging verbal communicators, parents often ask what they can do at home to support their child's emerging communication. The most parent-friendly way to support emerging communication is through scaffolding, recasting, and modeling.

Scaffolding
Scaffolding is a concept in which the adult models language slightly above the child’s language skills are. For example, if your child speaks in two-word utterance, you would model language using three or four word utterances.

Example:
Child: “Baby bath.”
Adult: “Baby in bath” or “Wash baby in bath.”

Child: “Want go”
Adult: “I want to go”

This validates the communication and provides more detail. This also supports the expansion of the message to prepare for the "next steps."

Recasting
Recasting is a technique that involves restating the child has just said while placing emphasis on target language concept. Depending on the child, you may ask them to repeat the target concept using the appropriate form. Some children will do this automatically, while some children do not yet feel comfortable.

Example:Child: “Her is sleeping.”Adult: “You are right, SHE is sleeping.”

Example:Child: “The boy felled.”Adult: “Oh ouch, the boy FELL and hurt himself!”

This provides an affirming, low-pressure, positive correction that allows the conversation to continue without interruption.

Modeling
Modeling is just as it sounds. You are the language model for your child. It may seem as though you are having a one sided conversation, but using short clear words, phrases, or sentences to describe what the child is seeing and doing, provides them the words to begin understanding and talking about these concepts themselves.

Example 1-2 word modeling:
Play/activity: Ball play

Adult: "Ball . . . BIG BALL . . . roll ball . . . bounce ball . . . bounce bounce . . . (color ball)"

Example 2-4 word modeling:
Play/activity: Taking a bath

Adult: “In the water . . . boat in water . . . uh oh, where did boat go?     UNDER water . . . the boat was UNDER the water . . . time to wash . . . what should we wash? Wash ears . . . wash nose”

Example 4+ word phrases, concept development:
Play: Car play

Adult: “Cars are going FAST . . . be careful cars . . . go S L O W . . . uh oh, car crashed!”

In the 1-2 word stages, it can be helpful to model with the item near the mouth, prolonging initial sounds slightly, while slowly modeling the word or word combination.

When
These strategies can be used during focused play activities, as well as throughout the day across daily activities. Studies show the more frequently recasting language is used, the better. When communicating with a child who has a language delay, it is recommended that the caregiver uses 1-2 recasts per MINUTE (Cleave et. al. 2015), and has been found to be an effective parent-implemented langue intervention technique.

Have fun
Modeling, recasting, and expanding can be done in a variety of incidental ways throughout the day. It is a fun way to engage in early conversations and "keep the conversation going."

Keep in mind
Our language learners may need more time to process and respond. Please count to 10 (which may seem like a lifetime) following a language model or question. If they don't respond, that is o.k. as well. Our goal is to keep exchanges positive.

Think about the 20% rule, for every one question asked, make five comments / observations (models). This helps balance the interaction and children tend to be more open to sharing in meaningful engagement.

Follow the child's lead for interest in activities.

www.communicationcorner.org

]]><![CDATA[Word finding]]>Thu, 26 Jul 2018 21:54:34 GMThttp://communicationcorner.org/communicationthroughplayblogspotcom/word-finding

Have you ever been in a conversation and you know what you want to say, but you just can’t quite think of the word? You may be able to visualize and describe the word. In fact, it is literally on the “tip of your tongue”, but you just can’t seem to say the word?

We all experience word finding difficulties at some point, especially when we feel tired or sick. However, some individuals experience word finding throughout their day making communication frustrating and laborious.

CHARACTERISTICS

People who have word finding difficulties may demonstrate the following characteristics:

Know the word he/she wants to retrieve, but can’t think of the word.
Have a difficult time retelling or expanding on ideas, such as describing objects, feelings, or situations from memory.
Demonstrate increased difficulty recalling words, especially when under pressure, stress, or feel "put on the spot" (e.g., being called upon in class, giving a speech, etc.).
Use vague words, such as this, that, those, they, stuff, and you know in place of more descriptive or concrete words.
Use fillers such as um, like, and you know.
Show an observable time delay when trying to come up with a word or expressing a thought.
Use circumlocutions (i.e., talking around a word/subject and may take a long time to get to the point).
Use sound effects or gestures to explain/tell about something rather than using words.
Describe by function of objects (e.g., “something you eat with”).
Make up words that relate to some aspect of the person, place, or object. This is often a function of the target word (e.g., “floater” for “boat”).
Use words that are similar in appearance (e.g., rope/string), begin with the same sound (e.g., blue/brown), share similar function or feature (e.g., cloak/cape), or are opposite in meaning (e.g., good/bad).

IMPACT OF WORD FINDING DIFFICULTIES

Academics and Early Learning

Some individuals experience difficulty quickly and easily recalling learned information, such as, letters, shapes, numbers, math facts, sound / symbol associations (e.g., /k/ says "c"), and more.

Higher level language tasks, such as, answering questions in class, oral presentations, and story telling / narrative tasks.

Frustration and Self Esteem

Many people who demonstrate word finding difficulties are aware of their challenges. This awareness can lead to frustration! In addition to frustration, word finding difficulties can lead to other issues, such as:

A person’s intelligence may be underestimated.
Some listeners or speakers may become impatient and leave the conversation.
The individual may feel that talking is difficult and out of frustration, stop sharing their ideas, stories, or even to get what they need! This can be seen in children who develop a pattern of responding to questions or conversations with “I don’t know,” as to avoid communicative exchanges.

FACILITATING RECALL

Activities to Support Word Finding

Good news, while there is not a “cure” for word finding difficulties, there are many fun strategies, methods, and activates that can facilitate and strengthen word finding.

Please note, if you feel you or your family member has word finding difficulties, please consult a ASHA Certified Speech Language Pathologist for an assessment and for an individualized treatment plan.

Also, when teaching any skill, it is important to start where an individual is successful, which some refer to as a “just right level” and slowly build from that point. We like to keep success high for positive learning!

The following are "carryover" activities I like to share with families to help build Word Recall within the home.

Examples of Everyday Activities to Build Word-Retrieval Skills

Name items within a category (e.g., “Tell me 3 different animals that live in the jungle.”). If the individual is demonstrating difficulty you may provide extra clues (e.g., “I am thinking of a jungle animal that has a long tail, swings from trees, and eats bananas”).
Practice taking turns giving and following simple directions. For example, ask the individual to help you do or make their favorite snack (e.g., “I was going to make ants on a log, but I need help. Let's make a list of our ingredients. OK, so I am checking our list, I see celery, peanut butter, and raisins. Can you remind me what we need to do first? Oh, great, I have the washed and cut, what is next? Of course, first spread the peanut butter! now what?”).
Facilitate sharing of stories with an expected "routine" of moving through the basic questions:
- Who was there?
- What TWO events happened (this can increase as recall increases)
- Oh no! Was there an exciting point or problem?
- How did they feel?
- How was the problem solved or how did it en

Sometimes stories are best modeled first. (e.g., “Oh, let’s figure out what we want to tell Dad what we did today. Let’s think, first we went swimming, then we ate lunch at the park, last we went to the store. Ok, now you try, FIRST we ____, then ____, and last we _____.”)

For vacations or big events, it is fun to download pictures and make a story to help aide in organization and recall of events.

Fun Family Games To Build Word Recall

Games such as “Guess Who”, “Go Fish”, or “Headbandz” all support describing and can be used to facilitate use of descriptive words, but in a structured and fun way. In our office, we use visual supports initially to help support recall, descriptive words, and with the use of repetitive phrases (e.g., cloze or carrier phrases) to allow the individual to generate the descriptive concept. The visual supports can be gradually faded out, as they are no longer needed.

Below is our support board for the game Guess Who?

Barrier Games are fun to facilitate word recall. Players can get very creative with barrier games and use any matching materials, such as paper and stickers, magnet boards, blocks, Legos, and more. The key is to ensure both members have matching pieces with a barrier between the two players (e.g., folder or binder will do).

How to play:

After you are done creating a barrier, set up the game by ensuring both individuals have matching pieces (e.g., a bland piece of paper and vehicle stickers).
I have found while setting up and sorting, it is important to create visual supports (e.g, preposition sheet - see below), as well as name each items immediately before the game (e.g., "A blue airplane for you and one for me").
Once both partners are set up, the players take turns describing what item to put on and where. For example, “Please put your big, blue airplane on the bottom, left corner of your paper.”

Please note, the visual supports can be as simple as drawing prepositions out on a paper, like the example below.

After all of the play pieces are used, both partners reveal their creation and compare. Barrier Games are not about winning or losing game, rather a cooperative game focusing on describing, clarifying, and tracking each other’s directions. I find that upon completion, many feel a sense of achievement, especially when the creations are similar.

Again, it is important to keep within a just right level, where the individual is successful and most of all HAVE FUN!

Developing Oral Language with Barrier Games by Alison Jarred & Nadja Roelofs is a wonderful online guide to Barrier Games. https://www.scoilnet.ie/uploads/resources/24381/24104.pdf

References

German, D.J. (1982). Word-finding substitutions in children with learning disabilities. Language, Speech, and Hearing Services in the Schools, 13, 223-230.

German, D.J. (1983). I know it but I can’t think of it: Word retrieval difficulties. Academic Therapy, 18, 539-545.

German, D.J. (1992). Word-finding intervention for children and adolescents. Topics in Language Disorders, 13(1), 33-50.

Wiig. E. H. & Semel, E. L. (1980). Language assessment and intervention for the learning disabled. Columbus, OH: Merril.

]]><![CDATA[SIX EFFECTIVE STRATEGIES TO PROMOTE LEARNING]]>Fri, 28 Oct 2016 05:41:26 GMThttp://communicationcorner.org/communicationthroughplayblogspotcom/six-effective-strategies-to-promote-learning

You are your child’s most important teacher. Children learn from every interaction with you and those in his/her world. Learning small ways to make the most of each moment you share with your child, can build stronger communication and language learning.

The strategies below can be implemented throughout daily activities such as bath time, cooking activities, on walks, and even riding in the car. Also, these strategies can be applied to learning at varied ages and stages. Young children learn best when adults get down on the floor and engage at their level. This allows the adult to better see and interpret the world through the child’s eyes. Older children learn best when they are allowed to explore and learn in a safe and supportive environment.

6 STEPS IN A NUTSHELL

1. Just Right Level: Children learn best when they are exposed to language, play, and activities that are a ‘just right level’ for their learning. Too hard can make kids (and adults) frustrated, and too easy or uninteresting can make them bored or walk away. Stay engaged, match their play, and work at a level that is slightly challenging, yet extremely achievable.

***Change it up! If you are too hard, make it easier. If you are being too easy, make it harder.

2. Share control: No one wants to play with a bossy Betty, well neither do our children. Allow your child to lead play. Try imitating your child’s play while adding the ‘just right level’ narration. When you child sees you imitating them, they will be more willing to imitate you and your play. Just take one turn, say one thing, or share one idea. Then wait.

***Think of your interaction as a game of tennis, not darts!

3. Provide choices: Children naturally learn about ways they can control what is around them. Some can be bossy and demanding! But when they experience control, they learn self-confidence and the value of decision making. Even when the adult provides the options, it is still a choice. They cannot wear a swimsuit, but they can choose from two pants. They cannot paint right now, but can choose between books or a puzzle. It’s not time for computer, but we can do play-doh or color together. Making choices empowers children, increases ownership and buy-in to the activity, and can help alleviates power struggles.

***Give them choices with no wrong answer, whenever possible!

4. Wait: Allow time for your child to respond. It may seem like a lifetime, but count to 10 following a language model or question. Following, if your child does not respond, provide them with a response (i.e., either model the words again and/or give them the answer to your question). This allows them to hear, process, and generate an idea for output.

***“Don’t Just Do Something, Stand There!”

5. More Comments Than Questions: Many adults naturally try to engage with children by asking them 1,000 questions. This is with good intention, but from the child’s perspective, it might start to feel like an oral exam! This can make a child simply stop responding. I like the 20% rule: for every one question asked, make five comments/observations. This helps balance the interaction and children tend to be more open to sharing a meaningful engagement.

***For every question you ask, also share 5 comments or observations to keep the tennis-game going!

6. Keep it Positive: In your time with kids, it is so important to stay positive and supportive. Ignore behaviors you don’t want, and reinforce the behaviors you want. Tell children exactly what you DO like about what they are doing. Remind them what they are doing RIGHT, as we want the words and input to echo what we would like to see again.

***Point out green flags more than red ones!

www.communicationcorner.org

I created this blog in order to share information. The purpose of this blog is not intended to diagnose, treat, or provide professional advice for your specific child.

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