| Check Your Child's Speech Ease Your Mind |
Speech Check
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| Why isn't he talking yet? Should he know more words? Why can't he say that sound? How can I help? |
Therapy Ideas and Information
The following is a collection of therapy ideas and information that parents may find helpful. The information is provided for
parent education and use at your own discretion.
The following is a collection of therapy ideas and information that parents may find helpful. The information is provided for
parent education and use at your own discretion.
General Suggestions for Language Development
Speech and Language is best learned under the natural conditions of playing and growing up. Language is learned
but is not taught. The best environment for language development is natural and spontaneous. As a parent you
play a unique role in your child's speech and language development. Your preschool child spends the majority of the
day with his family. You are his world. You share many life experiences which require the use of language. Your
child does not learn the complicate use of language and the complex processes of speech from formalized
instruction. He learns language best in the give and take of everyday life. By paying special attention to the
language you use with your child , you create a communication situation that is better for language learning.
WHAT ELSE CAN I DO ?
Once you become comfortable with these special talking times, there are additional techniques that you will want to
use during these interactions.
SELF-TALK: Describe what you are doing as you do it. Name the actions as you perform them in your daily routines.
Use sentences only slightly longer or more complex than the speech your child is using. Your child will be listening
and learning from you.
PARALLEL TALK : Describe what your child is doing as he does it. Again, use sentences only slightly longer than
what your child is using. If he or she is using two word sentences you should be using three words at a time.
EXPANDING : Add to what your child says. Respond with a slightly longer or more complex sentence. For example if
your child says, "Ball" you could say "Big ball" or "Joey's ball ."
EXTENDING : Add meaning to what your child says. Respond by telling your child additional information. When your
child says a word or shows interest in an object you should add information. For example, if she picks or says
"flower", you could say "Pretty flower." "This one is a rose". "A red flower."
TIPS FOR SPECIAL SITUATIONS
When you don't understand what your child is trying to tell you .
Be responsive to your child's attempts to communicate. If you don't understand, be honest and tell him. This will help
reduce frustrations and tantrums. The following steps may prove helpful:
A. First tell your child you didn't hear him and ask him to tell you again.
B. If you still do not understand him, ask him to show you what he means or wants.
C. If communication is still unsuccessful, tell your child you would like to help but don't understand. Let him
know you will try again later.
WHEN YOUR CHILD IS MAKING SPEECH SOUNDS CORRECTLY
Avoid negative correction of your child's speech. Your child may often say words that do not sound like real words to
you (e.g. tani for candy). Show your approval for his attempt to communicate. Repeat the word he said in the correct
adult way. Don't tell your child that what he said was wrong. Negative feedback may decrease further attempts to
speak.
CREATING A LANGUAGE RICH ENVIRONMENT
A child learns to talk by listening to those around him. This makes you an important model and a valuable source of
language input. You show your child that things have names, words have meaning and language will get him what he
wants.
HOW DO I PROVIDE THIS LANGUAGE RICH ENVIRONMENT ?
(the section on self talk and parallel talk is mentioned here again)
For the activity "talking a bath" you might say : "Joey taking a bath" . Mommy turn on water . Water feels warm .
Splash. Splash the water . Joey has duck. Duck is yellow. Duck swims. Here's the soap. Soap makes bubbles.
Mommy wash Joey. Mommy wash Joey's ear. Mommy wash Joey's nose. Joey laughs. Joey is all washed. All done.
Encourage requesting behavior. Your child will not develop language skills for which he has no use. Encourage him
to express his wants and needs with words instead of gestures. (i.e. pointing). For example, when your child is
reaching for a toy which has been placed out of reach, he is communicating by gesturing and vocalizing that he
needs help. Response to his attempt to communicate. Say, "Ball. You want Ball. Ball. I'll give it to you." Pause and
provide your child time to ask. If he doesn't ask , provide an opportunity to learn. Pick up the ball. Say, "ball" . "tell
me" "Ball". Pause and give him time to try to say the word. If unsuccessful repeat again. If he still does no respond ,
give the child the desired object. As you give it to him, say the name and tell him about the object. For example ,
"Ball. Joey's ball. Play ball. Ball." Notice that there is a lot of repetition of the word you are trying to teach your child.
This repetition is important. It is how children learn.
Speech and Language is best learned under the natural conditions of playing and growing up. Language is learned
but is not taught. The best environment for language development is natural and spontaneous. As a parent you
play a unique role in your child's speech and language development. Your preschool child spends the majority of the
day with his family. You are his world. You share many life experiences which require the use of language. Your
child does not learn the complicate use of language and the complex processes of speech from formalized
instruction. He learns language best in the give and take of everyday life. By paying special attention to the
language you use with your child , you create a communication situation that is better for language learning.
WHAT ELSE CAN I DO ?
Once you become comfortable with these special talking times, there are additional techniques that you will want to
use during these interactions.
SELF-TALK: Describe what you are doing as you do it. Name the actions as you perform them in your daily routines.
Use sentences only slightly longer or more complex than the speech your child is using. Your child will be listening
and learning from you.
PARALLEL TALK : Describe what your child is doing as he does it. Again, use sentences only slightly longer than
what your child is using. If he or she is using two word sentences you should be using three words at a time.
EXPANDING : Add to what your child says. Respond with a slightly longer or more complex sentence. For example if
your child says, "Ball" you could say "Big ball" or "Joey's ball ."
EXTENDING : Add meaning to what your child says. Respond by telling your child additional information. When your
child says a word or shows interest in an object you should add information. For example, if she picks or says
"flower", you could say "Pretty flower." "This one is a rose". "A red flower."
TIPS FOR SPECIAL SITUATIONS
When you don't understand what your child is trying to tell you .
Be responsive to your child's attempts to communicate. If you don't understand, be honest and tell him. This will help
reduce frustrations and tantrums. The following steps may prove helpful:
A. First tell your child you didn't hear him and ask him to tell you again.
B. If you still do not understand him, ask him to show you what he means or wants.
C. If communication is still unsuccessful, tell your child you would like to help but don't understand. Let him
know you will try again later.
WHEN YOUR CHILD IS MAKING SPEECH SOUNDS CORRECTLY
Avoid negative correction of your child's speech. Your child may often say words that do not sound like real words to
you (e.g. tani for candy). Show your approval for his attempt to communicate. Repeat the word he said in the correct
adult way. Don't tell your child that what he said was wrong. Negative feedback may decrease further attempts to
speak.
CREATING A LANGUAGE RICH ENVIRONMENT
A child learns to talk by listening to those around him. This makes you an important model and a valuable source of
language input. You show your child that things have names, words have meaning and language will get him what he
wants.
HOW DO I PROVIDE THIS LANGUAGE RICH ENVIRONMENT ?
(the section on self talk and parallel talk is mentioned here again)
For the activity "talking a bath" you might say : "Joey taking a bath" . Mommy turn on water . Water feels warm .
Splash. Splash the water . Joey has duck. Duck is yellow. Duck swims. Here's the soap. Soap makes bubbles.
Mommy wash Joey. Mommy wash Joey's ear. Mommy wash Joey's nose. Joey laughs. Joey is all washed. All done.
Encourage requesting behavior. Your child will not develop language skills for which he has no use. Encourage him
to express his wants and needs with words instead of gestures. (i.e. pointing). For example, when your child is
reaching for a toy which has been placed out of reach, he is communicating by gesturing and vocalizing that he
needs help. Response to his attempt to communicate. Say, "Ball. You want Ball. Ball. I'll give it to you." Pause and
provide your child time to ask. If he doesn't ask , provide an opportunity to learn. Pick up the ball. Say, "ball" . "tell
me" "Ball". Pause and give him time to try to say the word. If unsuccessful repeat again. If he still does no respond ,
give the child the desired object. As you give it to him, say the name and tell him about the object. For example ,
"Ball. Joey's ball. Play ball. Ball." Notice that there is a lot of repetition of the word you are trying to teach your child.
This repetition is important. It is how children learn.