Speech and Language Document

Speech-Language Strategies for Physical Educators. by NATHAN M. MURATA Communication is a functional skill that is very much aligned with what and how preschoolers learn. As such, speech and language play an important role in a child's educational development (Bailey & Worley, 1989). In fact, the majority of preschoolers receiving special education services as mandated by Part C of Public Law 105-17 have a speech-language deficit that requires related service intervention from a qualified speech-language pathologist (Individuals with Disabilities Education Act Amendments, 1997). Sherrill (1998) estimated that 75 percent of young children with disabilities fall into the speech and language impairment category. This trend can be seen in Hawaii, for example, where 80 percent of preschoolers have demonstrated developmental and speech delays (Hawaii Office of Instructional Services, 1997).

Such delays are found in (but are not limited to) expressive and receptive language, flow, and articulation, and they often have a relationship to deficits in motor coordination (Cermak, Ward, & Ward, 1986; Hammond & Warner, 1996). Expressive language is the amount of verbal and nonverbal language a preschooler is able to exhibit. Receptive language is comprehension of gestures, postures, facial expressions, and verbal words (Sherrill, 1998). The most common type of speech delay is an articulation delay, where there is atypical production of speech sounds caused by the motor-speech production mechanism (Reeves, 1997). Reeves (1998) reported that a comprehensive motor intervention program for preschoolers with speech-language delays needs to be developed.

As noted, there appears to be an interesting correlation between the physical domain and speech-language for preschoolers with speech-language delays. Sommers (1988) stated that a correlation existed between a child's linguistic ability and motor skills. Scarborough and Dobrich (1990) reported that children with articulation problems may also have significant motor delays. Powell and Bishop (1992) found that children who had a specific language impairment did poorly on a range of motor tasks. And since young children learn by doing, the physical domain can become an important setting for the development of language concepts (Connor-Kuntz & Dummer, 1996). In 1985, Kaczmarek suggested that language/communication objectives should be integrated with the total preschool curriculum. She supported gross motor activities (e.g., pointing to objects and body parts, describing actions of self and others) as a way to facilitate language/communication objectives. Connor-Kuntz and Dummer (1996) found that preschoolers with speech impairments who participated in a language-enriched physical education environment improved in language development, and that this environment may also be suitable for language development for preschoolers without disabilities. In an earlier study, Dummer, Connor-Kuntz, and Goodway (1995) concluded that language-enrichment can be added to physical education activities without compromising improvement in motor skills.

In support of this integrated curriculum, Ellis, Schlaudecker, and Regimbal (1995) found that collaboration between classroom teachers, a physical educator, a university professor, and a speech-language pathologist can significantly improve basic concepts for kindergartners. Similarly, Hammond and Warner (1996) posited that collaboration between physical educators and speech-language pathologists is logical because of the close ties between motor skill development and speech-language development.

Physical educators can teach the physical domain with the help of strategies and techniques used in speech-language pathology. Since physical educators already use a variety of instructional strategies, reinforcing speech-language concepts can be done relatively easily. In order to undertake such efforts, speech-language pathologists can give physical educators tips on how to foster speech-language development in young children. Essentially, physical educators can facilitate language development within their classes by adhering to speech-language guidelines. These guidelines are not by any means an exhaustive list of strategies; they do, however, provide valuable insight into promoting speech-language in preschoolers and young children who have speech-language as part of their Individualized Family Service Plan (IFSP) (Cowden, 1991) or Individualized Education Program (IEP).

Speech-Language Guidelines The following guidelines, which address minimal competencies, can be used to incorporate and facilitate language development and comprehension within physical education in the early childhood setting, especially among preschoolers with special needs.

Use simple, repetitive words and phrases. Physical educators should consider simple words and phrases when teaching preschoolers (e.g., "go," "come," "do this," "go up," or "jump"). Simple directional words and phrases can promote understanding of motor skills and challenge preschoolers to follow verbal directions. Physical educators should not use long directions and phrases.

Present words, demonstrate action, repeat words, and give praise. Verbal phrases and cues are important and effective teaching principles in physical education. Similarly, good demonstrations of motor skills can foster the children's development of these skills. Here is an example: teacher says, "Let's hop"; child says, "Hop"; teacher and child hop; teacher says, "Hop"; child repeats, "Hop." By combining the verbal and the physical demonstration, the child may mimic the teacher's action and demonstrate the proper motor technique. Once the correct behavior has been demonstrated, the teacher should praise the child immediately.

Incorporate counting and/or "ready, set, go." Whenever appropriate, the teacher should verbalize each phrase or cue. With counting and "ready, set, go," the teacher can say part of the series or phrase, then have the children fill in the blanks. This will assist them in anticipating what words or phrases are coming next. This in turn can reinforce language concepts. For example, physical educators can have the children repeat in unison (choral responding), and move on the word "go." Choral responding will also help those children who are nonverbal in anticipating when to move. Accept and praise any verbalization after instruction (Block, Provis, & Nelson, 1994). If a child is nonverbal or unwilling to talk, accept and praise any verbalization they offer after instruction has been given (you can acknowledge the child's verbalizations by repeating the stimulus word). If there are no verbalizations, see whether the child is attentive. If a child stops and looks at you for instruction, this is a good sign. Reinforcing behaviors that may lead to the appropriate behavior is suggested as a means of promoting language development. For example, physical educators should make sure that each student controls his or her posture and maintains eye contact with them during instruction (Hammond & Warner, 1996).

Patience. Some children need more time to respond than others. Physical educators should allow the child some time to respond after an auditory or visual stimulus (e.g., "Crawl through the tunnel," or "Keoni, please go and pick up your ball"). After three to five seconds, another prompt or physical guidance might be needed.

Demonstrate clear, easy-paced speech. Given the unique settings in physical education, physical educators need to maintain an easy flow of speech. They should clearly articulate what the task is and how it should be performed. Similarly, reinforcements should be provided that will help the pre-schoolers comprehend or attend to the initial prompt. Teachers should minimize their use of slang words or words unfamiliar to the child. However, some may use culturally appropriate words and phrases in order to get the child to attend to a task. In this case, it behooves the physical educator to be aware of some of the culturally appropriate words and phrases and to seek advice from the speech-language pathologist or classroom teacher.

Use of prompts or reminders (Block, 1994). Physical educators should make use of prompts and reminders when giving directions and feedback to preschoolers. For example, use of phrases such as "stay in the boundaries," "look here," and "walk on the line" along with the students' names may further promote language acquisition and comprehension.

Make sure that you vary the inflection of your voice. Physical educators should not use a monotone voice. Their voices should be different for praise, giving directions, commenting, and getting the child's attention. In this way, the preschooler will be able to respond appropriately to different stimuli. For example, physical educators can speak excitedly and clap their hands when offering praise ("Great job, Kawika! I like the way you threw the ball"), then use a more stern voice and demeanor for reprimands ("Don't put your hands on Suzy").

Rephrasing the question. If preschoolers are still not answering questions or seem to have difficulty understanding what is being said, the teacher should try rephrasing the question in a multiple-choice format. For example, when showing a playground ball, the physical educator can ask, "Is it____?, or is it____?" Again, allow time for response and reinforce appropriate responses. Try giving them an answer that is incorrect. In order to promote further language acquisition, physical educators can employ a question-and-incorrect-answer technique related to the motor domain. For example, the teacher can ask, "Foot--what is it used for? Is it for eating? Is it for fixing your hair?" The children will likely say "no," and this, in turn, may help them say the correct answer. Caution is advised here, because this strategy may get out of control. The children may sometimes get silly and carried away with "no" responses and forget what they are supposed to be answering.

Use gestures and manual signs (Johnson-Martin, Attermeier, & Hacker, 1990). In addition to verbal prompts, teachers should use hand signals and body movements as teaching prompts. Physical educators can wave, put their hands behind their backs, bend, and twist so that preschoolers may know what is expected and mimic what is being said by observing the action.

Conclusion Using the physical domain as a foundation for development in other areas (i.e., communicative, cognitive, emotional, social, behavioral) can be beneficial to preschoolers and young children with delays. Physical educators are in a prime position to integrate speech-language concepts in particular with their teaching, given the close relationship between both areas and the potential for the simultaneous development of speech, language, and motor skills (Hammond & Warner, 1996). Physical educators already implement speech-language concepts into their classes by establishing appropriate attention-getting techniques, demonstrating short and clear directions, praising their students, being patient, and developing positive reinforcement strategies. Collaboration with speech-language pathologists and classroom teachers can only enhance this implementation. Such collaboration between service providers is important because preschoolers and young children need appropriate speech-language development and physical develo pment in order to make a smooth transition into general education classes. By learing speech-language concepts in physical education classes, preschoolers and young children may be able to transfer communication goals into other areas. By using the aforementioned speech-language guidelines, physical educators can promote the physical domain across all curricula.

Nathan M. Murata is an assistant professor in the Department of Kinesiology and Leisure Science at the University of Hawaii at Manoa, Honolulu, HI 96822. References Bailey, D. B., & Worley, M. (1989). Assessing infants and preschoolers with handicaps. New York: Merrily. Block, M. E. (1994). A teacher's guide to including students with disabilities in regular physical education. Baltimore, MD: Brookes. Block, M. E., Provis, S., & Nelson, E. (1994). Accommodating students with severe disabilities in regular physical education: Extending traditional skill stations. Palaestra, 10(1), 32-35. Cermak, S. A., Ward, E. A., & Ward, L. M. (1986). The relationship between articulation disorders and motor coordination in children. American Journal of Occupational Therapy, 40, 546-550. Connor-Kuntz, F. J., & Dummer, G. M. (1996). Teaching across the curriculum: Language-enriched physical education for preschool children. Adapted Physical Activity Quarterly, 13, 302-315. Cowden, J. E. (1991). Critical components of the individualized family service plan. Journal of Physical Education, Recreation & Dance, 62(6), 38-42. Dummer, G. M., Connor-Kuntz, F. J., & Goodway, J. D. (1995). Physical education curriculum for all preschool students. Teaching Exceptional Children, 27, 28-34. Ellis, L., Schlaudecker, C., & Regimbal, C. (1995). Effectiveness of a collaborative consultation approach to basic concept instruction with kindergarten children. Language, Speech, and Hearing Services, 26, 69-74. Hammond, A., & Warner, C. (1996). Physical educators and speech-language pathologists: A good match for collaborative consultation. The Physical Educator, 53, 181-189. Hawaii Office of Instructional Services/General Education Branch (1997). Number of percent in special education by districts and disabilities. Honolulu, HI: State of Hawaii, Department of Education. Individuals with Disabilities Education Act Amendments of 1997, Pub. L. No. 105117, [ss] 601, 111 Stat. 40-41 (1997). Johnson-Martin, N. M., Attermeier, S. M., & Hacker, B. (1990). The Carolina curriculum for

preschoolers with special needs. Baltimore, MD: Brookes. Kaczmarek, L. A. (1985). Integrating language/communication objectives into the total preschool curriculum. Teaching Exceptional Children, 17, 183-189. Powell, R. P., & Bishop, D. V. M. (1992). Clumsiness and perceptual problems in children with specific language impairment. Developmental Medicine and Child Neurology, 34, 755-765. Reeves, L. (1997). Construct validity of the motor profile with preschool children with speech-language delays: Component of the early screening profiles. Perceptual and Motor Skills, 85, 335-343. Reeves, L. (1998). Gross and fine motor skill ability in preschool children with speech-language delays. Clinical Kinesiology, 52, 28-34. Scarborough, H., & Dobrich, W. (1990). Development of children with early language delay. Journal of Speech Hearing Research, 33, 70-83. Sherrill, C. (1998). Adapted physical activity, recreation, and sport: Crossdisciplinary and lifespan. Boston: WBC McGraw-Hill. Sommers, R. K. (1988). Prediction of fine motor skills of children having language and speech disorders. Perceptual and Motor Skills, 67, 63-72.

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Publication Information: Article Title: Speech-Language Strategies for Physical Educators. Contributors: Nathan M. Murata - author. Journal Title: JOPERD--The Journal of Physical Education, Recreation & Dance. Volume: 71. Issue: 2. Publication Year: 2000. Page Number: 36. COPYRIGHT 2000 American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD); COPYRIGHT 2004 Gale Group

ARTICLE SUMMARY

There appears to be a correlation between the physical domain and speech language delays. Children with a language impairment tend to do poorly on a range of motor tasks.

Gross motor activities could therefore be used to facilitate language/communication objectives.

This can be easily facilitated through Physical Education classes since Physical Educators already use a variety of instructional strategies the reinforce speech-language concepts.

Speech-Language Guidelines:

Use simple, repetitive words and phrases Consider simple words and phrases (e.g. go, come, do this, go up, jump...)

Present words, demonstrate action, repeat words and give praise

teacher says, "Let's hop"; child says, "Hop"; teacher and child hop; teacher says, "Hop"; child repeats, "Hop."

Incorporate counting and/or "ready, set, go." The teacher can say part of the series or phrase, then have the children fill in the blanks. This will assist them in anticipating what words or phrases are coming next. This in turn can reinforce language concepts. For example, physical educators can have the children repeat in unison (choral responding), and move on the word "go."

Patience Teachers should allow the child some time to respond. After three to five seconds, another prompt or physical guidance might be needed.

Demonstrate clear, easy-paced speech Teachers should clearly articulate what the task is and how it should be performed. Teachers should minimize the use of slang words and word unfamiliar to most children.

Use prompts and reminders Use of phrases such as "stay in the boundaries," "look here," and "walk on the line" along with the students' names may further promote language acquisition and comprehension.

Vary the inflection in your voice Physical educators should not use a monotone voice. Their voices should be different for praise, giving directions, commenting, and getting the child's attention. In this way, the preschooler will be able to respond appropriately to different stimuli. For example, physical educators can speak excitedly and clap their hands when offering praise, then use a sterner voice and demeanour for reprimands.

Rephrasing the question If student seems to have difficulty understanding what is being said, the teacher should try rephrasing the question in a multiple-choice format. For example, when showing a playground ball, the physical educator can ask, "Is it____?, or is it____?" Again, allow time for response and reinforce appropriate responses.

Use gestures and manual signs Teachers should use hand signals and body movements as teaching prompts. They can wave, put their hands behind their backs, bend, and twist so that students may know what is expected and mimic what is being said

Conclusion:

By learning speech-language concepts in physical education classes, preschoolers and young children may be able to transfer communication goals into other areas. By using the aforementioned speech-language guidelines, physical educators can promote the physical domain across all curricula.

The Surprising Power of WaitingBy James D. MacDonald

In our concern for helping a child communicate, many of us often overstimulate the child. A father, teaching a child to build a bridge, might stack all the blocks at once. The mother, wanting her child to talk, may give her a constant stream of words such as "What did you do in school; was Sally there; did she pick you as a partner again; you like her don't you?" Both examples show a concerned parent doing too much without waiting for the child to do his part. When we simply look at how we communicate with a child without waiting, we see one major reason why our children may not communicate more. For children with delays, this situation can be very dangerous to their development. Not enough waiting can make us believe the child knows much less than he does and it can teach him to be a passive learner with few chances to communicate what he does know.

Thin about it.. When you say something to your child, what do you usually do next? Many of us immediately say or do something again and again without waiting for the child to take a turn. Then what happens? The child leaves or stops paying attnetion. Don't you do the same when someone keeps talking and gives you no time to say anything?

Waiting is a tricky thing to think about and to remember, because it is like thinking about nothing. But, in our work with parents, teachers and therapists, we find waiting one of the most powerful ways to help a child communicate. Waiting is also a good way to get contact with any child who may seem isolated from you.

It may seem to obvious to say, but it takes time to communicate, either with or without words. Children with developmental delays or other natural interferences to learning usually need more time to communicate than others. Many parents and others tell us and show us that waiting for their child to communicate is difficult, almost impossible, at first. They genuinely believe that helping a child communicate requires a lot of stimlulation, such as repeating a question over and over and "bathing" the child with language. They do not realize how necessary it is to wait and give a child a quiet chance to do something. Many adults do not seem to see that when they do all the playing and talking, they are actually preventing the child from communicating and learning to talk. Without having regular partners who wait, a child may become passive and miss the many natural opportunities to communicate.

James D. MacDonald has been a Clinician and researcher with children with language disorders since 1968. He was Professor of Speech/Language Pathology and Director of the Parent-Child Communication Clinic at the Nisonger Center, Ohio State University for five years. He has directed the Communicating Partners Center in Columbus, Ohio since 1995. Dr. MacDonald's website is http://www.jamesdmacdonald.org

Speech and Language : Causes, Milestones and SuggestionsBy Kimberly A. Powell, Ph.D.

Speech is a skill that children begin to develop with the first sounds they make as babies. For most children, their first words are made up of simple sounds such as Mama, Dada or bye-bye. Gradually children begin to use their speech skills, or sounds, to form language. Language refers to the use of words and sentences to convey ideas. As children begin to develop more complicated language, they produce longer words that require more fine motor control. By the time they are ready to go to school, most children have speech that is easily understood by an unfamiliar listener. However, some children take longer to develop their speech to a level where everything they say can be understood. These speech or language delays can occur for a variety of reasons.

CAUSES OF DELAYS

According to Elizabeth M. Prather, Ph.D, “Finding the exact cause or causes of your child's speech problem can be difficult. Each child's speech is influenced by many factors, including the ability to hear, the physical development of the mouth and throat, and the abilities the child inherits.” Some of the most common causes of delay she discusses are:

1. Hearing Loss: Children learn to speak by hearing others speak. So when repeat ear infections or other hearing problems occur children can not hear speech correctly so cannot learn to speak correctly. For example, "cat", "hat, "sat" may all sound the same to a hearing impaired child. From 12 months to 4 years of age language development is at its peak, so repeated ear infections during this time may affect speech and language.

2. Language Delay: Children may have difficulty learning the meaning of words and how to use words in sentences. Learning delays affect language acquisition.

3. Genetic Inheritance: It is common but not inevitable that late speech development runs in families. One or both parents, or any number of relatives may have had speech problems when they were young. However, children with slow speech development do not always have parents who had the same problem.

4. Bad Speech Habits: When children are beginning to speak they say many words incorrectly. If a child repeats an incorrect pattern long enough they learn it as a habit. For example, a child may say “bor if” instead of “for if.” If uncorrected the bad speech will become habit.

While these are the most common, they are by no means the only causes for speech or language delays. A physician can help you determine if a delay is due to physical or other causes.

SPEECH MILESTONES

Usually, there is concern about a child's speech and language skills if there is no speech by the age of 1 year, if speech is not clear, or if speech or language is different from that of other children of the same age. Though a physician or speech therapist should be the final source for determining if a child has a speech delay, the following milestones may help you do an initial evaluation.

3 MONTHS: A baby should become startled at loud noises, soothed by calm, gentle voices, cry, gurgle, and grunt.

6 MONTHS: Baby watches your face when you talk, tries to "talk" to you, coos and squeals for attention.

1 YEAR: The child understands some common words when used with gestures, like "bye, bye", and tries to say words like- "ba ba", "ma, ma."

18 MONTHS: One-year-old children should be able to understand a variety of words and should

be using a few single words. The child should be babbling, understanding simple questions/statements such as "where is your nose?, and "give me".

2 YEARS: By age two, words should be combined into two and three-word phrases and sentences, such as "more milk", "all gone", "my turn". The child also understands "where is mommy/daddy?" and simple directions such as, "get your coat". Two year olds understand more words than they can speak. A two-year-old understands approximately 300 words.

3 YEARS: A three-year-old can follow simple directions such as, “time to take a bath,” "tell him your name.” She can also put an object in, under, or on top of a table when asked. She can also answer simple questions about objects such as “which one is bigger?” By age three a child understands approximately 900 words and speaks 200 words clearly.

4 YEARS: A four-year-old can follow two-step directions such as "close the book and give it to me". She also knows her first and last name, can answer reasoning questions such as, "What do we do when we're cold?", and can tell a short story such as, "two kids played ball." Sentences are usually 4 to 5 words long. By four a child is giving directions such as "put my shoes on" and asking many questions. A four-year-old understands 1500-2000 words and can use the following pronouns: he, she, you, me, I, mine.

5 YEARS: A child this age can follow 3 related directions such as "get your crayons, make a picture and give it to the baby". Most letters are pronounced accurately except perhaps for L, R, S, K, TH, CH, SH, TH. A five-year-old can describe objects and events and can tell you the meaning of words. A five-year-old typically understands 2500-2800 words, speaks in 5-8 word sentences, uses 1500-2000 words and tells long stories accurately.

6 YEARS: By this age a child understands 13,000 words, understands opposites, classifies according to form, color and use, and uses all pronouns correctly.

7 YEARS: A child this age can now understand 20,000-26,000 words, understands time intervals and seasons of the year, and is aware of mistakes in other peoples’ speech.

WHAT TO DO TO IMPROVE YOUR CHILD’S SPEECH AND LANGUAGE

1. Be honest when you do not understand what your child says. Don't pretend that you understand by saying "OK" or "Yes, that's right." Encourage, but don’t force, your child to try to tell you again. When you do understand what your child says letting her know will encourage good language use.

2. Model good speech. When your child makes errors repeat what she attempted to say correctly. Children learn correct speech by listening to you talk and read correctly.

3. Read to your child. Children acquire vocabulary and speech sound production gradually. Capitalizing on a child’s desire to repeatedly read the same book increases familiarity with language. The more she hears the words and sentences the more likely she is to retain and use the language.

4. Consult a professional if you have any concerns about your child’s speech or language. Your physician should be able to refer you to a speech therapist or speech pathologist if further evaluation is necessary. If there is a problem, early attention is important. If there is no problem, you will be relieved of worry. No child is too young to be helped and language is an important life tool, so if you are in doubt have your child’s language and speech evaluated.

Sources and Resources:"Speech and Language Development Chart - Second Edition," by Addy Gard, Leslea Gilman, and Jim Gorman (Copyright 1993, PRO-ED, Inc.). http://www.geocel.com/communicate/develop.htmlwww.hanen.orghttp://www.nationalspeech.com/safari/http://startribune.yack.com/ParentsPlace.com/165003293.htmlSource: http://www.kidsource.com

NOTE: This article is simply a guideline and should not be used to diagnose speech delays. Each child is different so a diagnosis can ONLY be confirmed by a registered Speech Therapist or Speech Pathologist. Always have a licensed professional make a diagnosis.

Copyright 2000 Kimberly Powell

Kimberly Powell is mother to three-year-old Senia, a former 1 pound, 15 ounce, 28 weeker. She compiled, wrote and edited “Living Miracles: Stories of Hope from Parents of Premature Babies” (St. Martin’s Press, April 2000) with Kim Wilson (preemieparenting.com). Professionally she is professor and department chair of Communication/Linguistics at Luther College in Decorah, Iowa.

Guidelines for Your Child's First WordsBy James D. MacDonald

The first words that children use describe their own experiences and their motivations. Ordinarily they do not first talk about adult or school ideas. They have their own first language and appear to develop language best if they are helped to develop that special language before they learn adult or school words. Children learn words and use them in communication best when those words do the following things.

Describe what the child is doing and thinking.

The people and actions that directly engage the child and the objects and events he genuinely cares about are most likely to be reflected in first words. These words, which represent the child's own opinions and thoughts, are more likely to become a part of his natural vocabulary than are

abstract concepts like numbers, letters, colors or other experiences that are primarily important to adults.

Describe things he knows.

Think of words as things that tell us what the child knows. He is more likely to begin talking, especially on his own, about things he already knows than the things adults often test him for with their questions. We are more likely to help a child learn words if they are for things he clearly knows than if they are for things we may hope he will learn.

Express the child's own intentions.

This may first be seen in his sounds, gestures, or other primitive communications. If you ask "What is he trying to tell me with his movements and sound?", the answers may give you a good idea of some of the next words he is ready to learn.

Words for things or events he can control or manipulate.

Through such control the child is more likely to learn the meaningful aspects of his experiences and be motivated to talk about them.

Words that have frequent communicative uses.

A child is more inclined to learn words if he has frequent and easy opportunities to communicate them. The more reasons he has to communicate and the more people accepting those communications, the more likely will he use those words habitually. For example, words like "me," "give," "you", "where" and "funny" have countless opportunities for natural communicative use. Words for numbers, letters, colors, and adult ideas have relatively little communicative use for a child learning to speak. Ask yourself this question about words you want your child to learn: "How often will my child have chances to communicate them?" Remember, the more your child communicates, the more he will naturally learn many words.


Having Conversations with Children Learning to Talk

By James D. MacDonald

One of the most important things in helping children learn to talk is to have frequent, friendly conversations with them. These conversations do not have to be long, or be about anything adults consider important; the goal is to keep your child interacting with you using any words he can say.

Talk about anything your child is doing or is interested in, no matter how insignificant it seems to you. Use easy words he can understand and say, then keep the conversation going as long as you both are enjoying your time together. Think of this as "practicing" conversations, the same way a child practices doing anything else.

It is common for adults to want to help, change, and teach children with delays. We often think that talking about a child's ideas is a waste of time - after all, there is so much he needs to learn! But once you get into the habit of having easy social conversations, you will see your child staying with you longer, paying more attention, and doing things more like you. A child who can stay in conversations will, in time, learn more and have the opportunities to use what he knows to learn still more and build stronger relationships with people.

Remember, your child will learn more from you if you are a play and conversation partner, rather than only a caretaker and "director." The following suggestions help many parents have more enjoyable, successful conversations with their children.

Communicate for a variety of reasons.

Talk about anything - just don't do all the talking! If you think of conversations as making up a story or solving a problem, it is easy to let one friendly comment lead to another. Be sure to share the lead with your child. Talk sometimes about what he just said; at other times, about your own ideas. Don't end the conversation quickly by giving a superficial pat-on-the-back and saying simply, "Good talking!" Keep your child interacting by matching his ideas and words and giving him time to initiate and respond.

Communicate more for enjoyable social contact than to get something done.

While there are certainly times to get things done, they are not frequent enough for your child to learn language and conversation. Research in early language development and our clinical experience shows that the more adults teach in directive ways, the more passive and less social the children become. When parents and other adults become more of a "partner" and less of a "boss" during conversations, children enjoy the time more and stay interacting longer.

Comment and wait.

When you comment, just express what you think and see without demanding a particular response from your child. Comments are valuable because children cannot fail or give a wrong answer as they might if you ask questions. Any response the child makes is a "success" and can keep the conversation going if you follow your child's lead.

Talk about the things you both know about and what you are doing at the moment. communicate in ways your child does using similar sounds and words. He will more likely stay with you and begin to communicate more like you.

Reply to your child's comments.

Without our continued attention, many children are not likely to get into a habit of talking with others. They often use their talk mainly to play alone. Even if your child spends a lot of time talking to himself, you can respond to his words and ideas and show him his talk gets your attention.

Avoid the habit of accepting or listening to any child talk, without responding to it. Consider you own spontaneous replies as the "fuel" that keeps your child communicating.

Keep conversation balanced.

It is normal for children to talk mainly about themselves, but it is important for them to talk about other's ideas as well. Help your child be accepted by society by learning to talk about other's interests as well as their own.

Think of talking as creative play.

Unless a child feels free of judgment and failure in an interaction, he is not likely to communicate much of what he knows. Enjoy watching and hearing your child create new ideas. When your child feels free to express his thoughts, he will be more interesting to you and others.

Follow rules of social conversations.

When your child is in the habit of having conversations, you can then start to show him the basic rules society will expect from him. Some of those are: communicate for a response; wait silently, responding to the other person's intent; be clear about what he means and change his words if not understood.

At the same time, show your child what not to do in conversations: Don't interrupt; don't ignore the other's message; don't ramble; don't communicate only to yourself; don't change the topic abruptly; and don't fail to clarify when you are not understood.


http://www.childrensdisabilities.info/speech/index.html

http://www.esteemteam.com/en/athletes-57-josh-vander-vies-bilingual-bilin

http://www.youtube.com/watch?v=R5hTa3X4u1A

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Speech and Language Document