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HAPPY NEW YEAR from  Interactive Therapy Inc.

This is a continuation of Part 2 of language activities to do at home to facilitate communication and interaction at home and in the community.

21.  Take your child on field trips.  There are many places in the St. Louis area which can provide your child with an enjoyable and enriching experience.

22.  Talk about the days of the week, the month and what will be happening that day, week, or month.

23.   Talk about the weather and how it looks today.  Discuss what type of clothes you need to wear  on the particular day.

24.  As each holiday approaches, discuss what it involves and what will be happening in your home.

25.  Talk about each season as it happens during the year.  Show and discuss the physical changes you see.

26.  Have your child say the word that finishes a riddle.  “Who delivers the mail?” (mail carrier).  “I bounce the  ________.”

25.  Read a story to your child, pausing at certain places, leaving out words; the child is to supply the missing word.

27.  To teach a child to ask questions, have him ask questions, have him ask questions concerning the location of a hidden object until it is found.

28.  Play descriptive games, e.g. “I Spy”.  Describe an object and have the child guess what it is, e.g. I have fur, a tail, four legs, and bark.”  “What am I?” (dog).  Also let your child try to describe something and you guess what it is he is describing.

29.  A deck of playing cards provides excellent teaching materials for matching and naming suits, pictures, numbers, and sets.

30.  Listening for sounds.  Have your child close his eyes and listen to the sounds going on around him.  Have him verbally identify what he hears.  Talk abut whether the sound is loud or soft, near or far away, high or low.

31.  Play Simon Says.  This gets the child to listen to commands auditorily and transfer commands to movements of body parts.

If you want more information or to schedule an appointment, please go to www.interactivetherapy.net.

 

Pam Hass, Speech Language Pathologist

 

 

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This is a continuation of last week’s language activities to increase vocabulary and to facilitate interaction and communication.

11. Play a game of following commands such as, “Bring me the spoon and the glass.” or “Close the door and turn on the light.” This teaches your child to listen and follow directions.

12. Use prepositions to play listening games. “Put the spoon in the glass.” Put the car behind the chair.” Where is the car?” “Put the cup between the forks.”

13. Hide objects in the room and have your child tell where he/she found them.

14. Help your child learn colors, shapes, and sizes by talking about objects in his/her everyday world. “This is a big, red, ball.” “It is round and it bounces.”

15. Take turns talking about things as you do them: “I am stirring.” “You are washing.” “I am dancing.” “We are shopping.”

16. Talk about how foods taste, look, feel, smell and sound as you eat them.

17. Count things as you do them, like buttoning, climbing steps, and setting the table.

18. Collect a box of junk. Take turns guessing what is in the box by the way it feels (close your eyes of course) or by the way it sounds when it is shaken or banged on the side.

19. Using measuring spoons, measuring cups, bowls and cans, put them in order from small to large and talk about which one is the smallest, biggest, and in the middle.

20. Play songs. Sing with your child. Nursery rhymes and simple songs build vocabulary and grammar.

If you want more information or to schedule an appointment with Interactive Therapy, go to www.interactivetherapy.net.

Pamela Hass
Speech Language Pathologist

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If your child is older and needs work on vocabulary, you can do more “formal” teaching activities.  Your child’s teacher or speech language pathologist have probably given you a vocabulary list appropriate to your child’s level, or you can choose words from reading material that can be part of that list.

Before you decide which words to emphasize, you need to know whether or not your child understands or uses certain words.  To see if your child knows a word, have the child:

1. Match similar but slightly different pictures of objects representing that word.

2. Pick out more than one picture representing the word from a choice of at least four pictures.

3. Name a picture, object, or experience using the word.

4. Tell you the word if you say its meaning or use.  For example, “What do we dig holes with?”

5. Define the word using at least two statements that demonstrate knowledge of the word.

6. Sort pictures of things into different categories, or say what category a word belongs in, e.g. an apple is a kind of fruit; a shirt is a piece of clothing.

7. Tell how the object named is like something similar and how it is different.  How are an apple and a tomato alike? How are they different?

8. Use the word  appropriately in sentences and in conversation.

Select a few words and “test” your child on the above tasks.  Write down the words your child had trouble with and what kind of task gave the child difficulty.  Develop a list of words to teach according to the task. Try easier tasks first; the tasks are listed in order of difficulty.  If your child is under five years of age, tasks five through eight might be too difficult.

If you want to be sure your child is learning new words, keep a record of words you are working on.  Record when you started working on a word, what tasks have been accomplished, when the child understood the word, and when the child started to use a word.  Share this information with your child’s speech language pathologist.

Reference: “Communication Skill Builders”, Leslie S. McColgin, 1988.

Please interact with recent facebook posts at www.interactivetherapy.net and like the page.  Twitter posts can be seen at #PamelaHass.

 

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Interactive Therapy Inc. hasn’t blogged in a while, so this post is a continuation of learning new words that was started in April, 2015.  These are more tips to help your child learn new words for improved communication:

6) Try to use meaningful situations at home to develop language learning.  For example, when your child wants or needs something, the child is more likely to pay attention to the word, or to try to say the word.

7) Repetition is very important.  It is possible to find many different responses to say a word in a given situation.  It may be necessary for your child to hear a word many times, in different phrases, before the child will try to say it.

8) Respond appropriately to your child.  Children acquire words because words bring results.  The big “payoff” for your child’s use of words is your natural and spontaneous response.  For example, your child might say, “More ice cream, please.” If you give more ice cream, the child is discovering that language gets results.

9) As your child learns new words, the pronunciation may not be correct.  It is important that you accept variations in pronunciation at first.  Encourage the use of the word without correcting the child’s pronunciation.  Pronunciation can be improved once a child has acquired a word and uses it without hesitation in appropriate situations.

10) Your child also needs to hear and see what the word is NOT.  Knowing what a hat is , is related to knowing that other things are “not hats.”  Putting different types of hats in a group is one way to help your child know what a hat is and for example that ” a shirt” is not a hat.  Point out to your child things that are not what you are currently working on.  In general, it is best to start by pointing out what something is before pointing out what it is not.

The above information was taken from “Communication Skill Builders”  and written by Leslie S. McColgin for instructional purposes and edited by me.

I would like to add that the target for increasing vocabulary from the time a child starts talking is to add 1-2 new words per week.  I want to reiterate that using objects in daily living repeatedly and in a variety of ways is the best way  to increase vocabulary.

Please check out  www.interactivetherapy.net to get more information about the speech/language services that Interactive Therapy Inc. provides. Please view Interactive Therapy’s face book page at facebook.com/Interactive Therapy Inc. and twitter @Pamela Hass to view interesting posts about speech language pathology.  If you like what you see on face book, please like Interactive Therapy Inc.

Pamela Hass, Speech Language Pathologist

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This is the last segment of “Encourage Your Child’s Language Development”. We have reviewed and discussed the following points: 1) Be an active listener. 2) Let your child talk without interruptions. 3) Reward your child’s speech attempts. 4) If you don’t understand your child, help your child communicate more clearly. 5) Give your child enough time to respond to you. 6) Give your child feedback when making a sound or word error.

The last three points are:
7) Decrease the pressure placed on your child to talk by limiting the number of activities to be done at one time. It may be too difficult for your child to play with toys and talk at the same time. The TV or music may be too much of a distraction. Avoid making your child “perform” in front of others. If you want to show how your child can count in front of Grandpa, count together. Make the experience fun for everyone.

8) Discourage the use of “bad” words by encouraging other types of expression. Kids know that “bad” words can be used to shock people and get attention! The best response is to avoid acting shocked and explain that people don’t like those words and you don’t want to hear them. It is important to let your child know that you understand the child’s feelings. Attempt to teach your child another way to express emotions, e.g. hit a pillow when mad and say acceptable words like “no!”; “not happy”; or just “mad”. This way, you are accepting your child’s feelings and language attempts and suggesting other words or actions that can be used instead of “bad” words.

9) Know what to expect of your child. Help your child communicate within the range of your child’s ability. If you have a good idea about what your child can and cannot do, you will not demand too much–or accept less. Knowing this information will save frustration for both you and your child.

You can have a tremendous influence on your child’s language development. It takes time, patience and a real effort on your part. The rewards will be worth it-for both you and your child.

Reference: Communication Skill Builders, Author: Diann D. Grimm, M.A. C.C.C., Ed.S.

Editing by Pamela Hass, M.A. C.C.C. Speech Language Pathologist
Interactive Therapy Inc , www.interactivetherapy.net

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So far, we have discussed tips for learning language at home. They are: 1) Be an active listener. 2) Let your child talk. 3) Reward your child’s speech attempts. and 4) If you don’t understand your chld, help the child communicate more clearly.

More strategies will help your child develop language.

5) Give your child enough time to respond to you. Children with language problems often need extra time to process what you say. You should not assume that your child will be ready to respond as soon as you finish talking. If your child is unable to respond, repeat what you said. Your child may need to hear it again to fully understand the meaning. It will take a lot of patience on your part to wait and repeat if necessary, but it will improve your daily communications with your child.

6) When your child makes a sound or word, use feedback. Child: “Look, Daddy’s tar!” Caregiver would respond with, “Yes, Daddy’s Car! We ride in his car.” All you are doing is giving your child a chance to hear the correct form. It is not necessary to ask your child to repeat the correct form. In time, your child will probably begin to repeat the correct speech after you without being asked to do so. This allows you to avoid “correcting” your child’s speech and language. Nobody likes to be corrected! Your child needs to associate language development with good experiences. Try using feedback with your child. You will probably be pleased with the results.

Reference: Communication Skill Builders; Diana D. Grimm, M.A. CCC, Ed.S.