My focus child Lucas has speech and language delays, so using the 8 communication strategies as a way to get Lucas to communicate verbally will be very helpful. Lucas is not a shy child by temperament, but if he says something and can't be understood right away, he tends to get embarrassed and will be less likely to use his words when communicating the next time. Often he is reduced to pointing or gesturing for what he wants, like when he is asked to select his helper position in front of the group during circle time. I can take this opportunity during circle time to use the choice strategy on Lucas. I would ask, "Lucas, would you like to be line leader or feed our fish?" That way I am modeling correct pronunciation for Lucas before he makes his choice, and also prompting him to answer.
During center time, I could use manding on Lucas to ask him open-ended questions about his play that do not require a "yes" or "no" response. For instance, if he were in blocks I could say, "Can you tell me about what you are building?" and then I could expand on my questions with follow ups as he responds.
As the power point presentation pointed out, snack time is a perfect time to work on inadequate portions. I could only give Lucas a few of a favorite snack such as goldfish, and then remain accessible, waiting on Lucas to request more. In addition, I could also provide Lucas with inadequate materials while playing or working on an art project. I could provide him with one googly eye so that he would have to ask for another!
Unexpected events are great ways to bridge communication because the age group that I teach are so inquisitive and very aware when new materials or unexpected activities occur during their routine school day. March 17 comes to mind when I had lots of props in the classroom and led the children to believe that we had been visited by a leprechaun! Lucas had lots of questions and commentary about this, as did all of his peers!
Lastly, I use commenting and expanding often with children, so this will come very naturally when trying to incorporate this with Lucas. I use these strategies often as a social tool as well. For instance, if I see Lucas behave inappropriately, I will come over and describe the event such as, "Lucas, I see that you are using your hands on our friend Jaylin. How do you think that makes him feel? Can you think of another way you could let Jaylin know he is frustrating you?" I would use these strategies in more routine activities, too, such as a simple comment of, "Lucas, you are washing your hands. Now you are ready to go to the carpet."
Cook, R., Klein, M., and Tessier, A. (2008). Adapting Early Childhood Curriculu for Children with
Special Needs. Pearson Education, Inc. Upper Saddle River, New Jersey.
I think that all of those strategies offer great ways to expand communication. We use a lot of them naturally in the pre-school environment, but it is especially helpful to use them with children who have speech and language delays.
ReplyDeleteYou are exactly right when you state that you should name the choices verbally for him. I think that provides them with proper speech and encourages them to make a choice. It is important that we do not say, "Which job would you like today?" We must be specific in order to help them.
ReplyDeleteI also liked that you mentioned that the inadequate portion strategy can be used in art as well. We have done this in music as well. We provided one of those clanging cymbals. Our child was provided with the opportunity to ask for the other one. I just thought of another example-a play-doh activity. Our child really likes the flat roller. If it was not automatically given to him, he would have to ask for it.
Good post Rebecca! It even got me thinking!