The document provides strategies for developing language in children at home. It discusses normal language development milestones, prerequisites for speech and language, modes of communication, conditions that can lead to delays, and assessing a child's stage of development. The strategies recommended include modeling language, prompting communication, shaping behaviors, using cues, expanding on a child's utterances, asking questions, rewarding routines, highlighting your own language, playing with the child, and having fun.

1. Child language development & Strategies
for developing language at Home.
EIPIC – Fei Yue
2 June 2008 Parent Training Workshop
Presenter:
Mr. Rajeev Ranjan
Speech Language therapist

2. Outline of presentation…
Definition.
Normal development.
Pre-requisites for speech and language.
Modes of communication.
Conditions which lead to sp & lg delay.
Autism.
Sp & Lg problems in Autism.
How and why child communicate.
Child’s stage of communication development.
Assessment.
Approaches and speech and lg stimulation.
General techniques and strategies.
Summary, and
References.

3. Speech Language And Communication
Definition:
“Speech is audible manifestation of language. It’s a
complex motor act which involve movements of
various articulators for production of speech”

4. Language: is a set of arbitrary symbols used
by a group of people for the purpose of
communication.
Language is the main vehicle for
communication

5. Communication is a process through which
human beings share ideas ,feelings, desires,
emotions and for sheer pleasure.

6. ormal development of Communication:
0 – 2 months Undifferentiated cry
2 – 4 months Differentiated cry
4 – 8 months Babbling
8 – 10 mnths Adding intonation to
babbling /
Expressive jargon

7. Cont…..
1 year . First word
15 months . First 20 words
1.6 yrs . Vocabulary spurt
2 yrs . Two word/multi word
utterances
2.6 – 3 yrs . Simple sentences
3– 3.6 yrs . Complex sentences

8. Pre-requisites for Speech and Language
Normal development of….
Neuro-Motor
Maturation
Stimulating
Motor abilities
environment
Speech &
Language
Intelligence &
Sensory abilities
Cognition
Speech
production
mechanism

9. Modes of Communication
Communication:
Commu-
nication
Receptive Expressive
Hearing
Touch Smell Vision Speech Gestures Drama Poetry Writing Mime

10. COMMU ICATIO
VERBAL O VERBAL
VOCAL HUMA SPEECH CRIES
SY THETIC SPCH. MOA S
SIGHS
O -VOCAL WRITI G DRAWI G
SIG LA G. GESTURES
BLISS SYMBOL. PICTURES

11. Pre verbal skills
Eye contact
Attention span
Breath control
Imitation

12. Conditions which lead to speech and
language delay
AUTISM :
MENTAL RETARDATION:
HEARING IMPAIRMENT:
CEREBRAL PALSY:
MULTIPLE DISABILITIES:
SENSORY PROBLEMS

13. Definition of autism
Autism is a brain development disorder that
impairs social interaction and communication,
and causes restricted and repetitive behavior,
all starting before a child is three years old.

14. Speech and language Problems in
Autism:
Deficits in paying attention to auditory
information
Delayed/ normal comprehension of language
Delayed development in expression
Difficulty in expressing needs, using gestures or
pointing instead of words
Repeating words or phrases in place of normal,
responsive language

15. Cont…
Non responsive to verbal cues; acts as if
deaf, although hearing tests in normal
range.
Poor breath control for speech
Inability in performing manual signs and
other non vocal communications
Speech sound production problems

16. Cont..
First year of life
-delayed onset of babbling
-unusual gestures
-desynchronization of vocal patterns with the
caregiver

17. Cont…
second and third years
-less frequent and less diverse babbling, -
consonants, words, and word combinations
-less likely to make requests or share
experiences
-simply repeat others' words (echolalia)
-reverse pronouns.
-difficulty with imaginative play and with
developing symbols into language

18. General characteristics, Cont..
Insistence on sameness; resistance to change
Laughing (and/or crying) for no apparent
reason showing distress for reasons not
apparent to others
Preference to being alone; aloof manner
Tantrums
Difficulty in mixing with others
Not wanting to cuddle or be cuddled

19. Cont…
Little or no eye contact
Unresponsive to normal teaching methods
Sustained odd play
Spinning objects
Obsessive attachment to objects
Apparent over-sensitivity or under-sensitivity
to pain
No real fears of danger
Noticeable physical over-activity or extreme
under-activity
Uneven gross/fine motor skills

20. How and why child communicates:
HOW my child communicates:
Cries or screams
Smiles
Moves his body
Changes his facial expression
Makes sounds
Looks at me or what he wants
Takes me by the hand to what he wants.
Uses gestures, such as waving for bye-bye
Uses sounds that stands for words
Uses single words
Combines two or more words at a time.

21. Why my child communicates:
Because he is hungry or tired
Because he is happy
To respond to something interesting, such as my
voice
To protest or refuse something
To get attention
To request something
To show me something he is interested in
To greet or say good bye
To follow directions
To answer questions
To tell someone about something
To ask a question

22. Child’s stage of Communication:
Discoverers- react to how they feel and to
what is happening around them, but do not
communicate with a specific purpose in mind.

23. Cont…
Communicators- send specific messages
without using words.

24. Cont…
First word users - use single words (or signs or
pictures).

25. Cont…
Combiners- combine words into sentences of
two or three words.

26. Con…My child’s stage of
communication development:
Use
Always,
Often,
Rarely and
Rarely,
ever, to understand yours child receptive and
expressive language.

27. Con…Discoverer:
Understanding* Expression
My child.. My child….
-looks at me when I talk or sing softly to -cries or fusses when he is sleepy, hungry
him or uncomfortable
-smiles when I smile at him or talk to -has different cries, depending upon what
him he needs
-Recognizes familiar voices - Makes sounds when he is spoken to
-turns his head towards sounds he hears or smiled at.
-responds when I call his name by -makes vowel sounds like ‘ah’. ‘uh’ and
looking at me, moving his body or eh’
holding still. -make consonants sounds like ‘buh. Guh,
-recognizes a few gestures or ma’
-anticipates the next step in daily -imitates some sounds he hears
routines. -imitates me back when I imitate a sound
that he makes
-imitates simple actions
(*Discoverers don’t yet understand what -babbles
words mean) -Close his eye when he doesn’t want
something
-looks at, reaches for object or people
he’s interested in.

28. Con…Communicator:
Expression
Understanding -takes me by the hand and pulls me
-understands familiar words in toward objects that he wants
routine situations, like bye-bye -draws my attention to objects and
-understands names of familiar people by giving or showing
them to me or pointing to them
objects
-imitates actions such as clapping
-responds to simple questions like'
-imitates sounds
where's your teddy bear?’ by
moving to the object, looking at -uses a few gestures
it or pointing to it. -Looks at or point what he wants or
is interested in, and then looks at
-can follow simple directions me.
accompanied by gestures. -makes sounds that resemble words.
-understands the meaning of no. -put strings of sounds together that
almost sound like speech
(jargon).

29. Con…First words user:
Understanding Expression
-can point to familiar body parts and -uses at least 3 words or signs, or
objects
points to pictures) to
-follows simple instructions even
without gestures. communicate.
-can answer yes or no questions -uses more gestures or sounds
-responds the questions like where is than he used to.
the cup? -imitates sounds like those
-understands the names of many animals make and words.
familiar objects, peoples and
animals -uses between 10 and 25 words
or signs.
-points to 10 or more pictures to
send messages.
-uses 25-50 words or signs.

30. Con…Combiner:
Understanding Expression
-can answer questions like what
-combines two words or signs
together as in want juice or
do you wear on your feet? no bed’
-understands questions that starts - Uses at least 50 words.
with who (who is at the -ask questions using a rising tone
door?) -ask questions that start with
-understands of the meaning of what and where?
the following concepts: in, -combines three words together,
as in want more juice’
on, under, big, little. -refers to himself by his name.
- Can sort objects by category
such as animals or toys.
-listens to simple stories.

31. Assessment of the following aspects is
important
Pre-linguistic skills
Mode of communication used by child
Sensory aspect- suspected problem
Speech mechanism- structure and function
speech aspect- imitation skills, intelligibility of
speech, intonation patterns, fluency, voice

32. Cont…,
Linguistic aspects-
vocabulary
category, types of word, Number of words
Semantics,
Syntax
MLU, types of sentences, use of grammatical
morphemes, subject-verb agreement
Pragmatics
Initiation of conversation, turn taking, ending
conversation, contextual usage
on-verbal behaviors - gestures.

33. Cont…,
Articulation
Speech sounds- SODA
Analysis of problems- Place, manner, voicing
problems

34. APPROACHES FOR S&L TRAI I G
COGNITIVE TRAINING
SENSORY/MOTOR TRAINING
ENVIRONMENTAL ENRICHMENT
VERBAL COMPREHENSION
EXPRESSIVE LANGUAGE

35. S&L Stimulation
Modeling- It draws from what the child says to extend the child’s
comments.
-It does not correct or repeat the child’s syntactic forms or sentence structure.
TWO TYPS OF MODELLING-
Antecedent technique in modeling, and
Sub sequential technique in modeling.
Prompting – Prompts are special stimuli that increase the probability of
evoking responses. Prompts are like hints of everyday life.
Shaping –Complex target behaviors need to be simplified, so that the child
is able to learn them easily step by step.
Semantic cueing –In this technique mother or the adult gives
meaningful cues to the child, so he can easily come out with the target or the
required responses.

36. Cont
Sentence completion – In this technique, an incomplete
sentence is presented to the child and he has to complete the sentence with
an appropriate word.
Expansion –This occurs when the child’s utterance is expanded
into the correct grammatical form.
Questioning – It is one of the best methods to get response from a
person, Questions can be of 3 types,
Questions requiring yes-no response: E.g: Did you eat in the morning?
Questions requiring a naming response: E.g: What is that?
Questions requiring an open-ended response: E.g: Where did you go
yesterday evening?

37. General Techniques and strategies
Let your child lead.
-Get face to face.
OWL to let your child lead
Observe (Child’s Interest)
Wait (Processing and Response time)
Listen (paying close attention to all of your
child’s words and sounds)

38. Cont
Create opportunities for your -Offer a little bit.. Then wait
child to lead.
-Help your child make a request.
-Place a favorite object out of
reach.. then wait

39. Cont
Take Turns

40. Cont
Match the length of your child’s turn
Match your child’s interest
Use explicit cues:
Physical help
Physical model
Verbal model
Use natural cues:
Visual cues
Non-verbal cues

41. Cont….
Rewarding routines
Use a routine to SPARK an interaction:
Start the same way each time,
Plan your child’s turn,
Adjust the routine so your child can take his
turn,
Repeat the same actions, sounds and words
each time, and
Keep the end the same.

42. Cont…
Add language to the Interaction
-Use a variety of words,

43. Cont…
Knowing a variety of words:

44. Cont
Highlight your language:
Use the Four S’s:
Expand your child’s message,

45. Cont
Let’s play.
-Functional Play
-Constructive play, and
-Pretend play

46. Cont..
Attention control
Concept formation
Symbolic understanding
Verbal comprehension
Expressive language
Articulation training
Fluency

47. Summary…
Get to know more about your child’s:
1. Normal development of communication.
2. Modes of communication
Set language intervention goals by knowing your
child’s stage of communication.
Follow your child’s lead.
Create opportunities to communicate for your child.
Reward routines.
Highlight your language.
Help your child understand what you say, and
Play with your child, have fun.

48. References:
De Feo, A.(1995). Parent Articles 2: More articles to enhance
Parent Involvement. Texas: Pro-Ed.
Pepper.J.& Weitzman,E.(2004), It takes Two to Talk : A
practical guide for parents of children with language delays.
Canada: The Beacon Herald Fine Printing Division.
Schrader,M.(1988). Parent Articles1:
Enhance Parent Involvement in Language Learning. Texas:
Pro-Ed.
Sussman,F.(1999). More than Words: A guide to helping
Parent’s Promote communication and Social skills in children
with Autism spectrum Disorders. Canada: The Beacon Herald
Fine Printing Division.

49. Any question???
Suggestions please….

50. THA K YOU