Today was a really cool day!
One of my nonverbal students requested “open”, not just once, but THREE TIMES with this plastic container of animals
How did I get him to do this?
1. Modeling (over and over and over and over again)
2. Signing “open”
3. Verbal Routines
Modeling
When it comes to language, how do we learn new words or a new language? By hearing it SEVERAL times. Wouldn’t it be awesome if we could learn a language simply after hearing a word, phrase, or sentence only one time? Unfortunately, we do not have this capability.
Just like you need demonstrations, models, and repetitions to learn something new, so do children! Modeling can be a one-word model or it can be 2+ words to make phrases or sentences. It is important to note that if you are focusing on one-word models, you shouldn’t just restrict it to one-word. For this specific activity, I don’t just say “open. Open. Open” until a student imitates “open”. I will say “OPEN. OOOPEN. OPEN lid. Let’s open up. I opened it.”
You want to still model a complete and natural sentence relating to the activity.
Signing
If you are unfamiliar with the American Sign Language sign for “open”, you can view it here: https://www.youtube.com/watch?v=65jEbaQHw98&ab_channel=TalkBoxMom
Speech-Language Pathologists (SLPs) often use signs to facilitate verbal expression, not just for students who are deaf or hard of hearing. Sometimes, it is amazing what a simple gesture can do! These gestures can be used as reminder for students learning to request for new actions. When I do the sign for “open”, it’s the visual reminder for students to tell me “open”. If you pair this gesture while you emphasize and model “open”, it is a great way to expose your child to this action.
Verbal Routines
What are verbal routines? Verbal routines are expected words or phrases used during familiar routines. These words are used during predictable times during repetitive routines. A verbal routine tthat everyone familiar with is “Ready, set, GO”. For this specific one, if you are using it with a car, you can model “ready, set, go” at least 3x, then start pausing after “ready, set” and see if your child will fill in the blank. For this specific activity with the animals in the container, I was shaking the container (to make noise) to get his attention. He reached for the lid. Based off familiar routines at home and school, he figured out if he knocks on something, it usually will open or be opened. He knocked on the lid and when he did this, I emphasized “OPEN” with the sign. After, I added “You want me to open the lid”. I would hand him a new animal. He would line it up or play with it. After he showed he wanted another one, I asked him “Do you want more? What do you want me to do?”. He would knock on the lid, and I would go through the same verbal routine (“OPEN. You want me to open the lid”.) at least three times. Then, I started pausing. He knocked on the lid, and I didn’t do anything. He looked at me and grabbed my hands. He used hand-over-hand prompting for me to sign “open”. He did this because all I did was break up that verbal routine. He demonstrated his intention by grabbing my hands. As soon as he made me sign “open”, I added “OPEN. You want me to open the lid”, immediately reinforcing his way of showing me his intention. After we did this, I paused during the following routine after he knocked. He then took my hands to sign “open”, but I didn’t say anything. Then, he spontaneously signed “open” with his hands and vocalized “open”.
I was floored. His teachers were so proud of him. As soon as he did this, I opened the lid and praised him on what he did (“You told me ‘open’! I love how you told me that. I knew you wanted me to open the lid”) as I handed him more animals. Afterwards, he did these two more times during this verbal routine, then the activity naturally ended when we ran out of animals.
These three techniques that I used are ways that SLP’s coach caregivers to facilitate language in the natural environment. It often requires lots and lots of exposure over multiple opportunities. Don’t get discouraged! If your child’s eye gaze and eye contact increases by looking at you with anticipation, that is a huge step! Keep going and don’t give up.
If you want to do something similar at home to practice this, put any of your child’s highly preferred toys in a clear, container with a lid. Or, you can put them in those plastic zippered bags that bed sheets and comforters come in.
If you have any questions, please reach out to me. I am more than happy to brainstorm with you to come up with activities in your home that you can model various vocabulary to teach commenting and requesting.
As always, stay well, stay safe & have fun!
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