Hello again! Perhaps by now, your child is putting short phrases together, but you’re still struggling to get her to use those words and phrases without a direct prompt. Maybe she can make simple comments now and then, but she’s not doing it consistently. Or maybe she is able to make requests if you tell her to, but she’s not really doing it on her own.
Take a step back and think: Do you make specific verbal requests during your daily routine? Or do you use generic phrases like “Give that to Daddy” or simply extend your hand when you want her to give you something? In the bustle of daily life, it’s pretty common for us to take the easier way out and use nonverbal or nonspecific ways of indicating what we want our children to do. It’s something that I have certainly found myself doing on many occasions, particularly when trying to get out the door on a schedule. But in order to help your child to develop a habit of spontaneous requests and comments, it’s important to be in the habit of doing that yourself.
How can you do this in everyday activities? If you’re making lunch, you might ask your child, “Bring me a napkin, please.” If you’re playing with a puzzle, you might say, “I want the duck piece, please.” Try to make these requests to other family members as well, so your child will see that specific verbal communication is expected of everyone in the family.
Children learn from what they see and hear throughout the day, and they love to imitate what their parents and older siblings do. Try to get everyone in the family on board with these habits, particularly older siblings who often enjoy being “teachers” and “helpers.” Try encouraging them to use nice words to ask (e.g., “my turn”) when they are playing together. Similarly, have them ask for snacks or activities, even if they are able to get those items themselves, just to provide a different type of model for your child who is still learning to make requests on her own.
You can encourage your child to make comments, describe what she’s doing, and tell you what has happened during her day simply by doing so yourself. This is commonly referred to as “narrating your day,” which is a rather vague suggestion to a parent who is looking for specific strategies to help a struggling child. You don’t have to talk about everything you do, but try to describe what’s going on. For example, “I spilled water on the floor, so I need a paper towel to wipe it dry” provides a great model of a comment, while it also teaches a child what to do if she spills. You can also talk about your emotions in a similar way: “I’m sad because my remote is broken.” This can teach your child to express herself in ways other than crying.
Providing models throughout your day won’t necessarily solve all communication problems, but it is a good way to encourage verbal communication from all members of your family. Come back for more suggestions in future newsletters!
Meaghan Capellini is a NYS-licensed, ASHA-certified, and PROMPT-trained Speech-Language Pathologist and Teacher of Students with Speech and Language Disabilities, as well as a mother of two young children. She can be reached at This e-mail address is being protected from spambots. You need JavaScript enabled to view it or 914-471-3126.
| < Prev | Next > |
|---|