Expressive Language Milestones by 30 Months | teachmetotalk | Speech Therapy for Toddlers Laura Mize
teachmetotalk2023-05-11
2K views|1 years ago
💫 Short Summary
The video discusses language development in children, focusing on expressive language skills at 30 months. It covers milestones from 12 to 48 months, emphasizing the importance of accurate information for parents and therapists. Strategies for teaching verbs, pronouns, colors, and negation are highlighted, with an emphasis on tailored learning experiences. The video aims to help children progress from single words to complex sentence structures through interactive activities and repetition. It also touches on the importance of parental involvement and providing opportunities for natural language practice to support overall language proficiency and development.
✨ Highlights
📊 Transcript
✦
Summary of Language Milestones Podcast Series
01:21The podcast series focuses on expressive language skills at 30 months and covers developmental milestones for children's language skills from 12 to 48 months.
The podcast offers CE credit for therapists and provides handouts with strategies and goals for parents.
Handouts serve as a parent education tool and are available for purchase to support the educational courses offered.
The podcast aims to provide quality professional information in everyday language to help children's language development.
✦
Developmental milestones in expressive language at the 30-month level.
06:57Children at this stage are using two different sentence types and incorporating negation in their speech.
They are starting to consistently refer to themselves using pronouns like 'I' and 'my'.
The mean length of their utterances has increased from 1.50 to 2.00 words, indicating growth in language skills.
These milestones are crucial for language acquisition and communication abilities in children at this developmental level.
✦
Language development in children is discussed, focusing on average number of words used by certain ages.
08:04Accurate information for parents and therapists is emphasized, debunking misconceptions and erroneous guidelines.
Evidence-based strategies for teaching language to toddlers and preschoolers are highlighted, emphasizing stable goals and variable language facilitation.
Disparity between CDC and NIH statistics on language development is mentioned, showcasing the need for reliable information sources.
✦
Importance of varying language for children's vocabulary and language skills.
11:11Introducing new words and actions while maintaining a stable element aids in effective learning for children.
Strategy is beneficial for children with motor planning issues or apraxia.
Auditory bombardment is a helpful language therapy technique where children listen to target words without the pressure to repeat them.
✦
Importance of imitation skills in language development for children.
16:02Emphasis on the role of auditory processing and working memory in developing imitation skills.
Improvement in imitation skills leads to the ability to imitate complex phrases and unrelated words, expanding vocabulary size.
Strategies like auditory bombardment at the end of sessions are beneficial for reinforcing learning.
Language therapy practices should focus on increasing word complexity and variety to support children's language development.
✦
Importance of imitation for children with language delays.
18:10Children begin using three-word phrases once they have a vocabulary size of 35 to 50 words.
Vocabulary development is crucial for progress to self-generated phrases.
Teaching words from a variety of classes supports language development.
✦
Strategies for Vocabulary Development in Children up to 30 Months.
21:55Encourage spontaneous use of words to avoid sounding robotic or limited.
Emphasize vocabulary before focusing on syntax and verbal sequencing of syllables.
Address potential motor planning issues that may impact language development.
Singing, repetition, and speech therapy can help increase utterance length and overcome developmental hurdles.
✦
Strategies for expanding children's language to three-word phrases.
24:25Importance of adding verbs, descriptors, and color words to enhance vocabulary.
Consideration of the number of syllables in a phrase for developmental appropriateness.
Caution advised in introducing holistic phrases as true three-word phrases.
Encouragement of children to generate novel self-generated phrases for linguistic development.
✦
Using anchor and carrier phrases to expand children's language skills.
29:26Focus on changing one word at a time to progress from two-word to three-word phrases.
Encouraging children to build on existing phrases to increase complexity.
Cognitive challenges may arise when transitioning to longer phrases.
Additional support is needed to improve idea integration during play activities.
✦
The importance of three-word phrases in language development.
31:54Certain words or phrases with added elements count as multiple units of meaning.
Children being able to ask for assistance with personal needs is a developmental milestone.
Strategies for teaching children specific vocabulary to initiate requests for help are outlined.
Tailored and gradual learning experiences are emphasized for supporting language development.
✦
Encourage parents to model help-seeking behaviors for children to learn naturally and effectively.
35:45Use peer or sibling models to reinforce learning through imitation.
Discuss the success of waiting as a strategy with parents and encourage them to initiate tasks at home.
Implement auditory bombardment by repeating milestones to aid learning.
Create a personalized book with photos of activities that require assistance for speech and language practice.
✦
Teaching verbs to children involves comprehension before expressive use.
38:11Words are taught in everyday routines and specific experiences tailored to each child.
Therapy sessions focus on specific goals for effective verb teaching.
Early literacy activities, such as reading books with an adult, are beneficial.
Children need to comprehend verbs before using them expressively, although some may say the word before understanding it.
✦
Teaching children action words.
42:19Children should start with familiar actions and progress to more specific ones when learning action words.
Repetition is important for children, especially those with language delays, to learn and understand words.
Caregivers can use linguistic mapping to increase a child's vocabulary by mimicking what the child would say.
By incorporating new action words into everyday routines and focusing on receptive and expressive language, children can effectively learn and use language in meaningful ways.
✦
Teaching language skills to children through everyday activities and structured experiences.
45:09Therapists focus on action words and increasing complexity to help children learn.
New words are incorporated into familiar activities using evidence-based strategies.
Children are taught verbs like 'drive' through various examples and contexts.
Early literacy activities, such as acting out stories from books, provide engaging opportunities to teach new vocabulary effectively.
✦
Key Highlights: Learning Colors in Children.
49:12Children should wait until they have a vocabulary of about 50 words and are routinely asking for what they need before learning colors.
By 30 months, a child should be able to name one color accurately.
By age three, children should identify basic colors like red, green, blue, and yellow.
Typically developing children learn colors through incidental teaching, where parents show them colors as they play or talk about them in everyday situations.
✦
Teaching colors to children with cognitive delays.
50:50Matching and sorting by color comes before naming colors accurately, with receptive identification preceding expressive skill development.
Trial and error is common during color learning, with children initially struggling.
Matching games, such as using gift bows or balls, can help children become aware of colors and differences.
Relay games are a fun and interactive way to teach color matching to toddlers, emphasizing hands-on learning with various materials.
✦
Teaching pronouns to children involves using gestures and interactive games for understanding and practice.
55:01Engaging parents and caregivers in the learning process is essential for effective teaching.
Difficulty with pronouns may indicate a language disorder, necessitating targeted teaching methods.
Balancing play and practice is crucial to prevent fixation on certain words.
Interactive questioning and turn-taking activities can help reinforce learning of pronouns.
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Teaching toddlers with language delays by starting with single words and progressing to phrases.
57:55Emphasizing target words helps kids focus and stabilize their learning.
Using songs and gestures, like the binoculars trick, can aid in teaching pronouns effectively.
Teasing the child in therapy with pronouns encourages immediate usage and generalization of the word.
Teaching early pronoun use in the context of commenting and varied pragmatic functions is essential for language development.
✦
Importance of using language effectively for children with language delays.
01:01:01Focusing on pronouns and verbs is crucial for children with language delays.
Strategies such as using names to cue pronouns and modeling correct pronoun use are essential.
Pronoun reversal is a common issue for children learning language.
Consistent modeling is key to helping children learn and use pronouns correctly from the beginning.
✦
Development of Pronoun Usage in Children.
01:04:50Pronoun switching in children is a developmental milestone that may not occur early in language development stages.
Children should be able to replace a name with a pronoun, with emphasis on auditory bombardment and practice.
By age two and a half, children should be using at least two different sentence types and differentiating between word combinations and sentences.
Four types of sentences include declarative, exclamatory, imperative, and interrogative, with declarative sentences being the most common in English.
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Types of sentences discussed include declarative, exclamatory, imperative, and interrogative.
01:07:25Declarative sentences have a subject and a verb, while exclamatory sentences express strong emotions.
Imperative sentences give commands or requests, often used by children.
Interrogative sentences involve asking questions, starting with WH words or auxiliary verbs.
Children's speech patterns evolve from single-word questions to more complex structures as they age.
✦
Strategies for teaching children to ask questions and importance of gestures and facial expressions in communication.
01:11:05Relationship between apraxia and autism, emphasizing the need for structured vocal training.
Importance of generalizing teaching activities and incorporating gestures for parents.
Focus on helping children develop question forms and sentence types through holistic language development approaches.
✦
Introduction to Children's Use of Negation in Language Development.
01:14:07Children begin using negation around 30 months, often combining phrases to express 'no'.
Negation can involve various elements such as nouns, verbs, prepositions, or descriptive words.
By 36-48 months, children may progress to using contractions like 'don't'.
Modeling appropriate negation phrases and providing natural practice opportunities are essential for children to develop this language skill effectively.
✦
Importance of teaching children about negation.
01:17:42Understanding the first word of a sentence before using negation is crucial.
Strategies recommended include pairing negative words with others, using body language, and assigning homework for parents.
'Teach Me to Talk: The Therapy Manual' is suggested for speech-language pathologists and parents.
The manual contains milestone lists and effective strategies for reaching language development goals.
00:00foreign
00:05[Music]
00:11[Music]
00:17pediatric speech language pathologist
00:19and welcome to my podcast number 457
00:22expressive language Milestones about 30
00:25months brought to you by my website
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00:49continuing education courses in all our
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01:10first course welcome back it's always a
01:12privilege to have you join me to talk
01:14about all all things related to early
01:16language development so let's get going
01:18today all right we are continuing our
01:21language Milestones podcast Series this
01:24is show number eight in a 14-part series
01:27where we review all the developmental
01:29milestones for language skills now we're
01:31covering both expressive skills and
01:33receptive skills by 12 months all the
01:36way up to 48 months so we're right here
01:38in the middle at 30 months now we're
01:41tackling these milestones in six month
01:43increments so we have one show for
01:45expressive language skills and one show
01:47for receptive language skills in this
01:50course we're looking at all the
01:51milestones for expressive language or
01:54what a child says by 30 months now for
01:57therapists because this is a continuing
01:59education course I'll be posting the
02:01link below to purchase the CE credit for
02:03only five bucks in our five dollar ceu
02:05program and this includes your CE credit
02:07with a certificate and also the show
02:10handout or the show notes now this
02:12handout is a great tool for you to use
02:14this therapist in your everyday practice
02:16you can use this to introduce a strategy
02:18or a milestone or one of your goals to a
02:21parent and then the best part about this
02:23handout is that parents can take this
02:25home and then look at the cues for the
02:27strategies that are right there so it's
02:29a great parent education tool for you
02:31now because of that we expanded about a
02:34year ago offering these handouts for
02:36parents or grandparents or anyone else
02:38who's watching the show who would like
02:40quality professional information
02:42presented in everyday language and so
02:45the link to purchase that handout is
02:47also included here Below in the show
02:50description now so many parents and
02:51grandparents email me and ask how they
02:54can support our work here at teach me to
02:56talk and specifically here on YouTube
02:58and because of that you can purchase a
03:00handout for five dollars or any other
03:02amount that you would like to give and
03:04that really helps provide these courses
03:07for parents around the world who can't
03:08afford access to that now both the links
03:11for CE credit and to purchase the
03:13handout for the show or below they'll
03:14take you to my website if you just teach
03:16me to talk and again this is course
03:18number or show number
03:20458. all right so let's talk about
03:22what's Happening Here by reviewing the
03:26Milestones that we'll be covering in
03:28this six-month increment and today we're
03:30looking at skills for expressive
03:32language or what a child says and we're
03:34here by 30 months so that means between
03:3624 and 30 minutes and remember we're
03:39looking at typical language development
03:41with these Milestones all right so here
03:43we go the first Milestone is and you can
03:45follow along on your handout and I like
03:48how we've formatted these because the
03:49Milestones are just right here on the
03:51right hand side so easy way for you to
03:53talk to parents about all of these
03:55skills is kind of a group because that's
03:57actually how children acquire language
04:00now again our little friends with
04:02atypical language development we know
04:04that they may have some Splinter skills
04:05that are way up in what age range but
04:07for the most part when we're working
04:10with the child we really do select goals
04:12that tend to be within that same little
04:15age range all right so let's review
04:17these imitates two numbers or unrelated
04:20words on request and so that just tells
04:23you how important imitation still is
04:25here for a two and a half year old
04:27that's how they learn and again we'll
04:29talk about more about exactly what this
04:31means for their development what
04:33exciting changes are happening again
04:35here at two by two and a half all right
04:38the next Milestone is uses three word
04:40phrases frequently so again we're
04:42bumping up that level that 24 months we
04:45were saying that children really are
04:47using lots of two word phrases so now
04:50we're bumping that up more and so the
04:51majority of the things that they say are
04:53frequently we hear those three word
04:54phrases they ask for assistance with
04:57personal needs so they're pragmatic
04:59functions are improving and again
05:02pragmatics just means language use so
05:04they're able to use their words again to
05:06ask other people to do things that they
05:08cannot do themselves
05:10again regarding personal needs and I'll
05:13give you lots of examples of those when
05:14we start reviewing the Milestones uses
05:17action words so we've had lots and lots
05:20of nouns and single words and now that
05:22children are combining words in their
05:24phrases we'll see verbs take a more
05:27prominent position in their vocabularies
05:29and in their utterances that we hear
05:31them use the next skill is names one
05:34color accurately and so we're all the
05:36way up here to two and a half before we
05:38see that on any kind of assessment or
05:41evaluation for children sometimes we
05:43place way too much importance on those
05:45pre-academic skills but you'll see they
05:47start to come in here now at about two
05:49and a half and so again that's after
05:51language is firmly established after
05:54kids are using lots of different types
05:56of words then we can work on those kinds
05:58of things so we'll talk about colors and
06:00how children learn that the next
06:02Milestone is refers to self by pronoun
06:04consistently and that's where children
06:07stop using their own names in phrases
06:09and they start to say Pro nouns like I
06:12and my and me and so we'll review that
06:14the next Milestone is they use two
06:16different sentence types they're
06:18actually four sentence types so we'll
06:20talk about what those four are and how
06:22we can facilitate those in children at
06:24this developmental level then I use this
06:27negation and that's any time that a
06:29child uses no or not plus another word
06:33so that's not Daddy I'm not sleepy those
06:37kinds of utterances and again because of
06:40all those things because of the all of
06:42those improvements or bump UPS here the
06:45mean length of utterance from 27 at
06:48about 27 months is now 1.50 to 2.00 and
06:53that may not mean anything to you unless
06:55you are a speech language pathologist
06:57like me and then by 30 months it's 2.00
07:03to 2.50 and so again they're bumping
07:06that up and I'll explain what mean
07:08length of utterance is as we get to it
07:10at the milestone is reviewed so the big
07:13part here the big thing that we're
07:15looking at here with expressive language
07:16here by the 30 month level is that
07:19vocabulary continues to explode so
07:22remember before this period when we were
07:24looking at 18 to 24 months we said that
07:27typically developing kids by the time
07:29they're 24 months used how many words
07:31200 to 300 now I hope you didn't say 50.
07:35if you said 50 you were looking at the
07:38bottom end of typical development for a
07:4124 month old and so many times again
07:43we've talked about over and over and
07:45over how there's just erroneous
07:46information about typical language
07:48development versus the bottom of typical
07:51language development and again if you're
07:53a parent and listening to that your
07:55heart may be breaking right now because
07:57your child is nowhere near that level
07:58and I certainly don't want to make you
08:00feel any worse about things than they
08:02already are but it's always best to keep
08:06in mind what that that average is so
08:08that we remain motivated head so that we
08:11can help a kid kind of get as close to
08:13that as hear her can possibly can all
08:17right so buy again here we're looking at
08:20that was 24 months we said 200 to 300
08:22words we bumped up now to 30 months so
08:25now statistics say that typically
08:27developing children and that's those
08:29kids right there in the middle of that
08:30bell curve right there at the 50th
08:32percentile used and again here because
08:34we've got a range I guess it would be on
08:36either side of that between 350 words
08:38and 650 words so boy is that vocabulary
08:43continuing to move along and continuing
08:46to explode and again if you're a parent
08:48or maybe even a therapist if you've done
08:50this lately and really looked at the
08:52internet sources they always report that
08:55very bottom end of normal and I think by
08:58doing that they really give parents
09:00sometimes a false sense of security now
09:03when I did a Google search in
09:04preparation for this show just looking
09:06at what the statistics were for
09:08typically developing or average 30 month
09:11olds I got that whole range from the 350
09:15to 650 words there and I believe that
09:18that was at
09:20um National Institutes of Health because
09:22I was I was shocked about that because
09:24that disparity between what the CDC says
09:27versus the NIH and we'll talk about that
09:28a little bit later and then some sites
09:31still listed uh again the The Benchmark
09:35typical for uh what what you might find
09:38for a 24 month old with that 50 Word
09:40level which we know it's typical for 18
09:42months they're still using that for 30
09:44months so again at least it's better
09:46than the ridiculous recommendation for
09:49three words by 30 months but again
09:51terrible guidance for parents and
09:53grandparents way off those
09:55evidence-based guidelines that we use
09:56for the American speech and hearing
09:58Association speech language and hearing
10:00Association in our last show about
10:03expressive language development which
10:04would have been course 455 we reviewed
10:08the top 11 strategies for teaching
10:10Express aggressive language to toddlers
10:12so today I want to add two more
10:14evidence-based strategies to Your
10:16Arsenal of strategies to use and share
10:18with families here at this age range
10:20you're going to find them at the top of
10:22your handout so let's just talk about
10:24what those are now these strategies
10:25become to be are coming to be so
10:28effective for not only this
10:30developmental age range but then
10:31throughout the preschool period so the
10:34first one is this whenever we teach a
10:36new goal so whatever our goal is we
10:39should try to keep that stable but all
10:41the other words around that all the
10:44other language facilitation that you're
10:46using all of your other input should be
10:48variable and so the research says that
10:51this serves to make that Target even
10:53more stable so it's the one feature that
10:55stays the same but then we use lots and
10:58lots of variety now up until this point
11:00you have probably heard me preach what
11:02repetition repetition repetition and
11:04that is still important but after a
11:07child gets past that 24 month level or
11:11past that two-year-old level and here at
11:13two to two and a half we also want to be
11:15sure that we are expanding the language
11:18that we use so that we can help a child
11:20continue with his vocabulary explosion
11:24again that that continues to be the
11:27theme throughout this uh period of
11:29toddlerhood now I've got the official
11:31piece of research that is from if you
11:34want to take a look at that on the
11:36handout there now the second uh oh let's
11:39talk about this one more time and let me
11:41give you some examples so the reason
11:42that we want to do this even though it
11:44might be sort of you you might think oh
11:46why would you vary everything except
11:48your target there won't that be
11:49confusing for young children if you are
11:51constantly changing your other words and
11:53again that's why it works because it
11:56makes your goal the most stable part of
11:58what you're saying to a child so let me
12:00give you some examples so when you were
12:02teaching a skill that we're going to
12:04talk about today so early pronoun usage
12:06so a pronoun like I when you're teaching
12:09that you should use lots of different
12:10verbs so that the child focuses more on
12:14that pronoun I so what would you do so
12:16you might do an activity where you're
12:17having a character or maybe even you
12:19know it's like a toy or maybe even the
12:21child himself and you're doing lots of
12:23different things say you're playing with
12:24the balloon you could say I throw I hit
12:28I kick I catch I I you know whatever
12:33with the balloon so what was your stable
12:34thing there it was I and you paired it
12:36with something new and so we can do it
12:38again let me give you another example we
12:40can do it with another goal that we're
12:42going to talk about another Milestone
12:44here which would be using more action
12:46words the whole varied action words so
12:50what would you do for that so for this
12:52when you're teaching that new action
12:54word which you might again still teaches
12:56a single word then you change the noun
12:59that goes with it so let's just take a
13:01an action word like runs so you might
13:04have a farm set so what would you do you
13:06would make what the cow run and you
13:08would make the duck run and you would
13:10make the pig run and you would make the
13:12horse run so you changed all of your
13:14Downs or your subjects for that and what
13:17remained the same it was your new Target
13:19for your new action word so think about
13:22this this is also a really helpful
13:24strategy when we are thinking about
13:25motor planning for our Toddlers and
13:28preschoolers who've been diagnosed with
13:29apraxia or any other kind of motoric
13:33issue even if it's not at the even if
13:35it's subclinical and not quite at the
13:37level that they can be officially
13:39diagnosed we know that keeping part of
13:43that utterance stable is what or the
13:45same is what would help a child be able
13:47uh to do that produce that so it's a
13:49super effective strategy even for
13:51language therapy now the second strategy
13:54that I want to talk about here is called
13:55auditory bombardment now if you've been
13:57around for a while like me you've heard
14:00that term since you were in grad school
14:01so what is auditory bombardment I swear
14:04a child just listens to you read a list
14:08of targets or goals they're not required
14:11to say it or repeat it they're just
14:13listening and so that's great not only
14:15for
14:17articulation like we might traditionally
14:19think about this for kids let's say and
14:23our tick kid is with you working on a
14:25final K they might just listen to you
14:27read a list of words so you might sit
14:29there at the end and when we did it back
14:31in the 80s when I went when I was an
14:34undergrad in early grad school you know
14:36we would have our children in headphones
14:37and they would sit preschoolers and they
14:40would sit and just listen or color or do
14:42something while we read them a list of
14:44words now we might not do it it might be
14:45a little bit more naturalistic while
14:48we're doing that but here with language
14:49application it might be them listening
14:52to you as their therapist or a parent
14:54read a book or flip through a little set
14:58of pictures or they may even an older
15:00preschooler might color a picture with
15:02his Target language words there and
15:05again sometimes we think about this as
15:06purely an Arctic strategy but we can
15:09think about it as an additional helpful
15:12language strategy and so I'll give you
15:14some examples of that as we go through I
15:17forgot to mention one thing with the
15:19study that I reference here on the
15:20handout the study was actually with some
15:22children who were a little bit older but
15:25they found out that it was most helpful
15:27pardon me to use auditory bombardment at
15:30the end of a session and researchers say
15:32that it helps children consolidate their
15:36learning or their gains so it's another
15:37strategy that you can pull from maybe
15:40another area of your practice that you
15:42haven't thought about before or tighten
15:44it up but I'll give you more some more
15:46examples when we talk about teaching
15:48action words for this in a few minutes
15:49now let's pick up with our Milestone
15:51list and start talking about these
15:53specific Milestones the first one is
15:55imitates two numbers or unrelated words
15:58on request so the first skill on this
16:00Milestone list is still related to
16:02imitation and so I I said in the intro
16:04super super important way for kids to
16:07still learn everything including how to
16:10talk and so by two and a half by 30
16:12months here a child's auditory
16:14processing or how he what he hears how
16:17he processes those incoming words and
16:19funny hears and is working memory so now
16:21we can kind of hold it there or
16:23improving so kids can imitate really
16:25really well this is where kids start to
16:27be able to imitate a lot kind of even
16:29sometimes more than they understand so
16:31you can say maybe the opening lines of
16:33the Declaration of Independence and you
16:35have some two and a half year olds who
16:38can do that but lots and lots of kids
16:41still won't be to that level but they're
16:43certainly to the point that they can
16:45hold two numbers which again would kind
16:47of be out of context if you say say
16:50seven and three and they say seven three
16:52or two unrelated words say boat and fish
16:55that kind of thing so those are things
16:56we have on assessments and so again
16:58because their imitation skills have
17:01improved that's one of the reasons that
17:03we continue to to get that big increase
17:05in vocabulary size so we hear lots and
17:07lots of new words and that would include
17:09nouns and so certainly we need to work
17:11on strategies to increase that variety
17:14even as we work on specifics here I
17:17mentioned this in the intro but I want
17:18to continue to talk about it throughout
17:20the show today we have got to increase
17:22the complexity for words when we get
17:25kids here to this level and remember why
17:28can we we know that we can do that we
17:29can bump it up a little bit because
17:31their imitation is better because their
17:33auditory processing is better and their
17:35working memories are better so this is
17:37when we bump them up a little bit with
17:39complexity and I'll just say it again
17:41like I like I say on almost every show
17:43every course that I teach imitation is
17:46the most important skill that we can
17:47teach any child who is non-verbal or
17:50minimally verbal and we're going to
17:52continue to emphasize that here even as
17:55we bump up that complexity and so at
17:57this phase two let's talk about our
17:58little friends with language delays they
18:01have to still imitate that new word
18:02before they're able to use that that new
18:04word spontaneously so for you slps out
18:06there and for you parents working with
18:08late tithers you have to continue to
18:10focus on imitation even now uses three
18:14word phrases frequently all right that's
18:16our next Milestone so by 27 to 30 months
18:18kids with average speech language
18:20development so kids right there in the
18:22middle are using three word phrases
18:24regularly during conversations now here
18:26we're not talking about imitated phrases
18:29so you say something that's three words
18:31and they repeat you we're talking about
18:33spontaneous phrases we're not even
18:35talking about holistic phrases like I
18:37got it I did it where'd it go those
18:39kinds of holistic phrases are actually
18:40kids learn is one long word and those
18:43are good strategies and kind of an
18:45in-between level we'll talk about that
18:47but you shouldn't really be giving
18:49children credit for well we'll talk
18:51about that we'll talk about what's the
18:53difference between a holistic phrase and
18:55a spontaneously generated phrase and
18:57when we start to kind of count those
18:58we'll talk about that in a minute but
19:00first let's just talk about what a
19:02self-generated three word phrase might
19:05be so let me give you some examples so
19:06it could be something like want more
19:08milk me go outside get big truck that my
19:12ball uh what that da da those kinds of
19:14things all right of course the skill is
19:17totally dependent on a child's
19:18vocabulary size remember before we said
19:21that before a child begins to put two
19:24words two words together so before we
19:26hear two word combinations
19:29a child typically has how many single
19:32words typically 35 to 50 words so when
19:35their their vocabularies get to be that
19:37amount or that size that's when children
19:41spontaneously unless there's something
19:43going on with their language like a
19:45language disorder then they're going to
19:47start to combine those words and that's
19:49why phrases start to emerge it's because
19:51they have enough vocabulary support or a
19:53wide enough word bank if you want to
19:56think about it that way so before a kid
19:58gets to be able to do three word phrases
20:00and again not just something he imitates
20:02or something a holistic phrase he's
20:04learned altogether something that he
20:05truly is pulling this word that word in
20:07this word on his own to make a phrase he
20:11needs probably hundreds of words right
20:13to bump up to that or or you know well
20:16above that 35 to 50 Word level before he
20:19can do that so even before we target
20:21length even before we start thinking
20:23about that we need to be thinking about
20:25vocabulary development it is such a big
20:29deal so we need to teach words from a
20:32variety of classes now I'm still
20:33including that basic vocabulary list in
20:38um the handout notes but this is the
20:40last age range that I'll do that because
20:41by the time my child gets to 36 months
20:44he needs a lot more words than these I'm
20:46not sure how many total words this
20:48probably is uh well over this probably
20:50is a couple hundred words but when my
20:52point is we're going to need to go
20:53beyond that and again make uh really
20:57make variety a big big goal and so by
21:00this developmental level by the time we
21:02get to 30 months a child should have so
21:04many words that it's difficult to keep a
21:06vocabulary list a vocabulary list oh I'm
21:10having trouble today and when I get a
21:12kid to kind of that level where I can't
21:14really keep a list anymore it's too hard
21:16that's kind of when I feel like you know
21:18we're getting there but keep your focus
21:20going and as we said in the last set of
21:23shows that we were talking about this
21:25vocabulary explosion vocabulary
21:27development is a goal for all children
21:29to typically developing or lighter
21:31developing and all throughout elementary
21:33school so we never need to lose sight of
21:35that so to reach that goal what do we
21:37need to do to get three word phrases
21:39we've got to focus on vocabulary
21:41development not teaching lots of rote
21:43three word phrases all those that can be
21:45helpful to get them going but once a
21:47child is doing those things don't leave
21:49them there make sure that you are
21:51helping a child and again become more
21:54spontaneous and begin to as I said
21:56before pull those various words and come
21:58up with his own
22:00self-generated phrases or utterances
22:03here now those patterns in Anchor words
22:04again are going to make it easier but
22:07when we don't do that kids sound too
22:09robotic and they sound they still sound
22:11pretty pretty limited when you compare
22:13them to appear some therapists will
22:16characterize this as sounding therapized
22:18I hate that word it's you know kind of a
22:20made-up word but it's a good descriptor
22:22here so after we think okay boy I can't
22:25this this kid isn't doing the three word
22:27phrases yet because his vocabulary is
22:29not there let me get that the semantics
22:32part of that going then we start to look
22:35at the syntax or the length and so here
22:38after vocabulary development the next
22:40thing that we want to do is make sure
22:42that a child can verbally sequence
22:43syllables so what do we say when kids
22:46can't sequence syllables what diagnosis
22:48do we think about we think about apraxia
22:50or a motor planning issue usually though
22:53if a child is apraxic you're going to
22:55know before you get to this point you're
22:58going to know they're slow to develop
22:59any words but my point here is
23:02this strategy that we're using to make
23:04sure that kids can get to that
23:06three-word level for a kid who has motor
23:08planning issue sometimes they even help
23:10our language kids and so sometimes our
23:12language kids may have a hint of a motor
23:15planning issue and it may be so so
23:18subtle certainly subclinical they're not
23:21going to meet that full diagnostic
23:23criteria to get an apraxia diagnosis but
23:25we know that it's there so what can we
23:27do and again this might be even for kids
23:29with language issues that just need that
23:31hump that help getting over that hump so
23:34we have to work to get that sequencing
23:35going now in the earlier age ranges we
23:38talked about doing that was singing and
23:39we talked about repetition of one words
23:41and syllables to increase that utterance
23:43length so go back and listen to shows
23:45that would be probably shows 453 455
23:49where we talked about that but now we're
23:51up here to 30 months so kids here to be
23:53at this level they've already gotten
23:54past the 24 month level which was they
23:56they were supposed to be doing uh and
23:59again as I'm saying this I'm talking
24:01about our little as I'm saying supposed
24:03to be doing two weird things I'm talking
24:05about our little friends that we're kind
24:07of tracking they're closer to three but
24:09we know hey they're I think they're at
24:10the 24 month level and why how do I
24:12justify that is because they're using
24:14two word phrases so kids here that we're
24:16talking about should at least be you
24:19know with that two-word phrases firmly
24:20established so here are our most logical
24:23strategy then is going to be to get a
24:25kid from a two-word phrase to a
24:27three-word phrase and so the best
24:28strategy for that is what
24:30expansion so that's weird they say
24:33something a child says a two-word phrase
24:35and then we add another word and
24:36encourage that repetition so it's much
24:39easier for kids when we do this when we
24:42take what they're saying and then we
24:44pull another word from their
24:45well-established word so another word
24:47that they can already say not a new word
24:49so another word they're already using
24:51and we get that into a three bird phrase
24:54and again we encourage that imitation so
24:56let me give you some examples so a child
24:59says my dog so what are some things we
25:02could do to expand that phrase my dog
25:04well we could add by the dog is doing so
25:06we could add a verb my dog barks or
25:09barking or wherever that child kind of
25:10is with verbs he's probably not doing
25:12those endings yet so you're probably
25:14just hearing my dog bark right no matter
25:16what word you model there you could add
25:19a descriptor so if he's barking we might
25:22say my dog is loud and again that
25:25auxiliary verb is probably not there yet
25:27that begins for most children in the
25:29next little developmental period but so
25:32my dog allowed you could add another
25:34kind of descriptor you know my black dog
25:37if you want to go with a color there
25:38it's finally developmentally appropriate
25:41to use a lot of color words and
25:43descriptors because kids can incorporate
25:45those kinds of words in their existing
25:47vocabularies and it not again they're
25:50not losing anything they've got enough
25:51foundational vocabulary that colors now
25:53again are appropriate to add
25:55uh so again it depends on your options
25:58from existing words you can make it
25:59easier but vocabulary development should
26:02be a focus for new words for all kids
26:04like we talked about now as you steadily
26:07March toward three word phrases you also
26:09need to pay attention to the number of
26:10syllables in the phrase not just the
26:13word so if every word is multi-syllabic
26:15it might be too difficult so if a child
26:17is saying something like Mommy yogurt
26:19yummy that's three words but six
26:21syllables you know Mommy yogurt yummy so
26:24that's harder so you may have to start
26:26with three single syllable words like
26:29cargo down want more milk see my shoes
26:31you know those kinds of things let's
26:33mention another idea idea here that's
26:36helpful we talked about introducing
26:39holistic phrases to help a child get to
26:41that three-word phrase use so phrases
26:43like we said that they learned is one
26:45long phrase like I got I got it I did it
26:48where'd it go oh wow you know something
26:51again that would be three words instead
26:52of two but I really caution you here not
26:55to consider those as true three word
26:58phrases and why is that because they're
27:00not kids have learned those as one long
27:02word but it does help us get that
27:04utterance length going so how do you
27:06tell the difference between a holistic
27:08phrase and when you can give a kid
27:10credit for using phrases versus again
27:12that holistic phrase well when it's used
27:14he's using those words in other novel
27:17truly self-generated phrases even if
27:21they're just changing one word or that
27:22holistic phrase so if a kid routinely
27:24says I got it I got it I got it and then
27:27he suddenly starts to say I got shoes I
27:31got more I got mine he puts another word
27:34there in place of that pronoun it he
27:36understands it he's really learned how
27:38to use that so that's now
27:39self-generating you would count that
27:41what about I did it so I did it might
27:44become he might change the middle word I
27:46did it because I want it I do it uh you
27:50know anything there is that middle word
27:52I got it those kinds of things he
27:54changed has changed that second word is
27:56truly self-generated so when a child is
27:59struggling to get past that two-word
28:00phrase we can use patterns to get those
28:02phrases going so you've got whole word
28:04or I'm sorry holistic phrases and now
28:06think about anchor phrases and carrier
28:08phrases you may use those terms kind of
28:11interchangeably but let me kind of give
28:12you some examples so anchor phrases
28:14you've got the same first two words so
28:16we just changed the last word and again
28:18it's more a carrier phrase it's more
28:20wrote I'll give you some of those
28:21examples in a minute but I think about
28:23an anchor phrase is that a kid is
28:24playing with a boat and so we decide
28:26okay okay now my boat I know it can say
28:29that I'm going to get to that third word
28:31phrase three word phrase so I've got to
28:33put a word on the end of that so we're
28:34going to play with that boat we're going
28:35to make my boat down my boat up my boat
28:38in my boat out focusing on that last
28:41word as a preposition we can also make
28:43it a verb right what are some things you
28:45would do if you were making that third
28:46word a verb my boat go my boat stop my
28:49boat crashed my boat push you know again
28:51think about your verbs you can put in
28:53there and so again this is an example of
28:55our
28:56evidence-based strategy that we
28:57discussed at the beginning where we're
28:59increasing variety with input and
29:01holding the target the same now you
29:03certainly do that with carrier phrases
29:05this could be even more General
29:07and so this would be phrases like I want
29:12blank or there's a blank that's my blank
29:15I see blank I like blank give me blank
29:19want more blank and again you're using
29:21those simple patterns for the same words
29:23at the beginning
29:24so that a toddler only has to plan to
29:26change one word at a time another thing
29:29that I do here to get to three word
29:30phrases is really really listen to what
29:33a child is saying and then listen for
29:35anything that almost sounds like a
29:36three-word phrase and work on just
29:38cleaning that up to make those things
29:40that they're already trying to say more
29:42intelligible all right so when we have
29:44kids who aren't bumping up to longer
29:46phrases they just can't get from that
29:48two word to three word phrase what's
29:51going on lots of times it's a cognitive
29:53issue and they are having lots of
29:55difficulty joining ideas in play and so
29:58you've gotten them to the two Word level
30:00and they may not even be really as
30:02firmly established there as they should
30:03be so what do you do to work on this
30:05again it's helping them include other
30:08things just including improving and
30:10increasing the complexity of their play
30:12so in play you'd work for a child to add
30:14pieces to existing Place schemes so if
30:17he likes playing with his cars give
30:19those cars a place to go like a garage
30:21like a car wash like a house like a like
30:24some something else to do besides the
30:26child have the car rolling by himself
30:28have him add these other ideas have him
30:31build a road add a driver anything to
30:33make that more complex all right and
30:35again here I want to mention that mou we
30:37talked about mean length of utterance
30:39and this is actually the the bottom
30:42Milestone but we want to include it here
30:43because we're talking about three word
30:45phrases uh mean length of veterans just
30:47means kind of the average length we've
30:49just take an average of what a kid uses
30:52now for non-slps we're counting units of
30:55meaning in a language sample to
30:56calculate this so a word like cats where
31:00a child is putting the plural s on the
31:02end of cats that's actually a two
31:05because that that word actually has two
31:07units of meaning there we've got a cat
31:09and then we we've added something on top
31:11of it when we've added more than one cat
31:13so a verb tense like a word like a verb
31:17like eats when you change a child
31:19changes that to add an ing ending
31:21becomes eating that also kind of counts
31:24as two but but here usually it's because
31:26the child is using phrases and again
31:29we're hearing more three word phrases
31:31that really kind of come in and balance
31:34out and maybe even some longer sentences
31:37that we're going to talk about and so
31:38again that makes that mou continue to
31:40bump up we're jumping ahead but we
31:42discussed it now and I just wanted to be
31:44sure to explain it to you non-slps have
31:47sort of been wondering although I gave
31:48you a really limited explanation there
31:50but for slps this is an important marker
31:52and I wanted to mention it the next
31:54Milestone is ask for assistance with
31:57personal needs so by the time a child
31:59with typically developing language is 24
32:02to 30 months old she or he can ask for
32:05help meeting their own personal needs so
32:07on an assessment tool this task is
32:09listed to judge how a child will
32:11initiate a request that she can't for
32:14tasks that she can't perform on her own
32:15like washing her hands in the sink or
32:18going to the restroom now as
32:19Professionals in early intervention
32:21sometimes we just kind of take this as
32:24any request Quest but this really isn't
32:27this really is a request specifically
32:29for help so request for an adult to come
32:32do something for you and it's an
32:33important marker
32:35for children so there are two parts to
32:38targeting the skill so I want to teach
32:40you some strategies part number one of
32:41this is you've got to teach the specific
32:43vocabulary so if a child isn't already
32:46saying a phrase like help me or I need
32:49help or please help or some version of
32:52that he doesn't have the pragmatic
32:54function to really get to this
32:55three-word phrase here at this ask for
32:57help with personal needs so you've got
33:00to start back there with something uh
33:02shorter to really help him master that
33:04then you're going to move it to that
33:06specific vocabulary and again make it
33:08really tailored to what he's doing so
33:10things like washing hands going to potty
33:11zipping those kinds of things so kids
33:14who aren't requesting familiar things
33:16like I need a cookie or more milk please
33:19or those kinds of they're they're not
33:21even kind of ready for asking for
33:24assistance with personal needs so you've
33:26got to get kids there so it's that next
33:28little developmental room after you
33:30teach that vocabulary then you've really
33:33got to set up the situation so that a
33:35child can pray practice and you give him
33:36give him time to learn how to initiate
33:39that so what do you have to do you have
33:41to give him a reason to ask you for help
33:43so something like eating a messy snack
33:45or painting or something where he needs
33:47to wash his hands or playing outside
33:49where he gets you know totally covered
33:50you know hopefully that's going to be
33:52enough to kind of push him over the edge
33:54there and so you're going to take the
33:55child to the restroom you can do things
33:57like modeling oh my hands are so dirty
33:59oh my goodness look at my hands what do
34:01you need to do your hands are dirty too
34:02all those things that we say that you
34:04would do a lot more slowly and a lot
34:06more naturalistically than I'm doing
34:08here to give you that example but you
34:11may have to prompt a couple of times and
34:13still model you know do you need help
34:15and you still may even need a direct
34:17model with things like help me wash or I
34:20need wash hands those kinds of things
34:22that you want to work on so I like to
34:25model this in sessions too pretending
34:27that I need help with things and so
34:28that's certainly a way again to make
34:30this more naturalistically so you can
34:33effectively use the phrase when you are
34:35asking a child for assistance and as a
34:37parent you can do it too so pretend you
34:39can't open a bag or perform a routine
34:41task or anything like that where you're
34:43going to be asking the child you know
34:44help help me I need help you know many
34:47many times so that he starts to learn
34:49that
34:50uh and you can certainly use a peer or a
34:53sibling model so that you can have
34:55another child model this too so that a
34:58child again he's hearing another child
34:59doing it and remember we talked about
35:01what imitation is still a prime learning
35:05strategy so we want to be sure that we
35:08are doing that with our children uh and
35:10really talk to parents about how that is
35:12has worked for you in sessions if
35:15waiting is successful if you're also
35:17working on initiating uh for a child to
35:20really again take the lead with that
35:22this is a fun fun goal to work on in
35:24that way so encourage a parent to use
35:26this strategy at home now this goal is
35:29perfect for the second evidence-based
35:31strategy that we talked about today at
35:32the beginning of the podcast uh if you
35:35look on your hand out there it's
35:36auditory bombardment and remember we
35:38said this is just where a kid is going
35:39to listen to this to the uh the goal or
35:42the Milestone over and over and over and
35:45so here your idea might be and remember
35:47you're not having the child say it here
35:49you're just having a child list sin and
35:51so end of the session was the best
35:53timing so the child could consolidate
35:55learning so find a book or make a little
35:57book that has something about personal
35:59needs for a mom she could take pictures
36:02of her child doing lots of things kind
36:04of within this realm washing his hands
36:06going to the potty asking for help
36:07getting his coat on or off or whatever a
36:10child you know talk to her mom about you
36:12know whatever a child might need help
36:13with or whatever he's already sort of
36:15trying to ask for help with and see mom
36:18might even have him on her phone there
36:19you know pop them in a little album on
36:21the phone and just scroll through
36:22pictures on her phone with her child and
36:24practice that she's going to do that
36:26anyway so we might as well get some
36:28speech or language practice with that
36:29right and so a great idea to do that you
36:32can certainly put personal needs those
36:35little uh personal questions so that a
36:37child is getting lots of exposure to
36:39that Milestone the next Milestone is
36:41uses action words now the age for using
36:44action words is listed differently when
36:46we're looking at different assessment
36:48tools but I really like to think about
36:50this as being firmly established here by
36:5330 months so by this time or by this
36:56developmental level remember we might
36:58have a four-year-old who we think is at
37:00the 30-month developmental level but by
37:02this time we need to be hearing lots and
37:04lots of verbs now as we talked about in
37:06the previous show in 456 so the other
37:09kind of Partners show here for receptive
37:11language at this age range and we talked
37:13about that in that show I love teaching
37:15verbs so I'm just not going to repeat
37:17myself a lot with this show but I want
37:19to give you some more specific examples
37:21so let's talk about first some general
37:23recommendations for teaching verbs even
37:26though we have kids up here at this
37:27phrase level and they're talking now
37:30predominantly in three word phrases
37:32frequently they're probably even using
37:33some longer utterance sometimes we still
37:37want to pull back teaching new verbs to
37:40that single word level now four verbs
37:42our Instinct will just to be saying
37:44something like you know what's he doing
37:45what's she doing what's the mommy doing
37:47which again that is how we teach it but
37:49at the same time time it does not always
37:51work with our friends with language
37:53delays you've got to teach verbs just
37:55like you do nouns one new word at a time
37:58and with lots and lots of context uh so
38:02let's talk about this Continuum for how
38:04we can teach a child to say more verbs
38:06and we can apply this to any goal but
38:09let's talk about it specifically for
38:10verbs and then I want you to be able to
38:11generalize it so first we're going to
38:13what we're going to teach the word
38:14receptively so when we have a new uh a
38:19new word a new verb that we're teaching
38:21a child we have to make sure that he
38:22understands it or he comprehends it
38:24first before we expect him to say it
38:26after that we can begin to Target that
38:28word expressively now remember what we
38:30know from evidence-based practice for
38:32toddlers we teach words primarily in
38:35three different contexts in everyday
38:36routines so things that their moms and
38:39dads do with them all day long every day
38:40things they eat breakfast they take you
38:43know they take a bath they get dressed
38:44they eat lunch they take a nap blah blah
38:47blah blah all those things that we
38:49always consider honor ifsps those things
38:52that they do day in and day out we know
38:54that we can teach words expressively in
38:55that context and it's really powerful
38:57the next things we know that we can do
38:59are specific
39:00experiences designed to elicit or
39:03facilitate that word so this is going to
39:05be what therapy these are the things
39:07that we're doing week in and week out
39:09session after session to really again
39:11work on the goals that we're working
39:13toward we're not willy-nilly we're not
39:15just saying any old word will do which
39:17it will but at the same time we're
39:19really really laser focused on what our
39:21goals are so specific play routines with
39:23toys that are somewhat if not completely
39:27adult directed or LED they're at least
39:29facilitated by the adult so that we get
39:31to that word and then finally what early
39:34literacy activities So reading books
39:36together with an adult so let's talk
39:38about how we can use that evidence-based
39:40practice to inspire us to teach action
39:43words more effectively so again we said
39:45the first piece of that was what is with
39:47the receptive language component so
39:49remember that before any child can use a
39:51word or say a new action word he's first
39:54got to what understand that word so some
39:57kids do seem to be able to say the word
40:01before they can understand it and I'm
40:02thinking about our little friends with
40:03autism but for most kids we do need to
40:06see that evidence that they can
40:09understand what it means certainly
40:10before they're going to say it and then
40:12use it correctly spontaneously so the
40:15best way to be sure a child understands
40:17a word is what it's that he follows a
40:19Direction with it or that he against in
40:22some way indicates even without talking
40:24that he understands what that word means
40:27so even if we're teaching new action
40:28words we have a fair amount of receptive
40:30language training to do too so if we
40:33notice that a child isn't using very
40:34many action words instead of thinking oh
40:36this is purely an expressive goal start
40:39by having him follow lots of different
40:40directions during play and so for verbs
40:42for action words we might give him a bus
40:45set with people and we're just going to
40:47see how many different action words or
40:48verbs we can get him to do with that set
40:50and so we can certainly start real
40:52simple you know make your make your man
40:54walk you know make him run make him sit
40:57down make him climb the stairs make him
40:59jump make him you know get on the bus
41:01get off the bus make him sing any kind
41:04of verb especially the familiar ones and
41:06then we might move on to ones that are
41:08more a little bit more Pacific make him
41:10drive the bus can he push the bus make
41:13him open the door again making it kind
41:15of taking it up to that next little
41:17level so if you don't if you're thinking
41:19boy I'm just at a loss of that
41:21particularly if you're a parent you
41:23don't do this all the time like
41:24therapists do use your hand out take a
41:27look at the action word list here on the
41:29third page of your handout and uh use
41:31that as your cheat sheet as you are
41:33working on that so after you've done
41:37that again you're going to have the
41:38child at the very beginning start to
41:41really imitate those action words and
41:43that's where we move to that expressive
41:45level there with lots of repetition
41:47linked to that action word my man walks
41:49what's he doing
41:50my man's climbing up the stairs what's
41:53he doing climb climb climb climb and
41:56again I'm being purposefully repetitive
41:59here why because that really helps
42:01children especially those with language
42:03delays learn we're not only only talking
42:06about the expressive piece but what the
42:08receptive piece the they really got a
42:10link meaning with that word and again
42:12here we're not necessarily focusing on
42:14saying the word just yet but introducing
42:16the word and making sure the child
42:17understands it and then we move to that
42:19reset that expressive uh strategy too so
42:24the best way that we teach words too we
42:27talked about you know past the receptive
42:29language we talked about those three
42:30contacts so it's in everyday routines so
42:32our best strategy for here that we
42:34talked about back in the previous show
42:36455 was linguistic mapping so what is
42:40linguistic mapping it's just where you
42:42say what a child would say if he could
42:45say it so you are following a child's
42:47cues and so if we think about this with
42:49focusing on action words we need to to
42:52really kind of meet him where he is and
42:54teach him more verbs to increase his
42:57vocabulary so we want to teach moms to
42:59be able to do this and this is something
43:00that again would be a goal in a session
43:02and so we would say to Mom hey I want to
43:04teach you this new strategy the fancy
43:06term for this is linguistic mapping and
43:08that basic means linguistic with words
43:10and mapping you are going to map onto
43:13your child the language that we need him
43:15to hear so that he can be able to use
43:17that language so anytime we notice him
43:20needing a new word and here we're
43:21thinking about action words we're going
43:23to be sure that we are using that as an
43:26opportunity to teach him a new action
43:28word so you've got to emphasize that
43:30word when you're playing with him and so
43:31you might give some examples you might
43:33say you know what'd you have for
43:34breakfast today and let's say that Mom
43:36says waffles and you can say well what
43:37were your action words for waffles you
43:39could say cut you know and you could
43:41just talk about all through breakfast
43:42you could think about you know maybe
43:44that maybe they sprinkle powdered sugar
43:46on the waffles or pour the syrup you
43:49know use whatever goals and use whatever
43:51for your goal whatever words mom is
43:54telling you or what I'm really trying to
43:56say is specifically tie back to context
43:59when it's time to go outside you know
44:01they're probably already practicing a
44:03verb like open but think about how they
44:05can expand that existing activity with
44:07word like shut or close or slam as in
44:10don't slam the door so really help Mom
44:13walk through those activities and come
44:14up with not just those basic familiar
44:17verbs a child should already be doing
44:18that here about 30 months bump them up
44:21to that next level of complexity
44:24brainstorm those ideas based on your
44:27daily routines with parents that is what
44:29that ifsp process is all about sometimes
44:32we feel so silly when we are doing those
44:35kinds of exercises with parents but we
44:37have to have those conversations and you
44:39can share the vocabulary sheet that
44:41third page of your handout you can share
44:43that as your tool and your starting
44:45point if you feel like that you need
44:47help with that all right so in in
44:49addition to those everyday routines we
44:51can also teach new words in very
44:53structured experiences so for us as
44:56early intervention therapists that's
44:58usually action and play activities right
45:03so with if we're playing with a balloon
45:05or a ball or bubbles or cars whatever
45:07the theme of our session should be
45:09action words so teaching them is single
45:11words and then inserting them into
45:13phrases so let's talk about how we can
45:15do this with one of the strategies that
45:17we've been talking about one of our new
45:20evidence-based strategies like
45:21increasing the variety and holding our
45:23Target stable so let's say that we are
45:26doing this with verbs so we can apply
45:29this Theory here to teaching new verbs
45:32so we take the same action words but
45:35then what do we do with our other words
45:36we make those words change so let's say
45:38that our action word is drive now
45:40remember we're bumping up our complexity
45:42we're not just using eat drink Sleep
45:44Walk go open we've got to teach some new
45:47words by this point right and so what
45:49how would we teach the new word drive it
45:52would be using lots of different
45:54characters right driving Vehicles so the
45:57farmer drives the tractor daddy drives
46:00the truck mommy drives the stroller the
46:02man drives the bus what were the what
46:05was the only thing you held constant in
46:07that it was your action word it was
46:09drive right and you changed all that
46:11other vocabulary so that's what we were
46:15talking about that's a great example for
46:16that particular strategy now the last
46:19kind of activity for teaching language
46:21we said we did everyday activities we
46:23did real structured experiences that
46:25were specifically tailored to teaching
46:27the Milestone or the goal and the last
46:30kind of activity was what early literacy
46:33activities so using books so my favorite
46:36thing to do with books really is to
46:37teach new verbs and so I like to just
46:39take a book in this story and we don't
46:41even have to read we panamine the
46:43actions and act out the book you can be
46:46as fun and as silly as you want without
46:48over stimulating the child and
46:50completely losing control but whatever
46:52that character does you do too other
46:54books we've mentioned this in previous
46:56age ranges like the Eric Carl book I can
47:00do it I believe that's the name of that
47:02book or the icann book but really kids
47:04are beyond that at this level and even
47:06though that vocabulary in that book is
47:09still probably applicable here again you
47:12want kids bumping up to that next level
47:14where they are doing something that's
47:16just a little bit more challenging so
47:18lastly for this goal for action words we
47:21can also use auditory bombardment now if
47:24you've listened to one of my courses
47:25before or read lots of my work and teach
47:27me to talk or if you're on my daily
47:28email list you've heard this a lot lot
47:30but I actually hate flash cards and apps
47:33and don't use a lot of those but this is
47:35a perfect opportunity for you to be able
47:38to use those kinds of things and again
47:39kind of this developmental level Moving
47:43on but it would those things would be
47:45optimal for selecting a little set of
47:47verb cards or action word cards to
47:49review at the end of a session and again
47:51maybe even send home to parents to
47:54review you can maybe use your cards and
47:56hole punch those ends and pop one of
47:58those ring binders in it and again don't
48:00be sure you're really explicit when
48:03you're giving those directions to Mom
48:04and say you know our goal here at the
48:06beginning is not necessarily saying this
48:08but certainly hop on the chart helping a
48:11child understand what those words are
48:12and then we're going to move on to
48:14really using those little patterned
48:16phrases that we talked about and so
48:19again we're going to keep we're going to
48:22keep our new action words the same or
48:24stable there but we're going to vary all
48:26those other all that other language
48:28input that we're going to provide to
48:29that child so talk about that see I kind
48:32of mix those strategies there with your
48:34auditory bombardment and with uh in uh
48:36increasing that variety these are
48:39excellent strategies to use for action
48:41words and be sure that you're teaching
48:42uh moms and dads how to do that at home
48:44too the next Milestone is names one
48:47color accurately now we do not emphasize
48:51shapes colors letters and numbers with
48:53toddlers until they have a large enough
48:55vocabulary because we want their words
48:58to be functional it is very hard for a
49:01child to make it through his day with
49:03only knowing words like blue and octagon
49:06and that's kind of how they always say
49:07it right and so we have to really again
49:09say working on colors until children are
49:12developmentally ready by two and a half
49:14they're developmentally ready so as a
49:16rule I usually ask parents to wait until
49:19a child is at least using phrases
49:22consistently and has a vocabulary of
49:24about 50 words uh before and is
49:27routinely asking for what he needs
49:29before we start to really
49:30purposefully and intentionally teach
49:32colors now older than this for age range
49:35so here we're at 30 months and we say
49:36that a child should name one color
49:38accurately but let's look ahead for a
49:40little bit just a little bit a child by
49:43the time that he's turned three should
49:44identify the basic following colors red
49:46green blue yellow purple orange black
49:49and white now most typically developing
49:52children begin to say color words before
49:54two and really learn them on their own
49:57just with incidental teaching meaning
49:59that parents show them colors of things
50:02as they play or talk about colors on
50:04their clothes or Point them out in books
50:06and they practice that over time and
50:09that's how typically developing children
50:11even without preschool
50:14usually learn colors now this will be
50:17more of a challenge for our children
50:18with cognitive delays and so this can
50:21kind of also give us some more
50:22information and I've really found that
50:25to be true the kids who have lots of
50:27difficulty learning colors on my
50:28caseload are kids a over the years who
50:31have also had some cognitive involvement
50:33so we've seen some other learning
50:35challenges there all right I'm going to
50:36give you some general ideas about
50:38teaching colors mostly about the
50:41sequence for teaching colors and we're
50:42going to talk about this more in depth
50:44play and show 459 so that next age range
50:48up where we're looking at 36 months and
50:50so first kids match by color and so this
50:53is where they're not even talking about
50:55colorbirds yet you just give them lots
50:57of say we give them to uh a whole pile
51:01of Legos in there primarily color two
51:03different colors and we should then have
51:07them group you know all the blue ones go
51:09here and all the red ones go here that
51:11would be how we would do them with
51:13matching and sorting at the beginning
51:14and that comes first before a kid begins
51:17to name a color accurately then kids
51:20begin to identify colors receptively and
51:22that would be where we would say find
51:24all the blue ones and they can again
51:26they're really accurate you know with
51:28just that one color then and after kids
51:30learn colors receptively and again this
51:32would be more than one color I was
51:34specifically talking about what we are
51:36addressing here at this age range but
51:39here this would be again where kids
51:42start to name colors and this is the
51:44first step in that expressive skill
51:46development with colors and it would be
51:48where they just name one color
51:49accurately and this at the beginning is
51:51generally when they see a blue block or
51:53a blue car or whatever their color
51:55happens to be green or yellow or
51:58whatever their little color is where
51:59they see that color and they name it or
52:02you say what color is that and they get
52:04that one right but more often than not
52:06kids may be struggling with that at this
52:08developmental age because that's what
52:09they're learning there will be lots of
52:11trial and error they may not name any
52:13other colors just his favorite color and
52:15that usually will change by the time
52:17they're 30 minutes all right some more
52:19ideas you can play some matching games
52:21here
52:22and again we're trying to really help
52:24kids become aware of color and those
52:26differences I like to use and I've
52:28shared this example a lot my favorite
52:29matching game is Just gift bows that you
52:33would use maybe for Christmas presents
52:34or birthday presents just those bows and
52:37then match them to a poster board or
52:40construction paper you can do it with
52:42balls from the ball pit you can do it
52:44with Legos anything that would be
52:47primarily one color a relay game is a
52:50really fun way to set this up for
52:51toddlers too particularly if you're
52:53working for three and four-year-olds who
52:54have bigger bodies but they're still
52:57developmentally here this age range and
52:59they're still really having to learn how
53:01to match colors so where you set up your
53:04colors on one side of the room and you
53:06have your objects back there with you
53:08with the child at the starting point and
53:10they just get the red whatever and then
53:13they go match it to the red paper and
53:15then they come back and get the blue
53:16whatever and then match it to the blue
53:17paper super super fun way to do it you
53:20can certainly do that with lots of
53:21different kinds of materials that's just
53:23a good example that has really really
53:25worked for me over the years you can
53:27involve siblings with that just just a
53:31great way and again you're teaching
53:32those colors there and you may have to
53:34back up with lots of our little friends
53:35with cognitive delays and cognitive
53:38learning uh challenges there and teach
53:41that one color at a time certainly
53:43parents need to be involved with this
53:45with lots and lots of labeling at home
53:47and everyday routines with tons of
53:49repetition and that's certainly any
53:52preschool teacher who has worked for
53:55more than one year has lots of ideas for
53:57teaching colors so we certainly want to
54:00involve all of a child's team as we work
54:03toward that goal the next goal is refers
54:06to self by pronoun consistently Now by
54:09this stage kids drop using their own
54:12names in phrases as they talk about
54:14themselves so instead of saying
54:16something like Logan choo choo they now
54:18start to say my choo choo or Emmy's
54:21shoes or Emmy Amy wants cracker now they
54:25say I want a cracker so like we've said
54:27now a couple of times in this series
54:29when a child has lots of difficulty with
54:31learning pronouns what they mean and
54:34then certainly with pray down usage with
54:36saying lots of pronouns we do begin to
54:39suspect a language disorder rather than
54:42a delay so if kids aren't using pronouns
54:44we'll have to teach them now this is
54:46we're just going to run through a real
54:48crash course I really debated about
54:51doing lots of theoretical information in
54:53this section and I think that I've done
54:54that in previous shows so in this show
54:57when we're talking about pronouns I just
54:59want to talk about those just really
55:01practical methods that have worked for
55:03me so let's just review our lists from
55:05the vocabulary page on your handout now
55:07this is on page number three of your
55:09handout and so your pronoun words there
55:13I call them possessives on this so we
55:15try to use words that were
55:18um
55:19in everyday language to parents so
55:21pronouns might have put them off a
55:22little bit with a part of speech a link
55:24back to high school English but the
55:26pronouns there that that are emerging by
55:30this age
55:31or are established by this age Me Mine
55:35my so those three little mice there you
55:39I and it all right so those are the ones
55:42so let's talk about the easy ones first
55:43so let's do me my mind if a child has
55:46already been in therapy for a while
55:47you've probably already taught this word
55:48right and certainly if a child has
55:50brothers and sisters or if he's
55:52participated in any kind of child care
55:54programming at all he probably
55:57understands the words mine and me and my
56:00and so we have to use tons of gestures
56:03gestures gestures so lots of body
56:05movements and body actions there to
56:10teach these I like to teasingly play
56:12games with my little friends so that I
56:14take something that's theirs and say
56:15mine and again you want to have a really
56:17sparkly face when you do it so that they
56:19know that you were playing with them and
56:21they don't become upset so that usually
56:23works too now some kids become super
56:25obsessed with this and parents are going
56:26to get upset about that so you can't
56:28play so much that they become little
56:31villains you know in their homes that
56:33they are doing that and become super
56:35super obsessed with it but at the same
56:36time they do need to practice so you'll
56:38have to do some things to practice with
56:39that I asked lots of questions to
56:41practice so in a session whose turn is
56:44it whose turn can it be so that they
56:46certainly have an opportunity to even
56:48with a sign you know pat their little
56:50chest or raise their hands some little
56:53gestures there to say me you know who
56:55wants to smack me who wants a kiss you
56:58know who who wants whatever they're
56:59doing that's certainly an opportunity
57:01and then you bump up to phrases after
57:03they you know we always teach new birds
57:06as single words right to toddlers with
57:08language delays who've had difficulty
57:10learning language we have to still
57:11isolate that
57:13and still again make them where they are
57:15and really really uh help them Master
57:18those so then we bump it up past single
57:20words to phrases with my so you use lots
57:22of different different examples here
57:24remember this is our first strategy with
57:26varying that input and we keep the
57:28pronoun the same so in one session you
57:31know my car my shoe my bus my hair my
57:34cookie my cracker my balloon my bubble
57:36my chair you know you keep that going
57:39where you label my my my my my or I I I
57:42I I you know I jump I kick I fall I run
57:45I do it I give it to you you know I see
57:48you know all everything that you're
57:50gonna do then your primary primary model
57:53those sessions would be I or whatever
57:55your pronoun is and so remember your
57:57goal what you're doing with that is you
57:59are increasing your variety because the
58:02target word is emphasized because the
58:04kids focus on the word that's most
58:06stable so let me also teach you a little
58:09song that's been super effective for me
58:10in teaching pronouns and this is not an
58:12original song this is from Nancy swigert
58:15with the early intervention kit it's a
58:16really old book but these are for
58:19teaching the pronouns I and you and I've
58:21sung this song for years and years since
58:24this it's to the tune of are you
58:26sleeping so
58:27um you've seen it like this you know I
58:30see Jonathan I see Jonathan yes I do yes
58:34I do I see Jonathan I see Jonathan yes I
58:39do yes I do now if you're doing gestures
58:42you can even really point to your eye or
58:44eye here I still use I for I because of
58:47that little uh play on words there that
58:50drives some therapists crazy they hate
58:52that but it really really works with two
58:54or three-year-olds so I still use it you
58:56can also do it if you're working on you
58:59sing this with the word you know so and
59:01I you I talk about the binoculars song
59:03and act like we're you know have our
59:05binoculars here for a child that would
59:07really understand that and certainly
59:08they probably you know would at this age
59:10range by 30 months and so you need to
59:12sing an ICU I see you yes I do yes I do
59:18I see you I see you yes I do yes I do
59:23and again you can use those gestures
59:25with that for you know I see you I see
59:28you and that might even be more
59:29effective for some kids than the little
59:31binocular trick uh so to teach you
59:34another thing I do is frequently tease a
59:37child in therapy and I say I'm not gonna
59:39do it you do it you you you and that
59:42works so well kids will start to use
59:44that immediately Moms come and say oh I
59:47wish you had never taught her that that
59:48she wants me to do everything she's
59:50constantly saying you you but again you
59:52know a child has generalized and really
59:54understands that word when they start to
59:57do that and so uh certainly when a child
59:59is talking in longer phrases we can
01:00:02teach early pronoun use just in the
01:00:04context of commenting and remember that
01:00:06we always want to try to teach different
01:00:08pragmatic functions and for those of you
01:00:10who are not slps pragmatics means
01:00:14language use so you know we comment we
01:00:18label we request we respond we initiate
01:00:22we have greetings and closures so we
01:00:24want to be sure that we're practicing
01:00:25pronouns or verbs or any other Milestone
01:00:28that we've talked about on this show in
01:00:30the context of commenting so for
01:00:32pronouns we could Target this during
01:00:34play when we
01:00:36have similar items and we might just do
01:00:38a whole little uh play routine where we
01:00:41talk about what we're going to pick to
01:00:42play you know I pick a car what will you
01:00:45pick you picked a truck you picked a
01:00:48boat I pick I picked the motorcycle and
01:00:51again that's what we're doing here we're
01:00:53really emphasizing our
01:00:56um our targets with our pronouns by
01:00:58keeping that stable and keeping our
01:01:01other input varied all right
01:01:05um what if those things aren't effective
01:01:07what else should we do what's that next
01:01:08little strategy up well you could
01:01:10continue to use names with the pronoun
01:01:13to help cue the pronoun and for lots of
01:01:15kids you may even start to do this at
01:01:17the beginning you'll just know how much
01:01:19a child is struggling and how you know
01:01:21based on how well you know that child on
01:01:23prior history as to whether you're going
01:01:26to need more cueing more heavier-handed
01:01:29strategies or more more assistance
01:01:32versus less assistance so let's talk
01:01:35about two uh well let's talk about this
01:01:37and then we'll talk about that other
01:01:39point uh so we continue to use names to
01:01:42help a child cue the pronoun so we might
01:01:43say I Lara want a drink or Laura says I
01:01:49want more chips and so again we're
01:01:50providing that referent there children
01:01:53with receptive language delays auditory
01:01:55processing issues in echolalia and
01:01:58certainly our little guys with autism
01:01:59May struggle to master pronouns for a
01:02:01while so for those kids that we know
01:02:03gosh there's an identified receptive
01:02:05language delay here I suspect that she
01:02:08has auditory processing issues and we're
01:02:09going to talk about that a little bit
01:02:11more in the next show with how how kids
01:02:13really look at 36 months when they have
01:02:16receptive language delays that are still
01:02:18lingering or I guess we would say
01:02:21uh those auditory processing issues too
01:02:24kind of they're the same kind of issue
01:02:26uh for or look like that in toddlerhood
01:02:29we're going to talk about what that
01:02:30looks like at 36 months in show number
01:02:32458 but those kids when we know that we
01:02:36we may use names for a while as we're
01:02:39teaching those pronouns to really help a
01:02:40child learn uh to effectively link those
01:02:43and we certainly uh will will let's talk
01:02:47about kids with autism and how much
01:02:48difficulty they may have learning
01:02:50pronouns so this is especially true for
01:02:52our little friends who are Autistic or
01:02:54who are those I just stop processors
01:02:56they process everything as one long word
01:02:59but these kids it is necessary to model
01:03:01the pronoun as the child should say it
01:03:03to reduce that confusion and increase
01:03:05the likelihood that he learns and uses
01:03:08the correct form from the beginning so
01:03:09pronoun reversal becomes a really big
01:03:13issue and again this can really Mark a
01:03:15child who every child at the beginning
01:03:16will make some will make some errors and
01:03:19every child who's two is going to learn
01:03:22you have to learn how you know when they
01:03:24say Hold Me versus hold you you know we
01:03:27would say to a child you want me to hold
01:03:29you and the child would say yes he
01:03:31wouldn't say hold you he would say what
01:03:33he would say hold me and so that pronoun
01:03:36reversal is really really hard and again
01:03:38for lots of our little friends with
01:03:39language disorders versus language
01:03:42delays and so consistent modeling is
01:03:44important to establish that pronoun and
01:03:46over time those kids are going to learn
01:03:48to switch pronouns but this does not
01:03:50always happen at this stage of language
01:03:52development the Milestone here is
01:03:54replacing a name with a pronoun so
01:03:56you've got a model model and remember
01:03:58our pronouns here we're just talking
01:04:00about these early pronouns because the
01:04:03child's our goal here is to replace the
01:04:06name and so you could certainly use
01:04:08auditory bombardment here so show a
01:04:10child lots of pictures of himself like
01:04:12we talked about with the verbs here the
01:04:13the goal is the pronoun so practice
01:04:16those phrases with pronouns you know
01:04:18what are you doing you know I eat
01:04:20cooking what are you doing in this
01:04:21picture make sure I swing what are you
01:04:23doing in this picture I take bath what
01:04:25about this picture I walk so certainly
01:04:27another great way to practice and
01:04:30actually that's where he's doing
01:04:31expressive with auditory bombardment
01:04:32remember he wouldn't necessarily be
01:04:34talking or you wouldn't be talking at
01:04:36all the mom would be doing that so I
01:04:38want to be sure that you don't make that
01:04:39same error that I just made there so
01:04:41again great way to work on that with
01:04:43auditory bombardment where he just
01:04:45listens to his mom tell him and use that
01:04:48correct pronoun there all right the next
01:04:50Milestone is uses two sentence types so
01:04:54by the time a child is two and a half
01:04:56and has typically developing language
01:04:58he's using at least two different
01:05:00sentence types so let's talk about this
01:05:02for a minute sentences and here we're
01:05:05talk we're not talking about just word
01:05:06combinations we're talking about
01:05:08sentences so sentences at a minimum
01:05:11require a subject and a verb and so this
01:05:13would be different than a word
01:05:14combination like Dad does hat or my shoe
01:05:20or more juice those those combinations
01:05:23are fantastic but they're not really a
01:05:26sentence because they don't have that
01:05:28component of a subject and a verb so
01:05:30that's what we have to think about here
01:05:31so in English there are four types of
01:05:34sentences declarative exclamatory
01:05:37imperative and interrogative
01:05:39and so these are going to be on your
01:05:41handout so you can take a look at this
01:05:45information there all right so let's
01:05:48talk about what each of these kinds of
01:05:51sentences are and let me give you some
01:05:53some definitions here so declarative
01:05:55what's the declarative sentence a
01:05:57declarative makes a statement provides a
01:05:59fact offers an explanation or conveys
01:06:02information it's the most common type of
01:06:04sentence in English so for toddlers this
01:06:07would be where a baby again a top a
01:06:10toddler is making uh making just making
01:06:12a comment making a statement so if he's
01:06:16looking at a baby he might or even a
01:06:18picture of a baby in a book he might say
01:06:20baby cry or baby crying or talking about
01:06:24himself you know what did you do I go
01:06:26down you know even if he's using
01:06:28incorrect grammar there or that one is
01:06:30blue and again immature grammar is okay
01:06:32at this point we're just looking for the
01:06:35sentence structure here so the goal for
01:06:38declarative sentences is just have a
01:06:40subject and a verb and again because
01:06:42kids are primarily uh
01:06:44because they primarily use nouns this
01:06:48this goal has been hard until they start
01:06:50using phrases you know here at this
01:06:52developmental level and in the previous
01:06:53one
01:06:54between 18 and 24 months so here
01:06:57declarative sentences they certainly
01:07:00should have mastered that type of
01:07:01sentence so to work on declarative
01:07:03sentences we know that we're just going
01:07:05to emphasize people and characters as
01:07:07the subjects and then we're going to add
01:07:09a verb which is something that we've
01:07:10talked a lot about here in this course
01:07:13so we piggyback with that previous goal
01:07:16for that so we get those two words first
01:07:18for declarative sentences a subject and
01:07:20a verb and then we add other words to
01:07:22build on that to increase our phrases
01:07:23but those were declarative sentences
01:07:25let's move on to the next type which is
01:07:27exclamatory what's an exclamatory
01:07:30sentence it's a statement that expresses
01:07:32strong emotion and so if we were seeing
01:07:35this in print this would typically be
01:07:38with a sentence ending with What an
01:07:40exclamation point so here we've got to
01:07:43remember the subject plus the verb so a
01:07:45kid's saying something like wow is that
01:07:48an exclamatory sentence
01:07:50it's an exclamatory word but it's not an
01:07:52exclamatory sentence why because it
01:07:54doesn't have a subject and a verb so an
01:07:57exclamatory sentence would be something
01:07:59like it's so big or I see Santa or uh
01:08:04wow
01:08:06um
01:08:07you know putting putting something after
01:08:10that word so wow uh
01:08:12I love it you know again something that
01:08:15that would be exclaimed that a child
01:08:17would have uh emotion like that right so
01:08:20that was the second kind of sentence the
01:08:23third one is imperative so that's a
01:08:26sentence that expresses a direct command
01:08:28request invitation warning or
01:08:30instruction so these are the commands
01:08:32and the requests and so certainly we see
01:08:35children making lots and lots of
01:08:36imperatives here so I want juice you do
01:08:39it give me more get my drink put that
01:08:41back those kinds of sentences and we
01:08:44certainly hear that with toddlers and
01:08:46the last kind is interrogative and this
01:08:49is where a child asks a question this
01:08:51can be a direct question or an indirect
01:08:53question
01:08:54and so it can begin with a wh question
01:08:58or
01:09:00be without a wh question and so a kid
01:09:02might even use the rise in porosity
01:09:04which we'll talk about in a minute let
01:09:05me give you these example so then we'll
01:09:06talk about how this applies to our age
01:09:09range so
01:09:11um well let's just walk through that so
01:09:13first we're going to hear questions just
01:09:15where kids use a single word or a
01:09:17porosity rise like saying cookie so
01:09:20instead of saying can I have a cookie or
01:09:22will you give me a cookie place they're
01:09:24just going to use that one word because
01:09:25that's the level that they're at and
01:09:26that usually occurs between 12 months
01:09:29and 24 months so something like cookie
01:09:31or it might be Daddy home and so again
01:09:34you're going to hear that porosity rise
01:09:36that intonation go up they're not really
01:09:39using a question word they're not
01:09:40inverting you know it that is yet
01:09:42instead of daddy is home is Daddy home
01:09:44not inverting that yet can't do that yet
01:09:47that hasn't emerged so all they do is
01:09:48stick the question mark on the end and
01:09:50they do that with that rise in their uh
01:09:53tone a voice at the end next they're
01:09:56going to ask
01:09:58uh questions like can I go and so again
01:10:02really basic yes or can I that's kind of
01:10:05a question can I can I that'll you'll
01:10:07hear a lot of kids do they may use Tag
01:10:09questions uh where they're asking you
01:10:13know shoes or boots like which one
01:10:14should I wear and toward the end of this
01:10:17age range more about 36 months they're
01:10:20going to begin with auxiliary verbs so
01:10:22is that minor do you have it and so
01:10:23again all we're thinking about about 30
01:10:25months here a child should be using a
01:10:27porosity rise you know what's that
01:10:29where'd it go or those holistic
01:10:32questions like that and so then they're
01:10:35gonna One Step Beyond this really Beyond
01:10:38this 30 month level but they do start to
01:10:40use
01:10:41some early wh questions so like we said
01:10:45what's that's kind of the holistic
01:10:46phrase but they start to ask things like
01:10:48we're passy and so they make something
01:10:50really really specific there on the end
01:10:52we'll talk about questions a lot more in
01:10:54the next show about 36 months because
01:10:56we'll start here a lot between 30 months
01:10:59and 36 months so look for that and show
01:11:02459. all right so let's quickly review a
01:11:05couple of strategies for teaching a
01:11:07child to
01:11:09um ask questions and we talked about it
01:11:12more here let's see
01:11:15we've talked about that a little bit
01:11:17more
01:11:18um but let's just review it one more
01:11:21time here so first the question form
01:11:24we're going to get that rise in porosity
01:11:25so what do we do for that I I tell you
01:11:28what I do is I use a lot of body
01:11:29movements here so as I'm doing that I'm
01:11:31I'm using my facial expressions I'm
01:11:34doing my body you know holding my body a
01:11:36little bit up and again sometimes you're
01:11:38even pointing up and you have kids that
01:11:39speak in those monotone voices we think
01:11:41about oh they're real choppy and robotic
01:11:43our little our friends with apraxia and
01:11:46we know that apraxane autism are so
01:11:48closely linked uh you know 63 percent of
01:11:51kids with autism also have an apraxia
01:11:54diagnosis and that might be the reason
01:11:56that they're not talking and so again
01:11:57sometimes we have to really train uh
01:12:00these vocal things even uh you think
01:12:02about even more ABA like where it's so
01:12:05specific and so structured and we're
01:12:07even kind of reinforcing that rise in
01:12:09intonation so just exaggerate your
01:12:11porosity use the facial expression
01:12:13expression or even a gesture certainly
01:12:16for that next little round of questions
01:12:17you know what's that or where'd it go I
01:12:20always use gestures you know my hands I
01:12:22can't even say where without my hands
01:12:24popping out right and I teach that
01:12:27little where where song pretty early and
01:12:30so uh with people you know even for
01:12:32playing where's Mama which is a YouTube
01:12:35video I did eons ago about teaching a
01:12:38child to say mama you know using that
01:12:40little game you know where oh where oh
01:12:42where is Mama where oh where oh where is
01:12:45Mama where oh where oh where is Mama
01:12:48where can Mama be and so again you'll
01:12:50see kids before they even start to say
01:12:52where or mama or any of that they pop
01:12:54their little hands out and start to do
01:12:56their little bouncing thing and so even
01:12:57before that we're teaching them
01:12:59non-verbally how to ask a question and
01:13:01so then we move to using it you know we
01:13:04generalize that after we've taught a
01:13:06song or something in a specific
01:13:08structured teaching activity then you
01:13:10generalize it and certainly uh that's
01:13:13that's something that we want to teach
01:13:15parents how to do with adding those
01:13:18gestures to accompany those words while
01:13:20we're trying to get those question forms
01:13:21to emerge we're going to talk about this
01:13:23a lot more and Show 4 58 and 459 because
01:13:26it's a big big goal so that was the
01:13:28milestone for using two different
01:13:30sentence types boy we covered a lot of
01:13:32information make sure that you are
01:13:34modeling or targeting all four types of
01:13:36therapists take a look at the ones
01:13:38missing but focus on those you know it's
01:13:41just a facilitative strategy because
01:13:43what did we say the Milestone is
01:13:44remember the goal here is for what for
01:13:46two types at this age level you'll see
01:13:49all four types come into play before 36
01:13:51months but certainly here at 30 months
01:13:53we're just looking for two kinds of
01:13:56sentence types the next Milestone is
01:13:58used as negation Now sources again vary
01:14:01for when negation emerges in a toddler
01:14:03with typically developing language
01:14:04skills but lots cite that a child uses
01:14:07negation by 30 months from my personal
01:14:11experience toddlers often use this as
01:14:13soon as they start to begin to combine
01:14:15phrases so as soon as they start to put
01:14:18they can say no and they have some other
01:14:20words often we'll see that come in so
01:14:22that's fantastic I saw my 19 month
01:14:24grandbaby over the weekend he's using
01:14:27this pattern already his mother's very
01:14:29first two word phrase was no church so
01:14:31this certainly seems to be genetic that
01:14:33my family gets no plus another word
01:14:36pretty quickly all right so let's talk
01:14:38about some early patterns for negation
01:14:40so you could have a negation plus a noun
01:14:43like no bed or that's not Daddy you
01:14:46could have negation plus a verb as in no
01:14:49drink or no go and again it doesn't
01:14:52matter if the grammar is immature we
01:14:55almost like hearing that because why
01:14:57that means itself generated they didn't
01:14:59hear you say that they came up with that
01:15:02verb and that negation on their own all
01:15:05right negation plus preposition so that
01:15:08would be not in there not up not in
01:15:11negation plus a descriptive so something
01:15:15like not yummy if you're telling them oh
01:15:18this is yummy and they say not yummy or
01:15:20no yummy later forms of negation after
01:15:23we see children reach 36 months and
01:15:25beyond that 36 months to 48 months
01:15:27they'll start to even use some
01:15:28contractions where they'll start to say
01:15:30words like don't and can't but they're
01:15:33combining do plus not or can plus not so
01:15:36combining a verb there all right so to
01:15:38teach negation what do you do
01:15:40you model an appropriate phrase when a
01:15:43child refuses an activity that's going
01:15:45to happen right so really use this so
01:15:48shake your head and say no whatever and
01:15:51again we always want to model something
01:15:52that a child would imitate so that he
01:15:55would be able to start to use that on
01:15:57his own you can try something like I
01:15:59don't like it I don't want it that kind
01:16:01of thing but really here for negation
01:16:02using the no or not plus another word is
01:16:05what we're going to do so I like to
01:16:07honor no whatever you know whatever
01:16:10they're saying their phrases during
01:16:12therapy as much as I reasonably can
01:16:14power struggles are not fun for anybody
01:16:16and I don't want a kid always feeling
01:16:18like he can't ever choose what we're
01:16:21going to do so if a kid if we're working
01:16:22on negation I mean it would be fantastic
01:16:24for Henry refuse what 15 activities in a
01:16:27row right
01:16:29no bubbles no cars no Batman no kitchen
01:16:34no snack whatever you get my point there
01:16:36you're you want to provide those
01:16:38activities for some kids who uh you you
01:16:40have trouble with I think it's just
01:16:42going to come up but you probably could
01:16:44come up with things that they don't like
01:16:46and really model it so if they don't
01:16:48like
01:16:50uh uh something that you're doing they
01:16:52don't really want to color with you and
01:16:54you know no markers you know that's
01:16:56certainly something that they can do it
01:16:58may start a negative Trend I like to do
01:17:00it naturalistically though because those
01:17:02uh situations are going to come up this
01:17:05goal is a nice continuation from many of
01:17:08the previous objectives that we've
01:17:09talked about in this developmental
01:17:12period when we're looking at size
01:17:13Concepts or anything that we talked
01:17:15about even like in the last show you
01:17:17know my jacket is big but your jacket is
01:17:20not big your jacket is little it's not
01:17:23big not big give me that pillow that
01:17:27pillow is mine that is not yours and
01:17:29again looking at how we can use negation
01:17:32now the kicker here is before you use
01:17:34negation a child has to understand
01:17:37the more the first word that you're
01:17:40saying so be sure that you are
01:17:42considering that as well be sure to also
01:17:44assign specific homework for parents and
01:17:46caregivers so they can work on this uh
01:17:48parents naturally give lots of don't and
01:17:50no commands in the context of daily
01:17:52routines you're going to remind them to
01:17:54really pair it with another word to get
01:17:56it in a phrase you know no jumping no
01:17:58jumping on the couch and to really add
01:18:00the supplemental uh body language so
01:18:03lots and lots of gestures and body
01:18:04language to help a child begin to
01:18:06understand negation so that's the end of
01:18:09our Milestone list for expressive
01:18:11language skills up to 30 months my best
01:18:15resource for teaching these skills is
01:18:18teach me to talk the therapy manual
01:18:19practically all the information that
01:18:21we've talked about as far as what the
01:18:24Milestones are and the strategies to
01:18:25reach those Milestones are listed in
01:18:28this book so if you are a speech
01:18:30language pathologist I have so many slps
01:18:33that email me and tell me they use this
01:18:34book every single day and for parents if
01:18:38you're looking for a guide with what to
01:18:39work on at home that's certainly a
01:18:41wonderful resource for you is teach me
01:18:43to talk the therapy manual and that link
01:18:45will be below now if you are if you need
01:18:48or uh CE credit don't forget to get that
01:18:52credit for today's show with the link
01:18:54below if it's your first show with us
01:18:57thank you so so much if it's your 30th
01:19:00show with us please come back we'd love
01:19:03to have you join us here for these
01:19:05courses here on YouTube please check out
01:19:08our full library of courses we have over
01:19:1075 that are specifically geared toward
01:19:13Toddlers and preschoolers so I hope that
01:19:14you'll take advantage of that all right
01:19:16that's all for today I'm Laura Mize
01:19:18pediatric speech language pathologist
01:19:20and thank you so much for joining me for
01:19:22teach me to talks podcast
01:19:24[Music]
01:19:28thank you
01:19:35[Music]
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