Embedded Files
Overview
Traditionally, a child’s receptive language develops before their expressive language. For example, a typically developing child will produce 50 words by 18 months of age but can understand approximately 200 words. Identifying objects allows children to improve their receptive language and work to communicate their wants and needs.
Strategies :
During therapy, SLPs can use specific strategies to help improve a child’s receptive language. This can include:
Holding an object/picture in the child’s view and verbally label each object in order for the child to associate the verbal word with the object.
Model how to point to objects so the child can observe how to identify objects using hand and finger models.
Present 2 or more objects/pictures and ask the child to show you the object based on your verbal cue (point to the orange).
Use errorless teachings to limit frustration and increase the child’s success when asking him/her to identify objects. This teaching means you give the child as many cues as they need in order to be successful.
Ask a child to find things in the home. If they have a favorite food, ask them to open the refrigerator and grab that food.
https://www.thespeechlanguagecenter.com/receptive-language-disorders-and-therapy/
Therapy Goal Example:
In a year's time, when presented with 3 visual photos, the child will be able to identify a specific object after being verbally prompted by the SLP in 8 out of 10 trials measured over three observable consecutive sessions.
Activity Breakdown
In this activity, a child will be given 3 photos. From there the therapist will ask the child “point to the apple”. This will continue with new photos that the child is familiar with. This activity can be scaled in order to incorporate categories. The SLP could also ask “which item do you eat?”. All of these build receptive language skills through visual aids.
Hierarchical Cuing Systems
The hierarchy begins with visual prompting including pictures, text, photos, or videos.
Verbal prompt can be direct or indirect. Direct prompts help the student correctly answer the questions while indirect prompts given hints but not the complete answer.
Gestural prompting includes gesturing or showing the student what to do. This can include nodding, pointing, or even ‘look’ to give the students a reminder
Modeling shows students exactly what to do in order for them to respond and perform the task correctly.
Partial physical prompt would be touching the student in order to guide them but still doing the work. This could be working on yes/no with visual cards and guiding the student’s elbow towards the correct answer.
Physical prompt, also known as hand over hand, has the clinician move the child hand to the correct answer. This is the maximum amount of prompting given to a child.
https://www.thespeechbubbleslp.com/2017/04/what-is-a-prompting-hierarchy.html
Data Collection Tool
Data will be collected using a +/- system. If the child correctly identifies the idem the SLP stated, he/she will receive a +. If they do not respond or point to the wrong picture, they will receive a -.
Evidence Based Practice:
Visual supports can be used with individuals aging from preschool through middle school. Effective visual supports in early childhood can include task engagement, visual scripts for social interaction, and picture cues to support play and overall language development (Krantz & McClannahan., 1998).
Visuals are seen at the top of the cuing hierarchy during therapy sessions and should be used in order to help individual's understand the task given. Picture tasks provide that visual stimulation and prompt the child to use expressive and receptive language.
References:
Krantz, P. J., & McClannahan, L. E. (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31, 191-202.
Maureen. (2021, June 9). What is a prompting hierarchy- the speech bubbles. The Speech Bubble. Retrieved December 4, 2022, from https://www.thespeechbubbleslp.com/2017/04/what-is-a-prompting-hierarchy.html
White, C. (2021, January 19). Receptive language disorders and therapy. The Center For Speech & Language Development. Retrieved December 4, 2022, from https://www.thespeechlanguagecenter.com/receptive-language-disorders-and-therapy/
Page updated
Report abuse