– Use visual support to supplement verbal directions. For children with language difficulties, comprehending long strings of information can be a challenge. This task requires the ability to process auditory information, comprehend a multitude of linguistic concepts (e.g. before, after, first, then) and remember each step in its correct sequence. To help these students, write each step out on the chalkboard. You might draw simple icons, use a picture schedule, or write a short list of each step.

– Modify your linguistic input. Simplify your language and avoid sentences that are syntactically and semantically complex. For example, passive forms and stacked clauses may be more difficult for children with language disorders to interpret. Additionally, children with language disorders may have more difficulty decoding indirect requests or ambiguous language such as idioms. For example, if you tell your class “Samantha is feeling blue today”, you might also follow this statement with clarification “Samantha is feeling sad today.”

– Create multisensory learning opportunities. “multisensory learning”proposes that the more sensory pathways used when learning, the more efficiently and effectively the information will be retained. To tap into the various senses, you might have children stomp to each syllable when learning new vocabulary words, or act out the word meaning. You might incorporate color-coding or graphic organizers to help students organize their ideas for writing. Integrate sensory experiences such as touch, smell, sight, sound or movement into learning new concepts.

– Describe what is going well. Positive verbal reinforcement is one of the most effective tools you can use. If you want to see a behavior increase, praise it. Use descriptive words to raise your student’s awareness of what they are doing well (e.g. “Wow. You are looking at me with your eyes, and your hands are quiet. You are a really good listener. I like the way you are listening.”)

– What to do when you can’t understand your student’s speech. Working through unintelligible utterances is a common concern for parents, teachers, and therapists. We don’t want to frustrate a child (especially if they feel self-conscious about their speech), yet at the same time, it’s important to provide accurate feedback regarding their message. It is helpful to work with what you do understand, then ask for more information (e.g. “Wow! That sounds like very exciting news. You and mommy went where?”). If you simply cannot decipher any of the intended message, then gently prompt (e.g. “Hmm, tell me again”) or try to utilize contextual clues in the environment (e.g. “Can you show me?”).

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