Enhancing Language Comprehension

A Routines-Based Comprehension Plan can be created to provide consistent and reliable information to a child regarding upcoming routines and activities. Information can be presented via multiple different senses based on the child's specific profile. Cues may include:

• Touch Cue: used before or during routine to give child information about what will happen related to his body (i.e. touching cheek before brushing teeth)
• Tactile Cue: objects that are presented for child to feel, see or touch prior to an activity. This may be concrete (i.e. diaper before diaper changing routine) or slightly more abstract (piece of diaper mounted on foam core)
• Sign Cue: signs that are used prior to activity to provide information to child about the activity to come (“bath” sign used prior to a bath)
• Auditory Cue: providing consistent auditory information, whether it be environmental (i.e. shaking bottle prior to feeding) or symbolic (i.e. saying “eat” prior to feeding)

Below is an example of a specific Routines-Based Comprehension Plan created for a child who responded well to touch cues and tactile information and benefited from sign as a receptive language support.

After creating a Routines-Based Comprehension Plan it is important to observe the child's behavior to determine when they start to demonstrate anticipation when given certain cues. This will help the team refine and adjust the plan to best meet the child's needs.

Long used with children with combined vision and hearing loss, calendar systems can support a child to understand routines and activities of their day, as well as giving them a platform for conversation. The procedure to the left can be used to introduce teams new to calendar systems. Many resources can be found on both Perkins School for the Blind and Texas School for the Blind regarding implementation of a calendar system.