Many children I have worked with have had the following problem: they are developing their vocabulary but they don't always use it to communicate. Sometimes they may talk at home but not in school. Sometimes they speak in certain activities, such as when naming in a favourite book, but not in others. It can be frustrating for everyone involved. I have seen it in children who are on the autistic spectrum as well as others who have a language delay and may have a passive personality.
A technique that often (but not always!) works is called 'Sabotage'. This involves creating communication opportunities, ie the child has to say something otherwise the activity doesn't work. Some examples of sabotage include:
1) Ooops! I forgot.... You give your child a bowl of cereal and milk, but no spoon. You wait. You might even encourage him to eat up. If nothing happens, simply model the word you want to hear. It could be 'spoon' or 'help'.
2) Say something silly.... You are counting '1, 2, 3, 4, 27...' Again, you wait and pause. You might say '27? Is that right?' You can model the word 'no!'
3) Do something silly.... You try to put socks on your child's hands
4) Put something in sight but out of reach... You put your child's favourite toy on a shelf he can't reach
5) Be really mean with quantity.... Give your child just a tiny drop of juice in a cup, or just one crisp
Another technique is called 'sentence completion'. This is when you help your child get started but leave out the key word for him to fill in. An example would be when you KNOW he really wants something but he is just pointing or maybe screaming. You help by saying, 'I want....(train)'
Or he is struggling to get going with the zip on his coat. You help by saying, 'I need...(help)'
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