Page 13 - Routines-Based Early Intervention Guidebook

Routines-Based Early Intervention Guidebook

be er. The strategies we use in speech therapy can be used by anyone who
wants to help Juan.

I can imagine that beginning this process could seem overwhelming. How are
you supposed to find me to use strategies to help Juan communicate into your
daily life? As we move forward, we’ll work together to iden fy the most
appropriate words to try (i.e., targets) and how to try them (i.e., cues,
strategies). We’ll do this while having fun and using our ps and ‘tricks’ during
rou nes that are already a part of your day. This is ideal because it means that
there is no ‘extra’ work for us, there are lots of natural opportuni es for
prac ce, and the words that Juan learns will be very useful in his daily rou nes.
This will also help him be less frustrated. Let me show you this great tool that
we can use to guide us as we work on all of this together.

We know that certain things help children increase their communica on skills.
For example, we know that helping them to ‘see’ sounds, syllables, and words
(i.e., using visual cues) is helpful. We know that imita ng movements (i.e.,
using motor/tac le cues) can also help them to use words. We also know that
the part of the brain that controls the mouth is next to the part of the brain that
controls the hands. This means that, if we use the hands, it o en encourages
movement of the mouth. Since Juan is currently frustrated when he tries to talk,
we should think about giving him ways to communicate that are easier than
trying to say words. Using gestures and sign language are great ways to
temporarily provide Juan with a communica on system that will allow you to
know what he wants and needs and be a bridge to oral speech and language
development. We will do this by saying words aloud when we use the signs.
But wait! Why are we using signs if we want Juan to talk? Research shows us
that children who sign begin to talk more, provided they have the physical
ability to do so, which we have already determined that Juan does have.
Research also tells us that once a child is able to communicate a word with their
mouth instead of their hands, they do. So this will be something we will use as a
tool to get him talking more.

Let’s also have a look at some of the other strategies: modeling, imita on,
labeling, and expansion . . .”

This introduc on to the research‐based techniques and strategies that are contained
within this book is just the beginning. Each strategy should be given the me and a en on
that is needed to help caregivers feel comfortable using them in a natural, func onal, and
focused way. As we go through this process, we can ensure successful collabora on by
remembering that ul mately, in addi on to improving children’s communica on skills, our
goal is to help families improve all on their own.

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