Page 140 - Routines-Based Early Intervention Guidebook

Routines-Based Early Intervention Guidebook

Storytime 11

Speech and Language Session Focus

Contrasting

The higher‐level language skills of comparing and contras ng,

iden fying opposites, and sta ng an opinion can be boiled down to a
decision between yes and no. Mentally we calculate whether we DO

or DON’T like something or whether something DOES or DOESN’T have

similar a ributes. When a child is not understood, learning how to nod for “yes” or shake his
or her head for “no” is powerful. For the parent, learning how to ask yes/no ques ons is

equally powerful. Toddlers with disabili es o en say “yes” or “no” but not both.

Story me provides many opportuni es to compare and contrast pictures and

concepts, thereby enabling the child to par cipate in book reading. The child can describe

ac ons (open/close book) or iden fy the pictures/objects on the page.

Today’s Plan

This interven on session should be used to establish if and how a child says “yes” and/

or “no.” Does he or she say the words or just move his/her head or both? Is it only when he

or she is angry, or sad, or when he or she just wants something? Prac ce the difference

between asking yes/no ques ons and “wh” ques ons so that parents understand the

difference.
Parents should be encouraged to:

 Move their own heads when they say “yes” and “no” even if they are not

accustomed to it.

 Use yes/no ques ons before “wh” ques ons.

 Request that a child responds at least with a head shake when asked a ques on.
 Model “yes” and “no” with ques ons. For example, “Do you want this book? Yes?

(nod).”

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