Page 17 - Routines-Based Early Intervention Guidebook
P. 17
Routines-Based Early Intervention Guidebook
For example, “Does baby want a nana (banana)?” can be said slowly and with extra
emphasis.
When the child is able to produce the sounds and words correctly, you can encourage
him or her to repeat the correct produc on either immediately a er you (e.g., The
adult says, “Say ‘cat.’”) or with a delay (e.g., The adult says, “Up, up, up. Where is the
truck going?” and the child says, “Up.”).
The target sound can also be elicited without providing a direct model. With this
method, the adult begins a familiar phrase that contains a sound the child is prac cing
and the child finishes it. For example, the adult might say “Ready, set…” and the child
says, “Go!”
A few reminders:
Don’t overlook the obvious. Some mes children need help learning to use inten onal
vocaliza ons before working on higher level skills. For example, the child’s use of any
vowel or sound a empt (such as “ah”) should be reinforced with a response from the
adult. You don’t always begin at the word level.
The more significant the speech produc on problem, the greater the importance of
careful target selec on. Choose targets that include at least one sound the child can
produce.
Cover all your bases. Teach the caregiver how to use mul ple cues simultaneously,
and also how to choose appropriate targets.
Remember Juan?
We started using play food as a therapy material. The complexity of the targets varied
widely. We needed to carefully choose easy targets to build Juan’s skills and
confidence, and reduce his frustra on. We combined the SIGN for ‘eat’ with mul ple
cueing strategies (see above) while targe ng words with simple sounds such as the “p”
in “pan” (Spanish for “bread”) and “apple.”
Then we developed appropriate expecta ons based on his abili es and developmental
milestones. Our goal was that he would at least vocalize with the purpose of
reques ng the food or use his own form of the word such as “pa” for “pan.” All of this
was taught to his mother who learned to ac vely give cues and models and choose
targets a er Juan had learned that his use of sounds had a purpose.
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