Page 43 - Routines-Based Early Intervention Guidebook
P. 43
Routines-Based Early Intervention Guidebook
Mealtime 3
Speech and Language Session Focus
Requests
Implemen ng language strategies during requests can be difficult
for both parents and service providers. This interac on o en goes
something like this: the child wants something, we withhold the object
un l the child says a word, or two words, or makes a sign, and the child
becomes upset. Meals can explode into tears, strategies are abandoned, and the confidence
between parents and therapist can erode. O en the parent has employed this strategy
independently or a professional or friend has suggested it. Although we can expect some
frustra on from the child when communica on is being a empted, nega ve emo on is the sign
that we are working above a child’s level.
Meal me provides us with a great opportunity to answer to a child’s needs. For example,
in the morning, invariably the child is hungry, thirsty, wet, or all of the above. He or she will need
to make a request. Breakfast is an excellent me to prac ce reques ng because it is rou ne,
there are a small number of choices, the desire of the child is great, and it occurs daily.
Today’s Plan
Use the meal me rou ne to concretely iden fy how a child gets what he/she needs.
A parent should be encouraged to:
Offer smaller por ons in an effort to increase requests. Food should not be withheld
en rely.
Put the food within the child’s view, but at a distance.
Give a choice of two items, one being the item the child desires.
Talk with the parent to see where the child is func oning, and then raise it one notch.
If the child is reaching for a banana, have them point with a single finger.
If a child makes sounds (“uh‐uh”) have her look at your lips as you say the name of the
object before giving it to her.
Prac ce the first sound of the word (“b” in banana).
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