Page 51 - Routines-Based Early Intervention Guidebook

Routines-Based Early Intervention Guidebook

Teaching how to make requests 3.4

6. Poin ng at/touching an object— Indica ng the exact object or ac vity desired.
7. Pulling an adult to an object— Not only iden fying what they want, but seeking

assistance or interac on.

8. Vocalizing to request— Using a tone, cry, or sound inten onally to demonstrate

that they want something.
9. Approxima ng words— A emp ng to name the object and/or the person’s name

who can help them fulfill their request.

10. Saying words—Naming objects or people that the child wants to do something for

them in their environment. E.g.., “Mommy!!”
11. Combining verbaliza ons with gestures/signs— Full commitment to get what he

wants. Saying words, pulling an adult in a direc on, poin ng, and even crying.

12. Sta c words + object or name or verb—Using a learned word that is paired with an

object to indicate a desire such as: more, please, yes, or no
13. Making a request— Wow! Did you know how much development goes into ge ng

what we want? By understanding this con nuum of development, we can iden fy

the level at which our li le ones are func oning and help them move in a the direc‐

on of making a request.

Helping Children to Make Requests

Helping a child learn how to make requests requires iden fying situa ons where a child
really wants something and showing them how to request it. We can create situa ons or we

can rely on natural situa ons when a child is already asking for something. Two quick notes:

1. Do not restrict food— We don’t want to turn an ea ng situa on into a ba le. Meal

me is a great me to help them request but we want to immediately reward any

a empt and not make the situa on frustra ng.
2. Immediately reward success— The teaching of a request should take just a few

seconds. Once they comply, celebrate and move on so that request making is not

linked to frustra on.

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