Page 6 - Routines-Based Early Intervention Guidebook Sample 210216

Routines-Based Early Intervention Guidebook

At Home 9

Speech and Language Session Focus

Labeling

On the surface, labeling can simply be seen as the naming of

objects. Indeed, parents are happy when they ask their child, “What is
this?” and they get the appropriate response. However, parents can

also grow frustrated when they ask their child to say a word many

mes (e.g., “Say ‘dog.’ Dog. Woof‐woof. Now you say it.”) without
success.

Parents normally love the process of teaching words, and we, as interven onists, need

to teach them how to do it effec vely. The more that a child hears the name of an object, the

more likely he or she is to say it. The home environment provides everything that is needed to

make this interac on more successful.

Today’s Plan
The first part of naming an object is knowing what an object is called.

Parents should be encouraged:

 To name objects in the house in front of the child.

 Not to expect a child to name everything immediately.
 To be a good role model by frequently naming things.

 To celebrate when a child iden fies an object with words like “this” and “that.”

The second part of naming includes prac cing saying the names of objects.

Parents should:

 Begin by naming objects that are meaningful to the child.
 Ask the child to name objects that they need or really want.

 Request the words that a child is already using.

 Encourage hand gestures while communica ng.

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