Getting Ready to Talk Manual [PDF 315KB] - La Trobe University

GETTING READY
WEBSITE VERSION
Produced by:
D. Karavias
E. Middleton
E. O’Leary
A. Phillips
E. Stewart
A. Trollope
Under the supervision of
S. Butzkueven
N. Faris
T. Serry
TO TALK

1
GETTING READY TO TALK
Introduction pg 2
Positioning pg 3
Getting face to face pg 4
Making eye contact pg 5
Letting Your Child Lead pg 6
Watching, waiting, listening pg 7
Following your child’s lead pg 8
Joining in pg 9
Using Simple Language pg 10
Commenting pg 11
Labelling pg 12
Repeating pg 13
Praising pg 14
Adding one word pg 15
Creating Opportunities for Communication pg 16
Waiting pg 17
Giving choices pg 18
Giving bit by bit pg 19
Interacting With Others pg 20
Turn taking pg 21
Imitating pg 22
Making communication fun pg 23
Using natural gesture pg 24
Sharing Books and Enjoying Song pg 25
Sharing books pg 26
Enjoying song pg 27
Extra Suggestions pg 28
Acknowledgements and References pg 29

2
Introduction
‘Getting Ready to Talk’ is an interactive DVD and manual designed to help parents
apply speech pathology techniques at home. The images and videos on the DVD match
with the chapters in the manual to assist you in understanding how and why an activity
may help your child improve their communication skills.
As you will see in the DVD, many of the clips show a parent and a child playing.
Play is an important tool in helping to stimulate communication and language in your
child. Play stimulates a child’s development in a number of ways. Play teaches children
important communication skills such as eye contact, turn taking and understanding
others, while also making learning fun.
The project was produced by fourth year speech pathology students from La Trobe
University in conjunction with Western Health.
Note: The terms ‘he’ and ‘she’ are alternated between chapters. This is so the
information is easier to read. The techniques are still the same regardless of who you
are doing them with.

3
POSITIONING
Getting face to face
Making eye contact

Getting face to face
What is it?
Positioning your body so that you are at your child’s level and face to face.
Why is it important?
Being face to face allows your child to watch you closely. Your child can see your mouth
movements and your facial expressions. This makes it easier for her to understand you.
Being at your child’s level also helps you to share in her play.
How?
Try things like:
• Facing your child;
• Being at the same level as your child, e.g. if she is on the floor, you go on the
floor too;
• Making sure you can see each others faces.
Example:
Child is sitting on the floor playing with blocks.
Parent: Sits down in front of child. Now the child and the parent are at the
same level and can see each others faces.
4

Making eye contact
What is it?
Making eye contact occurs when you and your child look at each other’s eyes.
Why is it important?
Making eye contact is very important when communicating with people. It can be just as
important as using words. Eye contact shows your child that you are ready and want
communicate with her.
How?
There are many ways you can do this, including:
● Being at your child’s level and face to face;
● Holding a desired object (e.g. a toy) at eye level;
● Saying your child’s name to attract her attention;
● Using an animated voice to encourage your child to look at you.
Example:
Parent and child are sitting on the floor facing each other rolling a ball.
Parent: Catches the ball and brings it to eye level.
Child: Looks in direction of the ball and makes eye contact with the parent.
Suggestion:
If your child finds it hard to sit still facing you, try sitting facing a mirror with your child in
your lap. This way you can make eye contact in the mirror.
5

6
LETTING YOUR CHILD
LEAD
Watching, waiting, listening
Following your child’s lead
Joining in

Watching, waiting, listening
What is it?
• Noticing where your child is looking and what he is looking at (watching)
• Waiting for your child to start playing or interacting with you (waiting)
• Listening to any sounds or words your child makes (listening).
Why is it important?
This helps you learn how your child communicates and what he is interested in. Once
you know this you can provide your child with lots of opportunities to communicate with
you.
How?
Watching:
• Look in the same direction as your child;
• Notice what your child is looking at;
• Look at your child’s gestures, actions and facial expressions.
Waiting:
• Watch your child and wait for him to communicate.
Listening:
• Listen for any sounds or words your child uses;
• Wait for your child to finish communicating before you speak.
Example:
Parent and child playing in the park.
Child: Walks to the swing and looks at parent.
Parent: Watches, waits and listens, and discovers the child wants a turn on
the swing.
7

Following your child’s lead
What is it?
Following your child’s lead means allowing your child to choose what he plays with and
how he plays with it.
Why is it important?
It is important to know what toys or games your child is interested in. Playing games
that your child likes helps to keep him interested. The longer you play games together,
the more opportunity you have to communicate with each other.
How?
Try the following:
• Let your child choose what he plays with;
• Let your child decide how he wants to play;
• Try to join in and play the same way your child is playing;
• It is fine if your child does not play the ‘right’ way. Try and copy what ever he is
doing.
Example:
The child is playing with pots and pans from the cupboard.
Child: Starts banging a spoon on the pots.
Parent: Picks up a spoon and starts banging a pot.
Parent: “Bang, bang, bang. Noisy!”
8

Joining in
What is it?
Joining in simply means getting involved in your child’s play. It could be:
● Playing with each other;
● Playing with the one toy together;
● Playing with similar toys at the same time.
Why is it important?
Joining in with your child’s play creates an opportunity for communication. Playing the
same game allows you to communicate about the same thing.
How?
Try things like:
• Watching how your child plays with a toy and copying him;
• Playing with the toy in a different way and using comments to tell him what you
are doing.
Example:
Child is playing with playdough.
Parent: Joins in by starting to roll the playdough.
Child: Puts playdough in a cup.
Parent: Parent takes the cup and pretends to drink from it.
9

USING SIMPLE LANGUAGE
10
Commenting
Labelling
Repeating
Praising
Adding one word

Commenting
What is it?
Commenting involves using short but complete phrases to talk about what your child is
doing or looking at.
Why is it important?
Commenting lets your child hear the words that describe what she is interested in.
When you comment on what your child is doing, your child hears correctly used words
and phrases. Using comments instead of asking questions puts less pressure on your
child to talk.
How?
You can comment in any situation. Try:
• Looking at what your child is doing and describing it;
• Looking at what your child is interested in and describing it;
• Using short phrases;
• Commenting on your own actions;
• Using more comments than questions.
Example:
Child is having a bath.
Child Washes her face.
Parent: “Wash, wash, wash, you’re washing your face.”
11

Labelling
What is it?
Labelling is saying the name of an object or action.
Why is it important?
Labelling helps your child to learn new words. Your child needs to hear words before
she can use them. It is better to tell your child what something is rather than asking her.
Telling your child the names for lots of things helps to build her vocabulary.
How?
Try the following:
• Label objects your child is interested in;
• Point to or hold the object when you label it;
• Use an excited voice and repeat the word a few times. There is no need for your
child to repeat it back;
• Be specific and use different types of words like:
o Naming words like ‘block’ or ‘cup’;
o Doing words like ‘jumping’ or ‘skipping’;
o Describing words like ‘wet’ or ‘fast’.
Example:
Parent and child are playing trains.
Child: Starts pushing a train on the train tracks.
Parent: “Train” (points to the train).
12

Repeating
What is it?
Repeating involves saying a word or a phrase more than once.
Why is it important?
Repeating helps your child to learn specific words and parts of language. Your child
needs to hear words many times before she will use them. Repetition is very important
for learning more about talking and language
How?
Try the following suggestions:
• Repeat words during activities anywhere at anytime;
• Repeat a word if your child uses it.
Example:
Parent and child are playing during bath time.
Child Splashes the bath water.
Parent: “Splash, splash, splash.”
13

Praising
What is it?
Praising is giving a positive reward for your child’s attempts at communicating.
Why is it important?
It is important to praise your child for all attempts at communication. Children enjoy
being praised. Praise is very simple for parents to do. It helps encourage your child to
keep practicing her communication.
How?
When your child communicates:
• Use spoken praise such as “great talking” or “good asking” when your child
attempts to communicate. It does not matter if your child does not say something
perfectly;
• Try using different types of praise with your child;
• Use an excited voice when praising;
• Give your child a hug, smile or tickle;
• Respond with further talking to your child. This will show your child that
communicating is fun AND useful;
• Praise all types of communication (talking, gesture, eye contact).
Example:
Parent and child are playing with a ball.
Child: Points to the ball.
Parent: “Ball.”
Child: “Ba.”
Parent: “Yes, ball!” Great talking.”
14

Adding one word
What is it?
Adding one word is when you add one word to what your child has said.
Why is it important?
This is important for teaching your child new words and expanding her language. It also
teaches your child how to join words together.
How?
To know how many words to say try the following:
• Watch and listen - is your child using a gesture or a word?
• If your child uses a gesture say the matching word;
• If your child says one word, repeat the word and add one more.
Example 1: Child uses no words
Parent and child are bouncing a ball.
Child: Bounces the ball and looks at the parent (uses no words).
Parent: “Bounce”
(adds one word).
Example 2: Child uses one word
Parent and child are bouncing a ball.
Child: Bounces the ball, “bounce” (uses one word).
Parent: “Ball bounce” (adds one word).
15

CREATING OPPORTUNITIES
16
FOR COMMUNICATION
Waiting
Giving choices
Giving bit by bit

Waiting
What is it?
Waiting for the child to communicate what he wants.
Why is it important?
Waiting helps your child understand the importance of communicating to get his needs
and wants met. Your child also gets a chance to practice communicating.
How?
Use the following suggestions:
• Choose an object your child is interested in;
• Try using favourite toys, food or drinks;
• Place the object in view, but just out of reach;
• Wait for your child to ‘ask’ for the object;
• Asking can be a look, gesture, sound or word;
• If he ‘asks’ with a gesture, say the matching word;
• If he ‘asks’ with a word, add one more;
• Give your child the object;
• This is a great technique to try during snack time.
Example:
Parent and child are sitting at the table having a drink.
Parent: Places the drink just out of reach and waits.
Child: Looks at the drink and reaches.
Parent: “Drink. Good looking!” (Parent gives the child the drink).
17

Giving choices
What is it?
Giving choices is offering your child a choice between two objects.
Why is it important?
Giving choices helps you teach words for things your child wants. It also encourages
your child to communicate and to ‘ask’ for something. This is an important skill.
How?
Try the following:
• Choose two objects that your child is interested in;
• Hold both objects and label each one for your child;
• Wait for your child to ‘ask’ (asking can be a look, gesture, sound or word);
• Give your child the object and repeat the matching word;
• Try using food, favourite toys or favourite books;
• You can give choices in everyday activities, like snack time.
Example:
Parent and child are eating a snack together.
Parent: Holds a piece of fruit in each hand.
Parent: “Apple (shows apple) or orange (shows orange and waits).”
Child: Looks and reaches for the apple.
Parent: “Apple. Good asking!”
18

Giving bit by bit
What is it?
Giving your child something a little bit at a time and practising communication.
Why is it important?
It allows your child to have lots of chances at practicing communication.
How?
Try choosing something your child is interested in:
• Place all the pieces in your lap;
• Hold up one piece and label it;
• Wait for your child to ‘ask’ (asking can be a look, gesture, sound or word);
• Give your child the object and repeat the matching word;
• Offer the next piece.
Example:
Parent and child are building a train track:
Parent: Puts the pieces of the train track in their lap.
Parent: “Track” (hold one piece of the track and waits for the child to ‘ask’).
Child: Gestures to the track.
Parent: Gives the train track to the child immediately and says “track.”
Parent: “More?” (Holds the next piece in view and waits for the child to ‘ask’).
Suggestions:
Try this technique with toys that have lots of pieces. For example, shape sorters,
puzzles, train sets and building blocks. Also try it with food at snack time (see above
example).
19

INTERACTING WITH OTHERS
20
Turn taking
Imitating
Making communication fun
Using natural gesture

Turn taking
What is it?
Turn taking is an important skill for communicating. We all have to take turns when we
communicate with someone.
Why is it important?
It is important to take turns when playing games and when talking. Practising both types
of turn taking helps your child understand the rules of communication.
How?
Play games with your child where you both take turns:
• Keep the routine the same;
• Give your child a clear cue when it is her turn;
• Remember to watch and wait,
sometimes your child needs time to take her turn;
• Your child may use an action, gesture, sound or word as her turn.
Example:
Parent and child are playing with a hat.
Child: Puts the hat on the parents head.
Parent: (Knocks hat off) “Fall down!”
Parent: Puts hat on child’s head.
Child: Knocks hat off.
Parent: “Fall down!”
Suggestions:
Try playing games like rolling a ball, blowing bubbles, putting shapes in a shape sorter
or putting pieces in a puzzle.
21

Imitating
What is it?
Imitation involves doing the same thing that your child is doing. Copy what your child
says or what your child does.
Why is it important?
Imitating your child’s words reinforces what she is saying and shows your child that you
are listening. Imitating actions is a good way to involve yourself in your child’s play.
When you are involved you can create opportunities for communication.
How?
Try the following:
• Observe what your child is doing;
• Play with a toy the same way as your child;
• Copy any words or sounds you hear your child say;
• Copy any actions your child does.
Example:
Parent and child are playing with a tea set.
Child: Brings cup of tea to her mouth and sips.
Parent: Imitates by bringing a cup to mouth and sipping.
Parent: “Drink.”
22

Making communication fun
What is it?
Using facial expressions, vocal tones and gestures when you are talking to make
communication fun.
Why is it important?
Making communication exciting and interesting encourages your child to communicate.
How?
To make communication fun try:
• Speaking with an excited voice when you are talking to your child;
• Using phrases such as “Oh no!”, “Well done!”, “Uh oh!” and “Yay!”
• Using an excited face and big smiles;
• Using big gestures when playing games with your child.
Example
Parent and child are playing peek-a-boo.
Child: Puts hands in front of her face.
Parent: (Opens mouth wide and uses an excited tone of voice) “Where has he
gone?!”
23

Using natural gesture
What is it?
Using a natural gesture when you say a word.
Why is it important?
Using gestures helps your child understand what you are saying. It makes words fun
and the meaning clearer.
How?
When adding gestures try:
• Saying a word and using a gesture at the same time;
• Using gestures that match important words you saying.
Example:
Parent and child are blowing bubbles.
Child: Pops all the bubbles.
Parent: Shrugs shoulders and raises arms and hands up.
Parent: “All gone!”
24

25
SHARING BOOKS AND
ENJOYING SONG
Sharing books
Enjoying song

Sharing books
What is it?
Sharing books involves looking at and talking about books with your child.
Why is it important?
Sharing books and talking about the pictures helps your child learn new words in a fun
way.
How?
Try the following suggestions:
• Choose a quiet place to sit;
• Start the book where your child wants and turn the pages when he is ready;
• Use short phrases to talk about the pictures;
• Comment on the pictures your child is looking at;
• Label different pictures rather than reading the words;
• Repeat the words you say and use natural gestures;
• Make it fun by using an excited voice.
Example:
Parent and child are looking at ‘Spot’ together.
Child: Points to Spot.
Parent: “Look, there’s Spot!”
Child: “WOOF!”
Parent: “Woof, woof, Spot’s barking.”
Suggestions:
You can share books everywhere. For example, in the bath, sitting in bed, or in a
highchair. Interactive books are very interesting for young children. These include books
with flaps, pop-up pictures or textured pages.
26

Enjoying song
What is it?
Singing songs with your child.
Why is it important?
Singing songs encourages interaction and teaches your child new language.
How?
• Position your body so that you are face-to-face with your child;
• Use excited faces and an excited voice when singing;
• Use actions that match the words in the song;
• Try pausing and waiting for your child to finish a line;
• Sing songs about what you are doing, for example getting dressed.
Example:
Parent and child are singing “Old MacDonald.”
Parent: “...and on that farm he had some...(pause)”
Child: “Sheep.”
Parent: “E-I-E-I-O. With a...(pause).”
Child: “Baaaaaa baaaa.”
Suggestions:
Songs like ‘Old MacDonald’, are great for repetition of words and language. Interactive
songs like ‘Row row row your boat’ are fun and fast. Sit your child on your lap, hold
hands and move backwards and forwards whilst singing.
27

Extra suggestions
If your child likes to move around a lot or can’t sit still for very long, the following
suggestions may be helpful. Some things will work better than others for your child:
28
• Use toys and games that your child is very interested in.
• Play games where you can move around together. For example tickling, jumping
and throwing games.
• Keep activities short. If your child is losing interest, let him choose a new activity.
• Have a few different activities set up.
• Show lots of excitement when playing. This makes activities more interesting.
• Sit your child in your lap.

29
ACKNOWLEDGMENTS AND REFERENCES
The authors of this manual would like to thank the following people for their generous
contributions to this project:
Sally Butzkueven and Nikol Faris
Tanya Serry
The families involved in filming
Children’s Allied Health Service Western Heath
La Trobe University
Ethan Bottomley
Yen Le
Will Gaffney
Bart Strzebonski and Tim Price
References:
Berryman, J., Smythe, P., Lamont, A., & Joiner, R. (2002). Developmental psychology
and You. (2nd ed.). Oxford: BPS Blackwell.
Owens, R. (2008). Language Development, An Introduction. (7th ed.). Boston:
Pearson Education, Inc.
Paul, R. (2007). Language disorders: From infancy through adolescence. (3rd ed.).
Missouri: Mosby Elsevier.
Sussman, F. (1999). More than words: Helping parents promote communication and
social skills in children with autism spectrum disorder. Toronto: The Hanen Centre.
Western Health. (07/2011). Week three handouts. Sunshine: Western Health.