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Hi, this is Magan Chen. Welcome to this channel where we offer speech therapy tips.
In today's video, this is meant for you:
If you have been trying to teach your child to request using speech using a sentence such as I want juice, please.
Or can I have juice? And it's where you think your child is able to repeat the sentence after you, but you find that somehow your child is just not picking up.
See if this sounds like you. All right.
It sounds a picture the scenario.
So you're somewhere, you know, in the kitchen and you're it sounds a little bit like this.
OK, what do you want? Do you want juice? Do you enjoy yours, yes or no?What was you saying? Say I want juice, Please.
Right.
And then maybe, if we're lucky, you get your child to say: I want juice.
Please.
And it may not happen very consistently.
OK, so what's happening? How can we improve on the process? I make the point quite often that we have to remember that for your child, speaking or requesting using speech is obviously not the same as us requesting.
For us, it may seem like a very simple step of them is a very big step.
And what that means is that another way of thinking about that is that there are actually many layers of processing involved.
So we think that, OK, it's just about showing them what to say, showing that, OK, if you want juice, you have to say I want juice, please, OK.
All right, let's backtrack.
Stop and backtrack and slow down a little bit.
So what did we say? We said, OK, So what do you want? So?That's actually a little bit like a question, right? OK.
So a question actually calls for a response, OK, what do you want? And then we ask for this, the first question and then we say something.
Do you want juice?So the child hears something else.
Now it's a different question.
And then maybe we think we want to help the child out, right? Do you want to just say yes or no? We may even use some gestures like yes or no, right.
Yes, No.
Do you want juice?
So that's already a third way of asking.
And then sometimes we get a little bit exasperated, or we feel like we are again prompting a child.
What must you say? OK, so that the child hears something else again.
All right, it's it's a fourth question.
And then, OK, when you show the child, right, say I want juice, please.
So at this point, sometimes we actually get the chaos.
See, say I want juice, please.
Or maybe earlier on, all right, The child would have repeated.
So if you think about it, say, I want juice, please.
The result that we want is actually for the charge request.
I want you please.
But we have said, you know about 5, There's only one in five.
Sentences or questions that we said where we actually demonstrated to the child what to say so from the child's perspective, right? If you think about their level of processing, get some of those things that you said was a question.
Some of those things.
There was only one where it's.
Oh, I'm supposed to repeat that.
All right, I want juice, please.
And they also have to understand that they don't say, say I want juice, please, It's a way of teaching.
So just supposed to say that I want juice, please.
OK.
So one in five, mathematically, that's probably not a very efficient way.
Right.
So I would suggest that if you find that, you know, that sounds like the kind of difficulty you've been having to have a think about doing something different, what I would try to do is to so-called be the child's spokesperson, try to cut down.
It's very natural for us to, you know, come up all those sentences.
In fact, in a real scenario, you're likely to have even more.
Maybe you've repeated some of those more than just once.
Here, I just see each one one time, right.
Maybe you, you know, you've been really exasperated.
What do you want? You know, remember, you've got to ask for what you want.
You know, tell Mommy what? You want.
To tell Daddy what you want.
No, no, no.
Don't give it to him, all right? He's supposed to ask.
So imagine that.
So a child is hearing, you know, or some questions, some, you know, actually, Mommy wasn't talking to me.
Mommy was talking to somebody else.
So imagine for a child at that level of processing language, it can be really confusing.
So it's not surprising that sometimes you're going to find a child rather than requesting that they're going to remember some of these questions.
And rather than saying, oh, you know, I want juice, please, do you want juice? You actually say, do you want juice? All right.
It's a form of death, their way of requesting because they associate that every time I get juice, you know, this is something that I hear.
So hopefully it gives you a better understanding of how a child processes.
So what I would recommend is to just stick to, OK, if it's a scenario where you want to show a child you can tell by the body language or you think that you know that's what he or she is going to request, I want juice.
Please.
Right.
And then hopefully with the child imitating, I don't want juice, please.
And then just to.
Make sure that he or she gets the juice.
OK, so they understand.
All right, So just stick to that.
So what's more challenging is for us to try to remember what not to say and just say what the child needs to hear at their level of processing.
OK, So they always hear, I want juice, please.
I want juice, please.
So imagine if you do it and if you're using other food, right? If you're using chips, for example, and the student was learning, I want Pringles.
I want Pringles, please.
I even break it down into five small pieces.
OK, so now we can stretch out that Pringles that chip and get five times more patches.
So even mathematically, it's something where it's more intensive.
Your child's getting more intensive practise.
So it's more likely to work OK, then when the child is really clear about, OK, that's what I do, you know, I say I want juice, please, I want poppies, I want to go swimming, please, whatever.
Right then that's when we actually add other steps.
Maybe you can start adding a question.
You can start using just a prompt.
What must you say? Actually, I normally prompt maybe in other ways.
Maybe I promising what I call a silent prompt.
Actually, the best way I correct myself, the best way I find is to just.
Wait, OK, you might find this a useful 4 letter word, right? Wait, just waiting.
Expect a child to say something that gives them a chance that you remember oh, OK, I'm supposed to say OK, I want juice.
Please, I just wait.
Or if not, just use what I call a silent prompt rather than having to say all over again.
And then your child would hopefully remember the prompt.
I've actually simplified the process.
Obviously this is not something that's going to just happen with, you know, one practise or one day and so far it may take a while, but hopefully it gives you the knowledge and the understanding.
Can people talk about, seek first to understand.
So hopefully it gives you a better understanding of the processing involved so that you go in the right direction and you get your end result.
All right, OK, if you've gotten something out of this.
Please subscribe, like and you can comment below as well and I'll see you in other videos.
Thank you very much.