![]() ![]() For fact based, this can include a variety of language games, books and apps where the child must identify items and answer comprehension questions (e.g., “Did he want to go to school?”) Here are some tools you can include in your teaching: Books that Reinforce Offer choices using preference based throughout the day. In therapy, decided which aspect to tackle- fact based or preference based. Gestures/body language, nodding or shaking their heads.Begin with concrete objects when introducing this task, “Is this a cookie?” Response Types The question “Did you eat a cookie before breakfast?” requires the child to understand “before” and “after” which can be tricky. Concepts of time, for example, are difficult for some children to understand. It could be the identity of something, “Is this a banana?” or the condition of it “Are you cold?” This task gets more complex when more vocabulary and concepts are added. These are questions that ask you to confirm or reject a statement about something. If they say “yes,” still honor the response by giving them the item and therefore teaching them the meaning of his response. Offer things you know the don’t like to encourage them to use “no” to reject it. The best tools for this task are items that are highly motivating. Model “no” if they refuse it, or take it but appear dissatisfied. Model “yes” if they show interest or take the item. Begin by asking your child, “Do you want _?” while offering an item. These are questions that ask you to confirm or reject something being offered using yes/no. There are many different types of yes/no questions, and knowing the difference between them is essential for teaching. It is an important part of development and often challenging in the toddler years when everything seems like a “nooo!” Being able to accurately answer “yes” and “no” questions can reduce communications frustration for children with language disorders, specifically autism, Down syndrome, cerebral palsy or developmental delays. By being able to answer these questions a child can describe preferences, answer questions, and clearly express their wants and needs. These two simple words can carry a conversation. ![]() Though it might seem as though your child communicates “no” all the time (maybe he protests, maybe she runs away, he might sign “all done”), teaching children with language impairments to express the words, “yes” and “no” can sometimes be a challenge in speech therapy. ![]()
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