More than words fern sussman pdf free download

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All designs by more than words More Than Words creates designs for birthdays, retirement, new babies, Christenings, housewarmings, graduation, remembrance, anniversaries, weddings. More than words guidebook and dvd - hanen. More Than Words addresses the very specific. For eximple, if you usually chase your child, change the game so, that your child is chasing you! If your child goes to Preschool, ler his teacher know about his games so he can play them at school with a few of the other children.

At this stage, many children aren't limited to making requests, but ean also ask you questions and suggest changesin the game. Since most children at the Partner stage use some. One of he best ways to expand your child's communication beyond the game's seriptis. Look what Jerry's father does in a family fame of Ring. For example, give him a compliment on how he's playing everyone loves com- pliments! Think of as many ways as you can to keep the conversation going.

For cxample, add different obstacles to a game of Chase to make the game more interesting. A chair that has to be climbed ovcr or a bed that has to be jumped on make the game much more excit- 1g for your child, and give him opportunities to do and say new things. Because People Games are repetitive, they give your child an opportunity to practise his developing vocabulary and grammar skills over and over again. A speech language pathologist can help you decide which targets to choose.

Introduce pretending into all of your People Games. For example, in a game of Chase, you can become the Big Bad Wolf ad your child can be one of the litde pigs. Then you can pretend that the animnal gets sad or surprised when someone finds him. This will be more fun for both you and your child. See Chapter 11 for more on pretend ply. Afier your child has had a lot of practice play- ing with you and family members, he is ready ld.

Choose games that give your child the sensations he needs and avoid ones that may overstimulate him, Some suggestions for the kinds of gannes that your child might enjoy are given atthe beginning of this chapter page If possible, have another person involved in the play who can keep your child interested in the game while you're busy hiding under the blaiket.

Then, the next time you cover him up, don't immediately pull the blanket away. Tempt your child to ask you to cover him by holding the blanket above his head and 4 looking expectantly. If you provide the opportunities, he can take new cums.

For example, play a hiding game behind the door or curtain. Make sure you keep the script the same. He may even, make a comment about the game all on his own. As your child learns the models, gradually give less explicit cues, such as starting a sentence with "Here Keep finding new unexpected things to do to keep those comments coming! Ifyou have been biding his under che blanket, ry to get him to hide you under the blanket.

When you're hiding, you won'tbe able to show him what todo So if poseible, involve his other parent, grandparent, sister, brother or babysitter in the pliy. Find a book that asks the samme queston as you did in the game, such as Where's Spot by E. Like Peck-a-boo, Hide-and-Go-Seek gives your child a chance to squeeze into tight spots or be covered with pillows and blankets. Help him hide behind the sofa, under a chair or behind a curtain.

Ask questions at his level e. Mommy is looking behind the door. If your child js sit- ting on a chair, kneel in front of him.

If he is lying on the bed, lie sideways facing each other or lean. Perbaps he will move his body towards you or start to laugh. For example, ifhe pulled your hand down, make sure you position your hand sc that he has an opportunity to pull again, Daddy waits for a smile and « reack before giving tickles. Ac firs, you need to provide exaggerated models of finger counting. As soon as your chitd takes his turn, give hhim the tickles. Add another opportunity for your child to telt you chat he wants you to continue.

For instance. For example, point to a body part, like his arm,and say, "Tickle on Adams Expand the reasons for which your child is communicating by doing the unexpected and offering choices If your child asks for tickles on his arm, fool him by giving him some tickles on his head.

For example, ask, "Do you want tickles on your nose or on your shoulder? Show others how you play the game and cncourage them to play with your child as often as they can. IFyour child has a brother or sister, make sure e or she has a chance both to give tickles and receive them. Daddy gets a tickle. Chase is a running game in which you run after your child in an effort to catch him in your arms, oF your child runs after you! After your child leams the game with you, it will be easier for him to include other chil- dren and play the game at the park or at school.

Repeat the game in this way. Gradually, your child will begin to look back at you, expecting you to chase him. Wait for him to take his turn by turning around and looking at you.

Wait for your child to complete the phrase with a sound or a movement. Chase at the Early Communicator Stage This stage, your child learns how to get you to chase him by copying your model.

In the kitchen! Block your child's way or put some pillows in his path. If you include other people in the game, your child can learn to generalize his curn, saying "Get Daddy! If you set up an obstacle course, he 3m callout the vpames ofthe obstacles s you chase him around a plat, over the bed or from room t0 room. He your conrer or how the course should be run. Instead of being Daddy chasing after him, youcan become a character from a favourite book eg.

Pretend your child is ali pig or a Gay dinosaur that you want to eat for dinner. Then change roles and let your child ry to catch yout for his dinner.

Eventually, your child can tell you when to stop and when to go. If you neigh, you'll probably get his attention. And if you sound too robot-like, your child may sound che same way when he eventually copies your model.

These visual cues stay in his sight long after the spoken snvisual cue Words gone, Sce Chapter Show with real objects : At first, your child may need to see real objects to make the connection between words and things. For example, when you tell him that it's time to go in the car, show iim your car keys. For example, when you ask your child if he wants something to drink, pretend you are holding a giass in one band.

Chapters, : rac RETESET Show with pictures Pictures can help your chiid understand what you are talking sbout when the real things aren't available, For example, a picture of juice on the refrigerator door tells your child what's inside.

Pictures can also show your child what he will be doing during his day. Reading gives your child a new way to get information, and eventually the.

Even if your child can't read yet, present primed words along with pictures so that your child can begin to make the connection Derween the two. Calling you: child by his proper name avoids confusing him and also helps him learn his name. Most FUN words are easy to remember and understand because they are associated with specific objects, actions and intonation patterns. FUN words are even easier to understand if you exaggerate what you say and do.

Sometimes quickly tepeating the same word over and over in an excited way can catch your child's anention. When be mo longer needs to see the object in order to understand, youcan use speech by itself. FON ight Vyuwe Down Point index tinger down a Nelp Your Child Understond Whet You Sey Show with actions, gestures and exaggerated facial expressions Add actions, gestures and exaggerated facial expressions to your woids to stiow your child what you mean.

Actions and gestures include acting out the meaning of the words, using hand signs and Pointing to things, Keep your actions big and obvious so that your child notices what you are Going. You can also place your childs hand on what he's looking at to guarantee that he sees what you're talking about This technique usually works best if you follow his interests, rather than mak- ing him follow yours.

Ihe likes videos, show him the picture on the video case and say the name of the video before you play itin theVCR. Your child may repeat these pro- nouns just as he hears them without understanding what they mean. Rut he also needs help understanding what the pronouns mean. This means that he may understand a whole sentence as a unit, but not the individual words.

Put on gesturz. Pur on the hat. They also show a child who is using only single words how be can put two words together, or a child who is using wo words how he car put three words together. Pat on. Put on hat. Spoon point to spoon. Eat cereal point to cereal bowl. Cereal gesture or point to howl. Take your Spoon and eat the cereal. Eat Eat the cereal. Unless he hs a great deal of difficulty with the acmal produc- tion of speech, he talks and can have short conversations. Remember huw Jerry's father belped him understand what the girl in the park said.

J ad Gtsopher doventundertand whet Re, Jathermeans Reinember that even Partners sil requendy rely on your verbal models to express themselves, When your child can't find the right words or makes mais. So, you need to break sentences down and then build them up again to show him hhow the words go together. See buildups and breakdowns at the Early Communicator stage for a more detailed explanation As your child progresses, use buildups and breakdowns to help him understand more abstract words as well: connecting words e.

H's cold outside. Picture Schedules and Choice Boards are'both tools that. Pictures can also make abstiad! You can help your child make sense of words by adjusting the way you calk. Say less when you talk to him. Speak co him in short sentences that describe what's happening around him. Usee and Iemembet, Ido ang I understand. They like to watch videos and television shows, especially cartoons or Wheel of Fortune. Some visual learners are also fascinat- ed by letters and numbers and may surprise you by reading a few words they haven't been ught.

Why do some children learn berter visually? When you say 2 word it is over ina millisecond — 00 soon fora child who has difficulty processing speech. So your child concentrates on the things that he can understand — things he an see.

Unlike the spoken word, chings that your child locks at, sach as objects, photographs, pictures, ine drawings ind printed words, ast for a long me. Your child can also ben- efit from information that is presented fn a visual way. Tn this chapcer you will find oui how you can take advantage of your child's srengih as a visual earner. These Visual Helpers will help your child understand what is going on around him and express himself.

In the second part of the chap- ter, you will learn how you and your child can use Visual Helpers at each stage of communication. See references p. Sore of these things will work beter for your child cham others When. If this i true for your child, nen and photographs may not be too helpful. Sometimes the real cbject may not be available or it may be big co use. They look at pictures of real people in the family photo albusn or examine the animals and objects on the packaging of toys or on cereal boxes.

You can buy pictures of familiar foods or objects at some. Or, get out your camera and take pictures of the things and people that are important to your child! For children who are just starting to get interested in photographs, use large photographs " X 3". Your child may understand photographs before he understands line drawings. For example, if you use a photo to show your chitd which article of ctothing co pucon, he may insist on wearing You can take realistic the exact same F-shirt he sees in the photograph.

A Choice Board shows your child pictures of food, toys and activities that he can choose from. By giving or showing you picture on the board, your child ean make his choice. Choice Boards can be made using objects or pictures. If you use objects, there are several ways. You may want to try put- ting objects in the sransparent pockets of a shocbag see picture on page Ifyou use pictures, you can attach them to a sturdy pices of paper or cardboard, Use Velaro fas- teners so that you can change the pictues when you want to offer new choices.

How many objects ar pictures goon the Choice Board and how your child makes his. Tain uber choice will depend on his stage of communi- cation.

Until he understands how to make 2 1 choice, limit the number of choices to two. After your child is experienced at using a Choice Board, you can put the pictures of his choices in. You can let your child see that a choice isnot available by using the No Sign. You can make your own No Sign by drawing the symbol on a transparent piece of plasticor cutting it out of paper, and then placing icover the picture of the choice that is unavailable, Watching a video is nat o choice today?

Tell thts sign tetls your ehitd there ts no hitting. Troy, ME: QulrkRobert, It must be seary not knowing what's going to happen next! They can be very simple or longer and more detailed. Ifyour child is interested in pictures, he may be teady for some of the suggestions given for a child at a more advanced stage. Show your child an object that he can associate with a routine or activity — he cereal ha hefore breakfast oF Ihefire hic hath, Sometimes you can.

Show him the object shat represents the activity and tell him what's about to happen. Aebecea tikes to take the cup from her Object Schedule 0.

For example, give hima ball before he goes outside or an audio casette to play in the car before leaving the park. This strategy can be very helpful in a preschool setting, where your child may not wan: to leave an activity because he is enjoying himself. Introduce a few large photographs and labels from packages to help your child understand what choices he has If your child is ready for pictures, use large 3".

X 5" or bigger coloured photographs or cut pic- tures from packages of cereal, snacks or toys. Place photos of two things that your child likes to eat on the refrigerator door or on a kitchen cupboard. Make sure that the pictures are at your child's i eye level.

Choose motivating things that be will want frequently during the day. When your child approaches the place where the motivating item is kept, point to the icture and say its name. If your child is interested in the picture, try taking his hand and guiding him to touch the picture while you say the word.

Then, give him the Visual Helpers Can Help Your Child Express Himself Use objects to help your child make choices When you first start offering choices, offer something you know your child likes and something he's not interested in. He won't senda message directly to you, but : he mmayeach or look ac one thing Treat this reach or look aif he has madea choice. Quiely, help him touch the object he chose anid then give i to him.

Use Visuat Helpers ee. First, make sure your child wants the item you are going to teach him to y ask for. Sie a a table opposite your child. Put the Cup in front of hira, extend your open hand, ind have another person guide his hand to pick the cup up and give it vo you.

As soon as he gives you thecup, actas though he has asked you fora drink. Later, you can attach the object to a picture to help your child make the connection between the , real ching and the picure.

While Object Exchange is limited, the idea of having to give you some thing to get something in rerurn helps your child see the power of communtaating directly to you. To make one, find two pictures to repre- sent what your child is going to do ina short time span, For example, one picture might be of a toy, like a puzale that he is going to play with, and the other might be « picture of a treat thet he can nave after he plays.

Aulach the Dwo pictures vertically oF bor! Meets Pes fever give him his reat. Your child may even be ready for a Picture Schedule showing him the steps ofa routine, such as getting dressed or washing hands See Chapter 8, page for more oa using Piccure Schedules in routines.

Picture Exchange is learned the same way as Object Exchange. See the description of a at the Own Agenda stage on page At first, your child will need physical assistance to learn how. Gradually, he will learn how to exchange. Break chips and cookies into smaller pieces and cut fruits, like apples and bananas, into sections. If your child resists Picuure Exchange, try Object Exchange. When you offer your child a choice, he may respond by reaching or touching one of the objects or pictures.

At this stage, if your child uses 2 variety of pictures, it is probably more practi- cal to begin using drawings thatare approximately 2" X 2". As your child's ability to understand pictures increases, so does the number of choices available on the Choice Board. He's making more choices and using the board mainly to tell you what he wants, either by giving you pictures, saying a word or pointing.

For example, youi may not want your child to have dig dpiion of watching TVany time'be wants. Help him understand when a choice is not avail- able by introducing the No Sign see page Start with a-choice that your child can see is unavailable, Fo example. As your child progresses, you can putall the pictures om a single Picture Board.

Some children have no difficulty completing an action and then referring back to the board to see what the next step is, Once again, you will need to experiment to see what is right for your child. It helps if you put the pictures where your child needs them.

If you follow these guidelines, you can write Personal Stories for just about anything you want to help your child understand ordo. Here is an example of a Personal Story that cells an Barly Communicator what happens when a visitor comes to his house. To use Cus Cards, hold the card up or point to ic when you expeet your child to speak.

When you fee! It helps to have some permanent Cue Cards in specific places. Your child experiences happiness, sadness. Begin with pictures of the earhiest feeling words. Put each picture on its own Cue Card. When you want to identify an emotion for your child, say the word and guide his hand to touch the Cue Card with the picture of the same emotion. You i should always give your child an example of what is making him feel a certain way. In self-help routines, like brushing his teeth or washing his hands, he may be following the pictures without you even being in the room.

Many different Picture Schedules can show your child what to do alt through the day the week and the month. The concept of time cam even be expressed through picnures,. Whenever ke arsives at Grandma's house, Jerry refuses ta get out of the car and erie, He likes Grandma, but doesn't like it when his mother leaves him.

Take paja- t nas off, Have breakfast. Brush teeth. Parits on, Socks on. If he can con sulthis book or his board, he will know exactly 4 what Time is very abstract, So your child needs concrete examples of wha happens ac certain thmes of the day to undetstand how time works. Mt, Quieter. Use Visual Helpers to show your child how to create something Visual Helpers can show your child how 0 butld or make something, from a tower to chocolate rill Just print our the directions in words and picruresten help your child to follow them.

You can help him remember his past experiences by remind- Sng him about specific things and asking him questions. Who went to the ? Did you like the zoo? As you look at the pictures, you can both commen: on whit you see. Ifthe yexcher keeps this daily record, you'll have something to talk about with your child—eg.

What did you make? Mare KES tonte Sad is broken. When Lam sad, 1 don't feel happy. Daddy winy! Mommy of Daddy gives me ty Ge Gs Heel better.

Think of a problem that your chitd has, get outa pen and paper and solve the problem visually. Look at what Briana's mother does when Briana has 2 problem. Briana loves het sweatshirt with he pink hearts on it. One day, she and het mother are painting and Briana spills purple paint on her sweatshirt. Briana gets very upset and hegins crying.

Bridna gets ner shirt. Sriana is happy. Underneath the words, paste or draw a few piccures that illustrate the kinds of responses these questions require. Or move them in front of your child to remind him of what tomy. If your child is a visual learner, he probably loves watchingTV and videos.

When your child becomes very farniliar witha video, he may start to anticipate his favourite pars. Listen carefully to what your child imitates from a Video and try to create some situations where he can generalize what he has learned, fait and look ex- This Boy learns a FUN word from TV.

Remember to write a ca seript suitable for your child's stage of communication. Fora child who does noc show an interest in A. If your child doesn't mind, you can pause at certain key pointsin the video 44 atthe be rae om ae and ask him what is about to happen.

In addition, computers give your child repeated opportunities to practise the same words and concepe over and over. Many comptiter programs teach children vocabulary and provide an opportunity o listen and follow instructions. If your child is learning new vosabu- lary from the computer, make sure he has a chance to use these words in real life. If your child is an early reader, try having little conversations on the computer that help him.

How are you? Next, ype "How eld are you? Visual Helpers also give your child another way of expressing himself, and when he begins talking they can remind him what co say-There are many ways to use Visual Helpers: Choice Boards allow your child both to initiate and respond, Ficture Schedules help your child understand what's going to happen and Cue Cards and Personal Stories suggest what your child can say and da without your help.

The Visual Helpers we al use help us feel calm and relaxed, and they can do the same for your child. There are « lot of opportunities to learn about interaction and communtcetion during the things that you and your child da every day. Then there are the breakfast dishes, and maybe a mad dash tu work or 3 drive to daycare.

Datly routines can help your child make sense of his world because they are repetitive and predictable. The more times your child does something the same way, the clearer the meaning of what is happening becomes. For example. Printing the name of the routine on ihe top of 2 Picture Schedule may xerind you to be consistent.

As well, start your routines with the same action every time. Then wait. Keep what you say simple and consistent. And now bed.

No maser what you do, make sure you do tthe re same way each ume. For example, maybe one day Grandma could have lunch with your child cr the babysitter could give him his bath.

They can use a Ficture Schedule to keep what they do and say consistent. Each of these, steps gives your child an opportunity to take a turn, For example, think of bathtime.

He can take off his T-shirt — his second turn. Your child may want a toy to play with in the bath. His thicd turn can be choosing which toy. Finally, he gets into the tub. K, Im Your Koutines, Once you decide when you wili offer your child a tum, be consistent.

He may do this because the new turn is more interesting to him or easier for him to do. Whatever the reason, follow his lead and include the new turn in the routine the next. For example, when. You can balance your directions with opportunities for other kinds of tums, such as making comments or choices. Some routines. In these routines, there will he more opportunities for your child to ask for. Offer new opportunities for turns as your child progresses : Naturally, you need to keep up with your child's progress.

At first, you need to do all the work, providing models of your child's tums for him or physically guiding him when necessary. Eventually, you do less: pausing and looking expectant may be enough to signal your child's xn. In difficult routines, the plonures show your child how the routine is done and will help tien get through challenging spots.

The best way to encourage your child to comment fs to intrgduce something new into familiar routines. The suggestions in Chapter 2, pages will help you engines the stuaon and make daily roines places where your child can always learn something new. For » example, most children will love bachtime if there are bubbles ahd toys in the water and you're singing songs or playing games.

In Chapter 9, we will look at how you can make up songs especially for your child. A special song can help your child learn some new actions or words, or help him through a difficult situation. Some routines can be extra difficult because of your childs sensory likes and dislikes. And, with some of the creative planiiting described in.

Getting dressed is more ofa self-help routine in which the emphasis is om Your child's understanding how to do the routine properly. But you'll need to OWI and follow your child's lead to cum a reach or look into purposeful communication. Once your child is familiar with the routine, you can.

What you can expect. Try Picture Exchange first. If your child doesn't catch on to the exchange, sce if Object Exchange works better. Use miniature or toy objects, like play food, to represent favourite snacks. You can even attack the actual snack, like a potato chip, to a board and cover it with clear plastic wrap. BE tim to come to you. You ean cue your child to give you the object or picture by opening your hand expectantly or touching your child's arm.

In the following example, Shawn's father uses incrude to tur his son's behaviour into an interactive part of the routine, Every time Shawn's father gives him a cookie, Shawn takes it and runs away to eat it atone on the living oom sofa.

But soon he starts to think that what his father does is funny! Eventually, Shawn waits for his father to follow him to the couch, and even holds out the cookie for his futher to take a pretend bite But, you give him his snack bit by bit, chere will be more opportunities for him to communicate to you. Hold up the pre- ferred and less preferred choices and label them in a questioning tone.

Your child will probably reach for the one he wants. As he reaches, name his choice and put the food up to your eyes so that your child will look at you. He isjustleaming what is expected and trying to make sense of what you say. Prime He may lok ats panes. Rue fhe doeent respond. Oa rin tothe parts. Cire me He ray ng or Kiss jou. Let's look at what Rebecca's mother does when Rebecca has trouble getting dressed. Rebecca's mother tries to make getting dressed more structured and repetitive for Rebecca in order to help her understand the steps in the routine and the words connected with it.

But Rebecca keeps throwing herself on the bed, making getting dressed almost impossible! So, 5 daughter a few rolls back-and-forth. While Rebecca's laughing, her mother sees an opportunity to slip the T- shirt over her head. Right after she does, Rebecca falls back on the bed, so her. Then Rebecca's mother quickly puts on the and rolls her once again.

Gradually, rolling gives her ext item of clothing, on the bed becomes part of the routine, a - Yeward for putting on any item of clothing. Ic works best if you keep the pictures in the kitchen where they will remind your child to ask for a snack. If your child is not ready for pictures. Give him a cookie. Break foods, suchas okies, potato chips and cheese into many small pieces. Cut fruits like apples, oranges and bananas into lite piecesas well.

Offer choices. However, the difference now is hat a Requester can respondio more af your direqans and needs clothing. He may surprise you by how much he can do on bis own. In ether case, you have co help your child fish the routine but without his negative behaviours.

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