You can enter that and we will keep your name on file for the new list.
Also , any concerns, don't hesitate to contact me.

Clinically Reputable Diagnostics and the DSM-IV
First and foremost, a medical evaluation should be completed in all cases in which a child is delayed in talking in order to rule out any medical factors contributing to the late onset of language. In addition, an audiological examination should be performed to ensure that hearing loss is not the cause of the late talking. If a child is not using true words by 18 months of age, this would be considered a form of late talking.

A number of clinical conditions include late talking as a symptom. The fourth edition of the diagnostic and statistical manual of the American Psychiatric Association (DSM-IV, APA 1994) lists a number of conditions "first appearing in childhood" that include late talking. The most prevalent include Expressive Language Disorder, Mixed Expressive-Receptive Language Disorder, Phonological Disorder, Mental Retardation, and some of the Pervasive Developmental Disorders including Autism, Rhett's Syndrome, and PDD-NOS (not otherwise specified). Note that Asberger's syndrome is characterized in the DSM-IV as normal onset of language, indicating that late talking is not a symptom of this condition. And of course, there is also the possibility that a child is just a late bloomer.

In the Natural Late Talkers support group, parents are encouraged to seek out an accurate diagnosis based on careful observation of the child and a detailed examination of additional risk factors. In general, the fewer risk factors evident, the more likely the late talking is a developmental variation rather than a clinical condition.

Clinically Proven Therapies
The therapies we generally discuss within our group are child-led therapies such as Naturalistic Speech therapy and child-led therapies for phonological or pronunciation issues.

Naturalistic speech therapy is therapy that uses a child's natural environment and natural tendencies to nurture and encourage speech. It is therapy that uses what the child enjoys to incorporate "therapy lessons" into his/her day. If the child loves cars and trains, then playing with cars and trains will elicit the most cooperation from the child.

Naturalistic therapy is based on LIFE acting as therapist, but in a controlled way so that we are not speaking too fast, too garbled, and leaving the child out. As parents, we know what our children enjoy, we know what motivates them, and we know what will discourage the. We accentuate the positives and downplay the negatives. We use positive reiinforcement using the child's own interests.

There are many ways to utilize Naturalistic therapy - it's very unique to each child, but the core of it is to find out what the child likes and therefore what motivates that child, and use it! Play with the child in THEIR world: their likes, their comfort levels, their own home and the child will want to be with you, be in conversation with you, and want to share thoughts with you.
______________________________________

WRITTEN BY MARY CAMARATA

DEFINITION OF RECASTING

Recasting is a child-led treatment which is embedded into the ongoing flow
of play and :
1. Follows the child's lead
2. Recasts the child's immediate verbal utterance or referent of the child's
attention
3. Does not require a verbal response from the child.

THE RECAST
What is a recast ? A recast is an utterance in response to a verbalization
or play act ( where attention is verified ) by a child . This response
contains verbal information from the child's previous utterance and adds
minimal additional information ; in this situation , the specific target.

WHAT MAY ONE RECAST ?

One can recast utterances in which the child 1) attempts the target
unsuccessfully 2) attempt the target successfully , or 3) in the child
utterances that do not attempt the utterance at all. With children in the
very early Brown Stages I or II , it is acceptable to recast the child's
play acts. To do this the clinician must determine that the play act being
recasted is the focus of the child's attention. A criteria for this is that
the child's hand is involved ( holding , pointing , pushing , etc. ..) with
the particular item or action and the child's eye gaze is focused to this
action or object as well.

WHAT MAKES THE BEST RECAST ?

Recasting is best when it 1) immediately follows the child's utterance or
play act 2) is as short as possible and contains the target 3) flows and
reinforces the play , and 4) has natural supersegmentals

OTHER ESSENTIAL COMPONENTS

1. Environmental arrangement ( EA)- This technique is essential in
facilitating an engaging environment that holds the child's interest and
contains things the child wants or needs. Thoughtful arrangement of the
space and materials creates the need/motivation for the child to initiate
language . Strategies of environmental arrangement include a) strategic
placement and storage of therapy materials c) controlling play sets and
parts d) absurdity & e)predictable routines
2. Attention engagement - The higher the child's attention and interest in
the scenario the greater the learning efficiency . The child's interest and
engagement in play is higher in objects of the child's own choosing.
Remember to keep the materials interesting to the child but not overwhelming
; introducing a moderate amount a novelty of successive sessions.
3. Follow the child's lead - Children will be more motivated to verbalize
about things of their choosing . Proper choices of materials and
environmental arrangement is likely to produce high attentional engagement.
From this point the therapist follows the child and attends and responds to
what the child is attending. Joint attention maximizes meaning , likelihood
of response, and learning. One should also follow the child's lead in terms
of communicative match. Be aware to keep your verbalizations at or only
slightly above that of the child.One does not want to overwhelm or take away
from the saliency of the therapist's interaction with superfluous
verbalization.
4. Do not give feedback on the correctness of incorrectness of utterances.

________________________________________________________________________

"CONCENTRATED PLAY "

"Concentrated play " refers to play scenarios in which the parent structures
the play environment to hold multiple opportunities to "recast" specific
language targets . The goal of Concentrated Play is to provide the child
many opportunities for the language target(s) ( what you want them to learn)
in meaningful contexts with lots of predictability and repetition. It
provides the same environment which children typically learn language.The
difference is in "Concentrated play" the language structures that are
actually spoken to the child are not as varied as language structures in
everyday speech.The child hears their specific language targets multiple
times.To restate , the amount of linguistic interaction containing multiple
linguistic features , it contains the same redundancy of the language
feature also increases the language opportunities.And , of critical
importance , the increased learning opportunities take place in meaningful
interaction.Meaningful interaction is where language is typically learned
and used.Let's look at an example of a typical interaction and a
concentrated one.

CONCENTRATED PLAY

Child Adult
( child rolls car ) Car !
(makes car sound) Car go.
( looks , makes sound ) Car go.
Car.
Car go !! Go ! Go !
Go.

Comment . : in this scenario the child hears two forms over and over.car and
go. ( object , & object + action ) ( Brown's stage two ) He hears them in
direct relationship to play which he has chosen and which already has his
attentions. The parent "recasts" the child's initiation , and , in doing so
, does not expend effort , into directing the child's attention or trying to
get the child interested in something the adult has chosen.By following the
child's lead , all the energy is focused on meaningful language at the
appropriate developmental level of the child.The repetitiveness and
predictability add to the language support.There is NO request for imitation
or prompting , which often 1) deter the child 2) produces unnatural speech
that is not readily generalized

Typical interaction
child adult
( rolls car) Oh ! What do you have ?
( makes car sound ) Car. say Car.
( puts car down) Can I have a car ?
( picks up the car ) For me ? Oh boy . Say Car.
( puts down car , shifts play)
In this scenario the child hears multiple syntactic structures which are
significantly over his developmental language level.The child is requested
to repeat.This interrupts the play with a less meaningful and intimidating
request.The child is experiencing difficulty discerning what is meaning from
all the different linguistic structures. ( questions , forms , auxiliaries ,
prepositions , pronouns , and more ) said by the adult. The words have
little meaning for him and he gives more attention to play and less to the
verbal interactions paired with the play.

In "Concentrated Play " the situation is structured so your child will learn
language in much the same way as ta child with typical language.The
difference is "Concentrated Play" limits the wide variation in language
feedback , increases redundancy, and accentuates the predictability of the
play to provide increase learning support.

Practical Tips.

You may find a few trips to the store to construct some toy sets to be very
useful in optimizing your play times. Shop for inexpensive toys that are
likely to produce opportunities for the language target you are working on
with your child. For example , if you are targeting a core vocabulary , then
go and purchase a variety of objects or toys that will elicit those words ,
( in the case of nouns , the objects themselves, in the case of verbs,
object that produces the action ). Say your target is adjective + verb ,
then having many objects that are the same with the exception of one aspect
, are likely to produce many opportunities to "recast" "big ball " or "
fast car" or " yucky bug " etc. If your goals are dealing with articulation
, then pick up toys that will initiate those sounds or sound contrasts that
you are targeting.
Next , storing this collection of toys in a large container ( like the
rubber made variety ) makes it easy to pull out for your special
concentrated play times.The toys stay together and the child is often
motivated to interact because the toys are special and are paired with play
that includes Mom and Dad. Lots of fun !
Finally , swap out the toys as you need to.If the child is not motivated by
the toys any longer a few new ones may do the trick.Keep in mind that your
child's language targets will be continually changing. As your child
acquires the language structure you are working on , you will need to move
on to the next developmentally appropriate target ( s) . New toy will
likely be required . Remember , this is supposed to be fun. Learning occurs
best when the child is engaged and motivated .So follow his lead and enjoy
your child !

* A speech pathologist or language pathologist can help you in picking new
language parts as your child begins to demonstrate use of his present
targets.
_________________________________________________________________________

Modeling Language
_________________
small change goes to---> BIG IMPROVEMENTS --->

Often the easiest way to improve your child's language skills is by making
a few small changes , which can lead to big improvements. The first step is
to choose a few daily routines , such as meal time , bath time, and bed time
, when you talk with your child using special techniques.
During these times, pay special attention to the way you are talking . Here
area few tips :
talk about what you are doing NOW, not about things that happened earlier in
the day or that will be happening later.
Use short sentences and basic vocabulary , but use correct grammar instead
of "baby talk"

Speech and Language is best learned under natural conditions of playing and
growing up.Language is learned but is not taught. The best environment for
language development is natural and spontaneous. As a parent you play a
unique role in your child's speech and language development .Your pre-school
child spends the majority of the day with his family.You are his world.You
share many life experiences which require the use of language. Your child
does not learn the complicate use of language and the complex processes of
speech in formalized instruction . He learns language best in the give and
take of everyday life.
By paying special attention to the language you use with your child , you
create a communication situation that is better for language learning.

WHAT ELSE CAN I DO ?
Once you become comfortable with these special talking times, there are
additional techniques that you want to use during these interactions.

SELF-TALK : Describe what you are doing as you do it. Name the actions as
you perform them in your daily routines.Use sentences only slightly longer
or more complex than the speech pattern your child is using.
PARALLEL TALK : Describe what your child is doing as he does it.Again , use
sentence patterns only slightly longer than what your child is using.
EXPANDING : Add sentence structure to what your child says .Respond with a
slightly longer or more complex sentence.
Child " ball"
Adult " Big Ball . This is ball . It is Joey's ball ."

EXTENDING : Add meaning to what your child says.Respond by telling your
child additional information.
Child: "Ball"
Adult. " Ball is round . Roll the ball.We can catch the ball.The ball is
red."

TIPS FOR SPECIAL SITUATIONS
When you don't understand what your child is trying to tell you .
Be responsive to your child's attempts to communicate.If you don't
understand , be honest and tell him.This will help reduce frustrations and
tantrums.The following steps may prove helpful.
A. First tell your child you didn't hear him and ask him to tell you again.
B. If you still do not understand him , ask him to show you what he means or
wants.
C. If communication is still unsuccessful , tell your child you would like
to help but don't understand.Let him know you will try again later.

WHEN YOUR CHILD IS MAKING SPEECH SOUNDS CORRECTLY

Avoid correction of your child's speech pattern.Your child may often say
words that do not sound like real words to you ( e.g. tani for candy). Show
your approval for his attempt to communicate.Repeat the word he said in the
correct adult term.Avoid telling your child that what he said was
incorrect.Negative feedback may decrease his attempts to speak.
Child " tani"
Adult "Candy , Her is candy. Candy is sweet . Candy ."

CREATING A LANGUAGE RICH ENVIRONMENT

A child learns to talk by listening to those around him.This makes you an
important model and a valuable source of language input. You show your child
that things have names , words have meaning and language will get him what
he wants.

HOW DO I PROVIDE THIS LANGUAGE RICH ENVIRONMENT ?

( the section on self talk and parallel talk is mentioned here again)

For the activity "talking a bath " you might say : "Joey taking a bath" .
Mommy turn on water . Water feels warm . Space . Slash. Splash the water .
Joey has duck . Duck is yellow . Duck swims . Here's the soap .Soap makes
bubbles .Mommy wash Joey . Mommy wash Joey's ear .Mommy wash Joey's
nose.Joey laughs.Joey is all washed.All done.

SPECIAL RECOMMENDATIONS FOR YOUR LANGUAGE STYLE

1. Speak in a slow but natural pattern. Use short phrases with short but
correct grammar. Your speech pattern should be only slightly more complex
that your child's .

2. Comment on what is happening .( e.g. self talk , parallel talk)

3. Talk about what you and your childare doing now.Describe what you are
doing as you do it.

4.Let your child determine the direction of activity. You follow his lead.He
will be more apt to attend longer to an activity he finds interesting.

5. Avoid excessive use of wh and yes/no question patterns . ( e.g. what is
it ? , What's the doggie's name ? . Comment instead of questioning.

6. Be responsive to your child's attempts to communicate.If you don't
understand , be honest and tell him.This will help reduce frustrations and
tantrums .remember the ABC's
A. First tell him you didn't hear him and ask him to tell you again.
B. If you still do not understand him , ask him to show you what he means or
wants.
C. If communication is still unsuccessful , tell your child you would like
to help but don't understand.Let him know you will try again later.

7. Avoid correction of your child's speech patterns. Your child may often
say words that do not sound like real words to you ( e.g. tani for
candy)Show your approval of his attempt to communicate.Repeat the word he
said in the correct adult form.Avoid telling your child that what he said
was incorrect. Negative feedback may further decrease his attempts to speak.
Child : "tandi"
Adult : "Candy . Here is Candy . Candy is sweet . Candy . "

8. Encourage requesting behavior.Your child will not develop language skills
for which he has no use.Encourage him to express his wants and needs with
words instead of gestures.(i.e. pointing)
Situation : A child is reaching for a toy which has been placed out of
reach.He is gesturing and vocalizing that he needs help.

Response to behavior : "Ball. You want Ball. Ball. I'll give it to you
"Pause and provide your child time to ask. If he doesn't ask , provide an
opportunity to learn .Pick up an object . Say , "ball" . "tell me . "
"Ball".Pause and give him time to approximate the target word .If
unsuccessful repeat again .If he still does no respond , give the child the
desired object.As you give it to him , state the name and tell him about the
object. For example , "Ball. Joey's Ball .Play Ball. Ball. "
__________________________________________________________________________________________

STORYBOOK TECHNICS

The following suggestions are carried out with a set of early phonetic
reading series.The purchase information is attached to this sheet.There are
several reasons why I prefer this set of books.
1. they are a good length
you can use the whole story or part of the story and accomplish the
objectives.
2. the pictures are very nice . They are colorful and engaging and
realistic.The pictures are very large.
3.The story lines are simple and fun.
4. The cost is reasonable , and one receives plenty of storybooks.
5.Finally they are good initial readers with an excellent phonics structure
.Reading skills are not our primary goal.However if your child is beginning
to take an interest in reading , these books are a nice assistance.Reading
often supplements progress in language.

Some technics. "Tell" the story picture by picture . Do not focus on reading
the text word for word . Use the key words and keep your language at about
the same utterance length ( MLU) of your child.One can ask a simple question
about each page.These can range in difficulty from "Where's the car" to
"What do you think will happen?".As your child becomes familiar with the
stories , and the routines in terms of how you interact with the stories ,
then you can change up your questions as your child's competency
increases.

You can cut the spine off the books and tell the story frame by frame . Then
let your child order the pictures in the order of the stories. Here, again ,
you can adjust for difficulty.At first , you may only present two picture
frames after you tell the story , and ask "which came first ? " . Or , you
may only present a beginning , middle and end picture , and ask your child
to order them.

After either of the activities , above a) you telling the story to your
child or b) telling the story and having your child order them to some
degree , you can ask your child to tell you the story or tell you one thing
about each page.

The stories are simple and many of the objects in the stories are common.
One could collect some of the "objects" from a particular story.Next , you
and your child would play and interact with the familiar characters whom
they are familiar ( i.e. Blues Clues , Pokemon , Thomas the Train) During
this play you can present specific language targets and recast your child's
verbal initiations.The familiar and redundant nature of the topic matter
will support and maximize the potential for language learning.
( the link below does not work , I need to fix this)
Website is
http://www.pearsonlearning.com/plearn/htmal/cat_3.cfm?prog_id=357&ser_id=149

See the Day.
Keep a gallon -sized ziplock bag with you. They store easily in purses ,
backpacks , or pockets. As your child progresses through his or her day ,
periodically collect some material from memorable activities , and store
them in the bag. For example , if lunch was at McDonalds , one might put a
straw from a favorite soda in the bag. Or if cookies were made that day , a
cookie could be put in the bag.Let your child know you are doing this . At a
routine time each day get out the bag and one by one "talk" about the
day.This activity is dynamic and can be tailored to the many different
levels of language development. Child care workers can contribute to your
collection too.

Homemade books

Natural Late Talkers a support group for parents of late