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CHILDREN
This technique need not always require that the child respond at all. It does,
however, let the child knows some of what he says, is not understood by an adult.
Further, specifies to the child, which part of his comment was not understood, thus
enabling the child to focus on particular parts, rather than having to reiterate his entire
comment.
Illustration:
Child: He got 2 magos (unintelligible)
Mother: You got 2 what?
Child: Magos
Mother: Mangoes! Oh! U got 2 mangoes..
Child: Mangoes chweath..
Mother: Mangoes are what?
Child: Chweath.
Mother: yes, mangoes are sweet.
2. Verbal imitation:
In this technique, the child repeats after the mother. But a child will not be able to
imitate those structures that are beyond his own level or linguistics competence. Imitation
also depends on the childs memory span.
While using this technique, one should use the forms which are just slightly above
the childs own present level of functioning. The length of sentence should not exceed the
childs memory span. Imitation is useful in achieving the spontaneous production of
speech. It assists the child in becoming aware of the new structure to be learnt. Imitation
of this new structure will provide the child with an example of where and how the new
structure relates to other aspects of the sentence, which the child already knows. It also
plays a role in the childs acquisition of the language rules, as this tunes the child to parts
of the sentence that he is currently not aware of.
Illustration:
Mother: Will u repeat after me? Today is Friday..
Child: Today..today
Mother: No, no say today is Friday
Child: Mmtoday is feeday..
Mother: Fridaysay Friday
3. Modeling:
This technique can be used before and after the child makes a comment. The
mother offers more information to the child. While her sentence structure is more
elaborate, this is not her primary intention to offer the child a more complex sentence, but
to offer meaningful utterance. It gives the child more things to think about and thus to
comment upon the listener. This technique has 2 strong points:
i) It draws from what the child says to extend the childs comments.
ii) It does not correct or repeat the childs syntactic forms or sentence
structure.
Thus, it does not require that a child produce a form that that he may be unable to use
correctly except as rate imitation, word by word. There are 2types of modeling:
a) Antecedent technique in modeling
Before the child says anything, the mother gives the model and then the child speaks.
b) Sub sequential technique in modeling:
The
child
speaks
1st
and
then
the
mother
comments
on
the
childs
Illustration;
Child: Mummy, chocolate.mmmm
Mother: No, not now dear, we will buy chocolates in the evening.
Child: Mmmmbikki?
Mother: Ok dear, I will get u both chocolates and biscuits in the evening
Child: Evening? Why? .mmmm
Mother: Shops are closed now. We will go out for shopping only in the evening.
Child: Shopping! Evening!......oooooooo
4. Discriminative modeling:
Correct & incorrect responses are modeled consecutively, asking the child to
imitate the correct form, as soon as it is modeled. Modeling of both correct and incorrect
responses encourages discrimination between correct & incorrect responses. The correct
form is strengthened & the incorrect form is weakened.
Illustration:
Mother: See the picture. Tell me, which is correct- the boy is running or the boy is
hopping
Child: The boy is running.
Mother: Good, heres the chocolate for the correct answer.
5. Demonstration actions:
This technique involves the physical acting out of what is said. The child and the
instructor physically go through the action as it has being discussed. This technique is
intended to the language form to the event itself. The real physical action paired to the
language provides the child, a more detailed comprehension or understanding than does a
picture. It involves the child more directly as a participant. This technique is quite useful
with a very young child who may become bored, unless he is physically active and
involved in the situation. It works well for the child, whose language skills are at a very
basic level.
Illustration:
Mother: Open the door child, child. See the picture. Child tell me, which is correctThe boy is running or the boy is hopping.
Child: The boy is running.
Mother: Good, here is the chocolate for the correct answer.
5. Demonstration actions:
This technique involves the physical acting out of what is said. The child and the
instructor physically go through the action as it has being discussed. This technique is
intended to the language form to the event itself. The real physical action paired to the
language provides the child, a more detailed comprehension or understanding than does a
picture. It involves the child more directly as a participant. This technique is quite useful
with a very young child who may become bored, unless he is physically active and
involved in the situation. It works well for the child, whose language skills are at a very
basic level.
Illustration:
Mother: Open the door, child. See how I am opening it.
Child: Open door (does the action)
Mother: Thats good, you have opened the door. Now, try to close it along with it.
6. Commands:
Commands are the sentences, which direct the person to carry out certain actions.
The use of commands can be employed for both understanding and production skills.
Commands can be used with the children, at all levels of language learning & they should
Illustration
Semantic expansion:
Child: Mummy, bus go.
Mother: That is not a bus. That is a lorry.
Child: Mom. Red, bicycle.
Mother: No, see the color. Its a yellow bike.
Child: Auto come
Mother: Oh! Auto has come. Lets go home.
Syntactic Expansion:
Child: Mummy, chapathi
Mother: Say, I want chapathi
Child: Mom, I wan. Chapathi. Daddy eat.
Mother: Yes, daddy is coming to eat now.
Child: Mummy, milk.. dress
Mother: Oh! No! The milk has spilt over your dress
Child: Dress. Wet
Mother: Yes. Dress has become wet. Come on, let me change the dress for you.
9. Semantic cueing:
In this technique, the mother or the adult gives meaningful cues to the child, so
that he can easily come out with the target or the required responses. This technique is
useful when the child has responded inappropriately or is at a loss to respond at all. It
provides the child the required stimulus that may elicit the target responses, it helps the
child to recall or retrieve a label, which he is made to express independently. It can also
be used to establish new words or concepts. The new information can be paired through
the cues to what the child already knows. It encourages the child to do some processing
to derive a response than merely telling him the specific response required.
Illustration
(A picture is shown)
Mother: What is this picture about?
Child: quietly sees the picture
Mother: A child is doing something with the ball
Child: He is playing
Mother: Yes, the child is playing with the ball. What are you doing?
Child: See pictures
Mother: Yes. You are seeing the pictures
10. Shaping:
Complex target behaviors need to be simplified, so that the child is able to learn
them easily step by step. In sequential steps, the components are put together to achieve
the final complex, integrated behavior.
Illustration
(Mother has a chocolate. The child sees it and stretches out his hand)
Child: Ch..ch.. um.
Mother: You want toffee?
Child: Ch.ch..tof.
Mother: Yes, say toffee
Child: T.top.topee
Mother: No say toffee dear
Child: Top..fee
Mother: Hm, once more say toffee
Child: Toffee
Mother: Thats correct, say mummy I want toffee
Child: Me wan. Topfee.
Mother: Say, I want toffee
Child: I wan toffee
Mother: WANT say it once again dear
Child: I want toffee
Mother: Very good, darling. Here take this toffee
11. Fading:
It is defined as a technique in which special stimulus control of target behavior,
created by clinician is reduced in gradual steps. While the same responses are
consistently evoked, the special stimuli are gradually withdrawn. Modeled stimulus is
faded step by step, till the response is strengthened. Initially the clinician models the
response with an appropriate level of vocal reliably; the clinician reduces the vocal
intensity. As the child begins to imitate the response reliably, the clinician reduces the
vocal intensity of modeling with softer and softer voice on successive trials until the
voice is completely faded. Manual guidance as well as pictures used can be faded
similarly.
Illustration
Mother: What is this dear? It is something which you eat and green in color
Child: (pause). Um. apple
Mother: See this picture. It is green in color and tastes sweet. You can see this in bunches
Child: Guava. No. gapes
Mother: Hm it is grapes. Say GRAPES
Child: gapes gapes.. sweet
Mother: very good. Now you can have this bunch of grapes for yourself
12. Sentence completion:
In this technique, an incomplete sentence is presented to the child and he has to
complete the sentence with an appropriate word. It provides as much or as little
assistance to the child as needed. It can be inflectional ending or a phrase. As the child
advances, this technique enable the clinician to reduce the amount of stimuli needed to
elicit a response can allow for the variety of responses to be acceptable.
A variation of this technique is to have the child begin a sentence with the
structures which he is learning and then allow the clinician to finish the sentence. This
presents information in a structured way to the child. It can be used across all levels of
language complexity, from the one word response level through more elaborate or
advanced multiword response levels.
Illustration
(The child is shown a picture of a play-ground)
Clinician: The boys are playing.
Child: Foot-ball
Clinician: the girls are playing.
Child: Kho-kho
Clinician: What are these old people doing? Sitting on a..
Child: The bench. Me sit mmmI sit
Clinician: Say, I will sit on the
Child: Chair!
Clinician: O.K. lets sit on the chair.
13. Error identification:
In this technique, the child is presented two sentences of any language structure.
The child has to identify the error in the sentence and based on his knowledge, he has to
put forth more a correct form.
Scientific and syntactic errors are introduced in the sentences and the child has to
correct the sentences. Semantic correction deal with the meaningfulness of the sentence
and syntactic correction deals with grammatical structure of the sentence. While the child
may not always be able to correct or accurately form a sentence, he may have some
knowledge of what makes the sentence the acceptable or unacceptable. Even though, the
child may not be totally adequate they do tell the clinician something about what the
child knows about the language, how much he is yet to know.
This technique is useful as a means of stabilizing a new language behavior that
has been acquired. Once the child knows what the language form is, and when to use it,
this technique provides the child to a means of sharpening his knowledge of how the
newly acquired form may be adopted. The child would be expected to identify where the
form was used correctly and incorrectly, thus improving his knowledge of the rules.
Illustration
Clinician: Is this sentence right? I go to the shop everyday
Child: No
successful responses.
Illustration:
Clinician: When did u go to your uncles house?
Child: Yesterday
Mother: Can you see these pictures? Now can you name the things that you can not eat?
Child: Plate, spoon, rubber..
Mother: Those that you can eat?
Child: Toffee, biscuits, apple.
Mother: Yes. Fine. You know these words like eating, drinking, sleeping.tell you about
actions. Can you tell me a few more?
Child: Ah!...bathing, jumping, hopping, running..
Mother: Very good.
GOOD LUCK!!!!!
Note: This information took from other source, its really genuine