Using a Child ’ s Interests to Teach Goals in Early Intervention

As speech-language pathologists, we use specific activities with our early-intervention clients to address each goal. Even if we bring a variety of items into the session, we still control the activity. However, if you’ve spent time with a toddler, you know this kind of structure isn’t really their thing. Child-directed treatment allows the child to play as he normally would, and SLPs join in with goal-oriented tasks. You let the child’s interests dictate the activities during your session. Below, I share reasons why I find this a good way to approach treatment. Children often feel more involved when they choose an activity. Just like adults, toddlers remember more when they enjoy something. Start by observing the child to learn not only what she plays with, but how she plays. Gather information from caregivers and try short interactions to see how she responds to you. Ask yourself these questions: Does she enjoy sitting, constructing/deconstructing toys, make-believe? Does she prefer running, jumping, tossing items? Does she like a mixture of low and high energy play? Does she spend a long time with an activity or bounce among them? This information helps you insert yourself into the client’s play more easily, so you can shift between goals throughout the session by mimicking natural interactions. For example, if the child plays with a toy kitchen set, you can prompt him to: Label items: “What are you making?” Match items: “Can I have a cup like yours?” F...
Source: American Speech-Language-Hearing Association (ASHA) Press Releases - Category: Speech Therapy Authors: Tags: Speech-Language Pathology Autism Spectrum Disorder Early Intervention Language Disorders Speech Disorders Source Type: blogs