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Now that your children are becoming more mobile you might be hearing yourself say “no” more often – or at least I do! ☺ Many children at this age are beginning to understand the concept of stopping a negative action when someone says “no”. They may cease doing the activity for a few seconds and return to it right away, which of course can be frustrating for the caregivers. Here are some ways to help with the concept of “no” or decrease negative/harmful behavior in general.
Use positive language – instead of always saying “no” you can spin it in a positive way; if your child is scratching or pulling hair say “put your hands down” or “nice touch” and show them how to gently touch people.
Firm tone – if you are going to use “no” make sure you are using a firm voice so they know you mean business otherwise they will have a difficult time differentiating between positive and negative behavior.
Be consistent – if you said “no” to something once and you do not want the behavior to reoccur make sure you are consistent; if you allow them to engage in the activity again they will think it is okay and keep doing it or throw a tantrum when you are not allowing them to take part in a negative behavior.
Use basic language to explain – you can accompany “no” with a brief explanation of what is expected; if your child is taking vegetables out of the refrigerator you can say “No that belongs in the refrigerator. We have to keep it cold”; this explains WHY you are saying “no” and gives the word more meaning; our children may be young but they understand more than we think!
Redirect your child/ignore – sometimes the best technique is to ignore the behavior completely and redirect them with something motivating whether it be a song, book, toy, or snack.
Now that your little one is on the go, you can begin working on intertwining receptive language tasks within everyday activities. Have them follow directions, which involve a different room, location, etc. – increasing the distance increases the difficulty of the command since something is out of sight. Feel free to use gestures and physical prompting as needed! Here are some ideas you can try ☺
Across the Room – “Come here” with gestures and then without.
Routine Activities – “Time for a bath”, “Time to eat”, “Time to get changed”, “Time to go outside”; Say these commands while you are standing in the designated area at first; with repetition of routine activities and the consistent phrases your child will begin to figure out where they are supposed to be at a certain time without prompting; have their days be predictable.
Tasks/”Errands” – “Go get the book”, “Go get the car”; place items in another room or further away to increase the difficulty of commands.
Many parents find that their children are difficult to understand when speaking at times. This short video talks about possible articulation errors.
PROMPT is a method we use to treat articulation issues, apraxia of speech, etc. Come take a look at this short explanation!
During the workshops we give, parents often ask us about autism and what the red flags are. Here is a brief description of what to look for.
Play milestones from birth to 5 are discussed in this video. Skills such as symbolic play, functional play, parallel play, pretend play, etc. are discussed. Perfect for early intervention providers or parents who are just curious about the development of play.
One of our kiddos LOVES @disney characters so we try to incorporate #mickey #donaldduck and #goofy into our sessions to keep him motivated! Today we worked on asking #where questions by hiding them!
#magnetic #paint rocks!! We read #chickachickaboomboom and used our #magnetic letters to have them fall down from the #coconut tree! Check out our #blog http://bit.ly/bagtrickswk6 for other #speech #language ideas 🙂