Reach Full Potential Through Play Reach
Full Potential Through Play
Started in Infancyy
Barbara Lechner –
talkdoc43023@msn.com Tracey Lechner –
tlechner@columbus.rr.com
1979 Barbara started a preschool for children with speech/language/hearing disabilities/disorders and has witnessed the effectiveness of the play approach for i
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over 30 years.
2011 was asked to be the keynote speaker at ECU to share strategies that parents and professionals could use with children with communication disorders‐felt i h hild
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this was a debriefing of my career
In the process of preparing my talk I received a notice of a workshop my former professor Dr. James M D
MacDonald, professor emeritus of The OSU, was giving. ld
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He had been a professor of mine and Tracey's.
Tracey has worked as an early intervention (EI) speech ‐language pathologist for over 25 years
Became very interested in EI when working on Masters degree with advisor Dr MacDonald
Masters degree with advisor, Dr. MacDonald
At that time, was expecting first child; continued practicing Dr. MacDonald's techniques with own family (typically developing), as well as with the families in the EI program
families in the EI program .
During the workshop, MacDonald showed a video clip with these captions.
Video 1 Overstimulation
• There is little interaction when Mom is constantly stimulating John
constantly stimulating John.
• See how much John moves with Mom when Mom responds to his movements
Mom responds to his movements.
• See how John interacts with movements when Mom responds to any movements
Mom responds to any movements.
• See how John makes sounds when Mom responds to his sounds On the same day!
responds to his sounds –
On the same day!
• Even young infants can take turns with actions and sounds Turn taking is the foundation of
and sounds. Turn‐taking is the foundation of communication.
PL A Y
P.L.A.Y
Knew that the local Early Intervention program had changed from Knew
that the local Early Intervention program had changed from
center based to home based and that that trend was going to continue throughout Ohio. Found the results of the P L A Y project pilot study of 2007 in which 74
Found the results of the P.L.A.Y. project pilot study of 2007 in which 74 children (18months‐6 years) diagnosed with ASD participated in a parent delivered program of 15 hours a week for a year. Nearly half of the children who participated made good to excellent progress. Felt p
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these results were not acceptable when the intensity of one on one interaction by parents who were trained and monitored by P.L.A.Y. home consultants was considered and in the face of a growing incidence of a tism
incidence of autism. Became aware that the P.L.A.Y. project is now analyzing the results of another parent training NIMH grant started in 2010 and have also seen some preliminary results in this video posted on Facebook
some preliminary results in this video posted on Facebook
Video 2 Brain Scans
Video 2 Brain Scans
Therapists who work with autistic children are constantly on the lookout for ways to get them to engage with others. Researchers at York University in Toronto are carrying out the first study of a play‐based therapy (floor time\Greenspan) program that has had some remarkable success in drawing some autistic children out of their solitary worlds and into a shared one.
In a study under the direction of Stuart Shanker of York University, parents of fifty 2
In a study, under the direction of Stuart Shanker
of York University parents of fifty 2‐5
5 year olds year olds
were trained to play with their child for twenty hours a week for 1 year. Brain scans were conducted pre‐ and post‐ the year of play therapy.
Play changed the activity in different parts of the brain of this 5 year old ‐lessened the activity in the fear/anxiety area and increased the activity in the part that understands social cues (face recognition).
If these changes in brain activity hold up, shouldn't we be advocating "play" for infants when the brain may be even more plastic? Can autistic kids be helped by a play‐based
the brain may be even more plastic? Can autistic kids be helped by a play
based program? program? ‐
Health ‐ CBC News
http://www.cbc.ca/news/health/story/2012/04/06/video‐autism‐floortime‐therapy.html
Autism Speaks
Autism Speaks
• Autism Speaks is funding research into exercises that parents can perform with their babies to stimulate language and social development in an effort to reinforce
language and social development, in an effort to reinforce and strengthen those brain connections. In these exercises, whose results aren't yet known, researchers teach parents to play with babies in simple ways they hope will diminish the child's symptoms by "changing the course of brain development "
development."
• Brain scans are able detect the differences in the way the brains of autistic children are “wired”
brains of autistic children are wired at 6 mos. at 6 mos
• Began to suspect that maybe we were missing the months/years before a diagnosis to make critical changes i
in parent behavior and brain function, b h i
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• Opted to develop DVDs or a website to teach ALL expectant/new parents the “play” principles (MacDonald, p
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Solomon, Greenspan, etc,.).
• At this conceptual stage Tracey reminded me that we had made videos of her and her husband using these
made videos of her and her husband using these principles with their baby, my granddaughter. We had presented these videos at OSHA in 1992 to show the ages in which developmental milestones were achieved in a
in which developmental milestones were achieved in a normally developing child. • Took those VHS tapes and had them converted to a DVD, excerpted them and added captions to the excerpts you
excerpted them, and added captions to the excerpts you will see later.
Why Play?
Why Play?
We had a great time. You really encouraged me on playing with Little John more one on one. We have played War, Scrabble and just hung out g
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with one another more. You get so busy that you think if they are in the same room you are spending time. I was wrong. Thanks for the eye
spending time. I was wrong. Thanks for the eye opener and the hospitality!! Love, Amy
Why Play?
Why Play?
• Judd
Judd Apatow
Apatow admitted that he was not initially prepared for the admitted that he was not initially prepared for the
changes a family and children would bring to his life and worldview. He is still caught off guard, he says, when he's sitting around immersed in his work and miscellaneous anxieties, and his daughter
immersed in his work and miscellaneous anxieties, and his daughter — oblivious to his preoccupations — wants to spend time with him.
• "And it took me years to figure out how to quiet it down and just appreciate that moment with my kids. ... I had never hung out with pp
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a 4 year old since I was 4. • You spend 24 hours a day running your mind and you realize how noisy your mind is. All they want to do is talk to dolls and play doctor and sit with you for hours. Appreciating that moment with your kids is the best part of life. No one ever prepared me for it. You've never gotten outside your own egomania to be a completely giving person to wake up in the middle of the night and put your
giving person‐to wake up in the middle of the night and put your ear to their mouth to see if they're breathing.
• Dec. 8 WOSU Fresh Air Weekend
Communication/socialization has to start at infancy or even in C
i ti / i li ti h t t t t i f
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the womb (music, heart beat, etc.) A parent or significant other needs to enter the world of the infant by imitating what th i f t i d i ( t
the infant is doing (gestures, sounds, etc.), waiting until the d t )
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infant repeats the action/sound, imitating again, and waiting again. This should continue for a few turns. Then the parent/SO should slightly modify the sound/action and wait t/SO h ld li htl
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for the infant to imitate the revised action/sound. The parent can maintain the interest of the infant and increase the number of turns taken by making the activity silly/fun/playful b
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and not being “teachy” or directive and not asking questions; questions put the child “on the spot” and could cause the child to shut down. Statements should be as short as possible hild t h t d
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while maintaining correct grammar.
Why Start Play Early?
Why Start Play Early?
Play strategies will strengthen the SO‐infant bond. The stronger the bond, the less likely the child will be abused/neglected.
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Many infants will be diagnosed years after birth with serious delays/disorders‐PDD, DD, autism, cerebral palsy, apraxia, etc. Optimum time for habilitation (when the brain is most plastic) may have been missed
time for habilitation (when the brain is most plastic) may have been missed. Too much time is wasted in the gap between a parent’s suspicion, a doctor’s referral for an evaluation, and the initiation of treatment. AND parents may find it excruciatingly hard to change their methods of interacting with their child after months of “typical/traditional” interaction. h h
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Many teachers who have worked with toddlers also do not know how to become play partners with their students. Many parents do not appear to understand that “play
Many parents do not appear to understand that play is a child
is a child’ss work
work”**. Parents who bring their child to receive professional treatment seem not to realize that “play or entering a child’s world” is necessary to motivate their child to make numerous responses that can be molded into the correct speech/language/motor response. h/l
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Play is also useful because it mimics the real world and, therefore, is going to expedite the transfer of a new skill from the treatment situation to the real world
real world.
Knew we were on the right track when I spoke Knew
we were on the right track when I spoke
with a P.L.A.Y. Project supervisor, who has her own company to provide EI services, and her husband at the past two OCALI conferences. Their oldest t th
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child was diagnosed with ASD at 2‐just before her second child, a daughter, was born. She
second child, a daughter, was born. She immediately began to implement play principles with both children. The daughter shows no signs of autism, and the son is now in a private school; f ti
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the school does not know that he was ever diagnosed with autism.
diagnosed with autism.
Why Video Modeling?
Why Video Modeling?
• Th
The effectiveness of video modeling to modify behavior has ff ti
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been demonstrated in an abundance of the research. Self‐
monitoring allows people to view themselves performing a skill or task that is slightly beyond their present ability, all kill t k th t i li htl b
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positive; any negative/inappropriate behavior is removed. The videos are edited to create image of mastery. It has b
been used to improve the performance of professional dt i
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athletes, to extend the sentence length of children, to teach functional skills like dressing, bathing, etc., to teach d il
daily routines, to speed up daily routines, to demonstrate ti
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calm behavior after a “trigger” • I first became aware of the effectiveness of video modeling when I listened to a presentation of it by Tom Buggey on an ASHA webcast.
Video Self‐Monitoring (VSM) Interventions
Tom Buggey
‐Watching videos of your best dives with coaches and family providing positive hi
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support improves diving performance.
‐Develop bicep strength by watching videos of themselves doing curls.
‐Combine 2 videos of imitation of one word each; it appears child is speaking a 2‐word sentence spontaneously.
‐Video
Video made showing child behaving calmly after what would have been a made showing child behaving calmly after what would have been a
trigger.
‐Watching video of acting out successful social interaction. ‐May show targeted child and another’s voice or a close up of another child’s h
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significant parts‐legs on slide, mouth, etc.
Buggey, 2
‐Child took an extended time to eat. Video was made of child taking bites successfully during many occasions (child was even wearing
bites successfully during many occasions (child was even wearing different clothes); it appeared that the child was eating and drinking a meal in a reasonable amount of time.
Meal‐time
Meal
time was shortened after child watched.
was shortened after child watched.
‐Segments of child preparing to go to school spliced in such a way that child appears to be getting ready in a reasonable amount of
that child appears to be getting ready in a reasonable amount of time. Story board to plan story. Replay video if “relapse”.
‐Behaviors
Behaviors should be age appropriate.
should be age appropriate.
‐‐Stuttering the best match for this method. Edit from copy.
‐Beret and clacker and props during filming. Isolate child for viewing before session.
Video Modeling with ASD
Video Modeling with ASD
Video modeling (VM) has proven to be a beneficial tool for the g( )
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development of many different skills and abilities in the child diagnosed with Autism Spectrum Disorder (ASD). More specifically, studies have shown that VM is effective in
‐ teaching conversational speech (Sherer et al., 2001),
‐increasing task fluency (Lasater & Brady, 1995),
‐increasing play‐related statements (Taylor et al., 1999), i
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‐improving social communication (Thiemann & Goldstein, 2001), ‐teaching daily living skills (Shipley‐Benamou, Lutzker, & Taubman, 2002), g
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),
‐improving perception of emotion (Corbett, 2003), Video Modeling with ASD 2
Video Modeling with ASD, 2
‐promoting spontaneous requesting (Wert & Neisworth, 2003), promoting spontaneous requesting (Wert & Neisworth 2003)
‐encouraging social initiations (Nikopoulos & Keenan, 2003),
‐increasing imaginative play (D’Ateno, Mangiapanello, & Taylor, 2003), ‐teaching perspective‐taking skills (Charlop‐Christy & Daneshvar 2003; LeBlanc et al., 2003,) and ‐self‐monitoring of off‐task behavior (Coyle & Cole, 2004). The primary findings from these studies are (1) VM appears to be an efficient treatment for teaching a variety of skills with ASD, even those considered to be low functioning; (2) the acquisition of skills using VM is often rapid and (3) the learned beha ior is maintained ith caref l
is often rapid; and (3) the learned behavior is maintained with careful programming, including stable mastery, fading of exposure to video, and built‐in generalization (Corbett, 2003).
Many studies involving children with ASD show that these children do not naturally learn through observation and must be taught to imitate and learn and incorporate a
must be taught to imitate and learn and incorporate a skill into his or her typical interactive behavior.
A parent on “Autism
A parent on Autism Discussion Page
Discussion Page” said that the only said that the only
times her youngster with autism paid attention to those playing near him was when they were imitating him
playing near him was when they were imitating him. 14 year old will start making head movements that he wants me to imitate when we are eating in noisy
wants me to imitate when we are eating in noisy environment.
Charlop‐Christy
Charlop
Christy, Le, & Freeman (2000) Explain Why Le & Freeman (2000) Explain Why
Video Modeling (VM) is effective.
1 VM
1.
VM may compensate for children’s overslectivity, where the child may compensate for children’s overslectivity where the child
has a decreased chance of responding to multiple cues in the environment, since the therapist has control over exposure to only those cues relevant to the behavior or skill being taught.
only those cues relevant to the behavior or skill being taught.
2. Motivation compromises the second hypothesis, where watching videos may be intrinsically reinforcing due to the attention‐
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getting qualities of the symbolic models in the video.
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3. VM is more stimulating than live modeling because attention is increased due to the video’s novelty to the learning environment.
4. VM compensates for the social deficits most ASD children p
possess. Rather than being required to interact socially with others, which is quite difficult for these children, VM does not require any added pressures, such as eye contact and verbal i t
interaction that live modeling requires.
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5. The final hypothesis states that VM does not inadvertently reinforce disruptive behaviors or prompt dependence upon others that are typically inherent in live modeling techniques
others that are typically inherent in live modeling techniques. More Observations
More Observations
• Can be reviewed over and over. Relapse p
prevention.
• Parents with dyslexia or autism may not want Parents with dyslexia or autism may not want
to put forth the effort to read a book about h t h l th i hild
how to help their child, especially before any i ll b f
developmental delay is diagnosed.
• Parents can share video with other caretakers of their child.
Additional Resource
Additional Resource
• IIncluding VM as part of the speech‐language l di VM
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pathologist’s arsenal of therapy techniques is vital if we are to effectively meet the needs of our ASD children.
are to effectively meet the needs of our ASD children.
• "The Video‐Verbal Link" at the Annual American Speech and Hearing Convention in Philadelphia, PA. On this site, please find the abstract and summary of my paper. You will also find a list of the journal and video references used for this presentation Many of
video references used for this presentation. Many of these references have links to the actual article or video.
• If you have any questions, please contact me at w.moylan@mycsal.com
Plan
It is planned to start a world wide program to teach parents to “play” with their infants using video models with captioning and make them accessible to parents of all socio‐economic
and make them accessible to parents of all socio‐economic levels as a DVD and on the web to be shown in the home and in all places parents wait‐doctors’ and therapists’ offices, day care centers, health departments, Jobs and Family, Head Start, Easter Seals, NIC units, etc. Parents, in turn, could use the videos to demonstrate the techniques to other caretakers of
videos to demonstrate the techniques to other caretakers of their child. Early childhood educators could also use the DVD/website in their work with families.
/
Play Principles That Can Be Implemented With Infants
1. WAIT for the child to initiate an action. 2. Repeat the child’s action, and WAIT again.
3. Do and say only as much as the child does.
4. Take as many turns of the same length as the child.
4. Take as many turns of the same length as the child. WAIT
5 Use actions and language the child can do Show
5. Use actions and language the child can do. Show the next step.
6 Give a word for a non verbal action or message
6. Give a word for a non‐verbal action or message.
Play Principles, 2
7. Respond immediately to any behaviors/sounds di
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as if they are purposeful communications.
8 Let the child lead the interaction half of the
8. Let the child lead the interaction half of the time.
9 Be playful and affirming to enter the world of a
9. Be playful and affirming to enter the world of a child. Be animated and fun and silly.
10. Limit number of questions/directions to 20% q
/
of your talk.
11. Ignore negative behavior unless dangerous.
Video 3 Cross Species
Video 3 Cross Species
As you can see in this slide of a baby and a dog sounding back and forth these principles even
sounding back and forth, these principles even work cross species to increase output and engagement.
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Video 4 Brothers
Video 4 Brothers
Even sibs can learn to implement the principles:
http://www.youtube. com/watch? v=0uiPDVIu2TQ
“I wanted to share this video of Noah(10) and Timmy(2). Noah is our former late talker, nonverbal until he was 3 when we met Dr. Jim. He is now a wonderful h
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communicating partner for Timmy, who has several congenital conditions causing him to be globally delayed
congenital conditions causing him to be globally delayed, low muscle tone, and severely vision impaired. He enjoys sounding back and forth with his siblings it has been a
sounding back and forth with his siblings, it has been a great way for them to connect with their little brother.”
Video 5 (6 months of age)
‐Abby was born after a high risk pregnancy. Her older sister was attending our preschool as a 2 year old. ‐We have the11 principles hanging around the ceiling in the We have the11 principles hanging around the ceiling in the
classroom. All of us were concerned and talked about the 11 p
principles to parents/ relatives who transported. p
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Grandmother had been an early childhood educator in the school, so she caught on to and continually implemented the principles. ‐At 6 months of age, Abby was imitating her grandmother’s sticking out her tongue was sounding back and forth was
sticking out her tongue, was sounding back and forth, was able to engage for up to 5 minutes, and was focused on facial expressions. p
Video 6 Sister
Video 6 Sister
In this video, we were showing her older sister how to sound back and forth to encourage more sounding from Abby. After this brief training period, the older sister spent over 3 y g
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minutes lying on a blanket with Abby and sounding back and forth.
Video 7 In Carrier (6 months)
Video 7 In Carrier (6 months)
•
•
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•
•
•
•
Dad is on baby’s level
Dad makes sounds baby can make
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Baby matches
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Dad is silly, animated, and playful
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Dad asks few questions
Dad gives few directions
Dad responds to baby’ss initiations
Dad responds to baby
initiations
Video 8 In Walker (6 months)
Video 8 In Walker (6 months)
• D
Dad is on baby’s level
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• Dad matches baby’s laughing sound
• Dad matches and labels baby’s sound, “your motor”
• Dad labels actions, “crash”
• Dad teaches object permanence by Dad teaches object permanence by
disappearing and reappearing • Dad uses routines, Dad uses routines “Peek
Peek a Boo
a Boo”. Later baby Later baby
could fill in the blank, “Peek a _____”
Video 9 Abby (9 Months)
Video 9 Abby (9 Months)
• We thought that using the Ultra Saucer would generate a lot of sounds from Abby. She was in it for over 4 minutes made very few sounds.
• The grandmother waited and repeated any The grandmother waited and repeated any
sounds Abby made and tried to engage. • Often parents will put a baby in a container Oft
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such as this and expect the baby to entertain h
herself.
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Video 10 Raspberries
Video 10 Raspberries • Wh
When challenging the baby physically, the h ll i
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baby makes more sounds. • Rhythmic movement keeps the baby engaged. • Baby seems fascinated with grandma’s face y
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while she makes the raspberry sound.
• Sticking out tongue, opening mouth, patty Sticking out tongue, opening mouth, patty
cake. • Stopped and baby waved hands for more
Stopped and baby waved hands for more
• Baby engaged for 5 minutes
Video 11
Video 11
• Throughout the day there could be frequent 5‐ minute windows of opportunity for intense interaction with a child under 1 year of age
under 1 year of age.
• Grandmother accepts any movement/sound as a pearl and waits for those in a game of “Up”.
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• Grandmother was engaging baby physically to maintain attention.
• Though the grandmother modeled lip popping and raspberry sounds, Abby did not immediately imitate but initiated them herself later in the session.
Video 12
Video 12
• Grandmother bounced Abby, held her up, and laid Abby on her lap as she sang, “1,2 Buckle….” You can see the baby anticipating p
the movements. This excerpt starts with the second rendition of “1,2”. Grandmother interrupts song to repeat Abby s sounds.
interrupts song to repeat Abby’s sounds.
• Tech said he was going to use method with his daughter after seeing video
daughter after seeing video. Video 13
Video 13
Abby anticipates in this “Eye Blinker” song too. Obviously the grandmother has played this
Obviously the grandmother has played this game before.
Videos 14 and 15 Milk
Videos 14 and 15 Milk Abby is unhappy but makes sounds for “milk” when grandmother prompts
when grandmother prompts.
Grandmother placed milk bottle on blanket for Abby to reach by crawling. Abby is too hungry/tired but does attempt to say “milk”.
Owen (10 Months)
Owen (10 Months)
Owen’s parents told me that he had been O
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diagnosed with a hearing loss and that they were not considering surgery Mom is teaching him
not considering surgery. Mom is teaching him some basic signs.
This session took a little over an hour At the end, This session took a little over an hour. At the end
mom, child, and I were exhausted. The first session in the Ultra Saucer lasted 8 minutes; the baby made
in the Ultra Saucer lasted 8 minutes; the baby made 6 sounds. The baby was interested in the camera and smiled only when the mom made the raspberry y
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sound. Had thought the Ultra Saucer would be fascinating, novel play area for the baby.
Video 16 Peek a Boo
Video 16 Peek‐a‐Boo
Once we let the baby stand up and play Peek‐a y
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Boo with mom, the baby made many sounds and even signed. Mom repeated sounds and and even signed. Mom repeated sounds and
movements. Mom made it fun.
Vid l t 6 37 i t b b i
Video lasts 6:37 minutes; baby is very engaged.
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Video 17 Pushing Chair
Video 17 Pushing Chair
When the baby got to push the chair, he worked yg
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very diligently on his walking skills‐not so much on speech.
on speech.
Mom was saying ‘crash’ when he bumped into th
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Owen pushed the chair for 10 minutes
Video 18 Water Fountain
Video 18 Water Fountain
Water is always fascinating activity for infants and children of all ages. Let them drink/play for a while. Then shut off the water and require a gesture (point etc ) or sound before
water and require a gesture (point, etc.) or sound before turning it back on for a short period. The mom was modeling the signs for “water” and “more”. Owen made a sound once, but instead of accepting the sound, she modeled “more”. Since she was lifting him to the fountain, the time on this activity was limited and not controlled as it could have
this activity was limited and not controlled as it could have been had he been in a bathtub or a highchair, etc.
Video 19 Eating
Video 19 Eating
The baby was hungry. He does not like pieces of Th
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banana; he likes to take bites; this got very messy, and much of banana was lost. d
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encouraged to let him make a choice between the banana and the cheerios and discouraged
the banana and the cheerios and discouraged from modeling signs because the baby was making sounds so readily
making sounds so readily. This eating opportunity took 15 minutes. Baby was engaged and made several sounds. He also d d
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signed for “milk” and “more” and pointed.
Video 20 Pushing Grocery Cart
Video 20 Pushing Grocery Cart
The grocery cart is a favorite toy of most of our 2 year olds. Usually I get in the way of the cart and require the child to make a sound before getting out of his way. This child kept running into the wall. The mom gently turned the cart to free it and cheered as the baby made an f
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effort to free it himself. At one point the baby problem‐solved and got the cart free by himself.
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Owen pushed the cart for about 15 minutes.
Video 21 Music
We happened on a Kindermusik
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class, and the ,
teacher generously welcomed the baby and gave him drum sticks. He was immediately gave him drum sticks. He was immediately
engaged and began to beat the sticks in rhythm The teacher had the older children sing rhythm. The teacher had the older children sing
for the baby and let him use his sticks to hit theirs.
theirs
Play With Containers in Cupboards (10 Months)
• M
Mom is busy in kitchen but is letting baby play i b
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with plastic containers in a cupboard to continue interacting with her.
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• Baby matches late developing sound /s/ because she thinks it’s funny.
• Mom does not insist that baby say “Hi” or “Bye” after modeling‐though the baby has said those words before repeatedly.
• Baby is involved with containers but is still interacting socially.
Video 22 Bathtub (12 Months)
Video 22 Bathtub (12 Months) This video was made by Sima Gerber, Ph.D., Associate Professor in the Department of Linguistics and Communication Disorders of Queens College, City University of New York It was supported by a grant from the Bamford
of New York. It was supported by a grant from the Bamford‐
Lahey Children’s Foundation. It was designed as a teaching tool to encourage “greater familiarity with and the use of g g
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developmentally‐based approaches to language assessment and intervention.”
Granddaughter in Bathtub
Granddaughter in Bathtub
• B
Bathtub is placed in front of mirror. Water and mirror are tht b i l d i f t f i
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motivating and reinforcing. Action in water teaches cause and effect. Mirror work helps to develop self‐image.
• Water and mirror are good opportunities to practice taking turns with sounds and to teach concepts‐hot/cold, wet/dry, in/out, body parts, etc.
• Mom’s loud and high pitched voice encouraged baby’s repetition.
• Mom waits silently and expectantly for baby to respond.
Mom waits silently and expectantly for baby to respond
• Mom’s speech is minimal – not directive or questioning.
• Mom and baby take many turns.
Video 23 Dad Feeding (14 Months) Part 1
•
•
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•
•
•
•
•
Dad WAITS silently and Dad
WAITS silently and
expectantly for baby to respond
Dad accepts baby’s sounds as pp p
, p
appropriate word, “peanut butter”
Dad labels picture, “bear”
Baby matches Dad’s label and growls
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Dad labels, “dog”
Baby says dog’s name, “Pete”
Dad takes turns with baby for an d k
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extended time
Dad matches baby’s sounds/facial expressions/words
•
•
•
•
•
•
•
•
•
Baby nods and shakes head
Baby
nods and shakes head
Dad ignores negative behavior unless dangerous; Dad says “No” ggentlyy
Dad labels action “sniffing”
Baby points
Dad is silly, animated, and playful
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,
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Dad asks few questions
Dad gives few directions Videos 1 and 2 last 15:30
Food is very motivating Video 24 Dad Feeding Part 2
Video 24 Dad Feeding, Part 2
• Dad
Dad WAITS silently and WAITS silently and
expectantly for baby to respond
• Dad accepts baby
Dad accepts baby’ss sounds as sounds as
appropriate word, “apple”
• Dad matches baby’s sounds/facial
sounds/facial expressions/words/screams/o
pen mouth
• Dad makes sounds baby can y
make
• Dad gives baby choice
• Baby nods and shakes head
Baby nods and shakes head
• Dad labels action “silly”
• Baby
Baby matches Dad’s, “I don’t matches Dad’s “I don’t
think so”
• Dad misunderstands “pumpkin”
pumpkin
• Baby points and repeats until Dad understands
• Dad is silly, animated, and Dad is silly animated and
playful
• Dad asks few questions
• Dad gives few directions
Dad gi es fe directions
• Dad takes turns with baby for an extended time
Video 25 Reading Book, Talking into Container (14 Months)
• Mom
Mom and baby take many and baby take many
turns with book and container
• Mom tells story in her own words
• Length of Mom’s “sentences” is matched to baby’s level
• Mom waits silently and Mom waits silently and
expectantly for baby to comment or point
• Mom matches baby
Mom matches baby’ss sentence
sentence
• Baby matches mom
• Baby completes Mom’s sentence
• Mom
Mom matches baby and adds
matches baby and adds
• Baby matches longer utterance
• Mom repeats correctly instead M
t
tl i t d
of correcting
• Mom uses container to model longer utterance
longer utterance
• Mom asks few questions
• Mom gives few directions
• Mom lets baby pick next toy
Video 26 “Showing Off” on Bed (17 Months)
• Baby is showing off for Dad
y
g
• She recognizes body parts on herself and others
• She knows finger plays and simple songs “Ring Around the Rosie”
Video 27 Fair (22 Months)
Video 27 Fair (22 Months)
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•
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Video the outing for retelling at home
g
g
Few questions to put child on spot
M th d th th
Method rather than content
t t
Talk about “first”, “biggest”, “list animals”, etc.