Let’s Communicate 1 Training –

session 2

June-July 2022

Speech and Language Therapy

Parent Training and Therapy
Reminders!

Mute microphones

Ask questions using chat box

Confidentiality
Aims for the session

Learn the strategy of ‘Imitating’ your child to get

communication started.

Learn the strategy of ‘Intruding’ to join in your

child’s play.

Learn how to create opportunities for your child to

communicate using strategies from (2 of) the 4 I’s .

To make a plan for how to implement these

strategies at home.
Imitate your child to:

Start to connect with them even if they only

engage in non-play activities on their own.

Teach them to start paying attention to you

– your child will be intrigued at you copying
them & pay attention as a result.

Make them feel in control by them leading

the actions that you will copy. This will
teach them to begin to ‘initiate’ interactions.
Imitate your child to:

Teach them to start taking turns at an early

level – you copy them, they take notice, you
add a new action & they take a turn to copy
that!

Shift their attention from a toy, action,

sounds they are engrossed in, to you even
if briefly!

Teach them social interaction – connect

with you and to communicate for a social
purpose.
How to imitate your child:

First; Observe, Then copy

Watch & what you see
Listen and hear

Comment on
Then wait to
& copy their
see what they
actions &
do next!
sounds
Your role in imitation:

Copy what your • Do not copy undesirable

child says & does, actions.
even things that are • Do not copy dangerous
unusual. actions.

Get a toy/object • You can simply copy their

identical to your movements & actions.
child’s. • You can copy his sounds.
Your role in imitation:

When your child • Introduce a new action,

begins to interact toy, sound to them.
by taking notice of
• The aim is for them to
you imitating
now copy you!
them……

• By physically showing
Teach your child to them how to copy you.
imitate you if they
• Praising them for copying
do not copy you….
you.
 When you imitate, your child may:
• Stop what they are doing & take brief notice of what you
are doing.
Pause • Take longer looks at what you are doing.

• Not pay attention to your initial attempts at all.

Ignore

• Do the action/sound again (lead) to see if you copy.

Lead • Copy the new action/sound you introduce.
Imitation games:

If your likes dropping toys on the floor; you can

initially copy that too. when they start to notice
you………..;
Start dropping your bricks into a bucket, a box or a
cardboard tube instead to see if they copy you.
Imitation games:

If your child likes running up and down the room, you

can copy that. When they start to notice you………;
Introduce a “3, 2, 1…………………….Stop” and later on a
“ready-steady…..……..go”! So they learn to stop & go
when you say so.
Do the same if they like jumping up and down.
Imitation games:

If your child likes making sounds to themselves; you

should copy these sounds and when they notice
you………;
Introduce new sounds e.g. by introducing animal or
vehicle sounds one by one over time so they copy
these.
Why ‘intrude’:

It is not easy to
join in the ‘Intruding’ can
activities of a teach children
child who does who do not know
HOW to engage,
not want to
ways in which they
interact so can engage using
‘intruding’ makes the structure you
them have to introduce through
interact with intruding.
you – playfully.
When adults ‘intrude’ on children’s actions/play, they
learn to:

Play:
- Play jointly with you!
- Play in a new way, with a new toy.

Communicate:
• Make requests with eye contact, sounds, words to
request the toy that you took back.
• Copy sounds/words you model during play.

Socialise:
• Learn to start noticing you, looking at you.
• Learn that playing WITH others can be fun!
How to intrude on your child’s play/actions:

First; Observe, • This will inform you about what

Wait & Listen - your child’s interest is & how
OWL to intrude.

• Even if they seem unhappy at

Playfully insist on first.
joining their play. • Even if does not work initially.
How to intrude on your child’s play/actions:

• Create a game with ‘stop’ & ‘go’.

Block their path
as they run • Get down to their level so they
up/down notice you.

Get same/similar • Your toy ‘crashes’ into their

toy as them & toy.
play in the same • Your toy makes sounds at their
way toy e.g. animal/vehicle sounds.
Cont…… How to intrude on your child’s play/actions:

• So they look at you to request for

Keep all the pieces of
each one.
their toy & offer them
one by one. • So they learn the word you say for
the item they want.

• Hide it on your self so they have to

interact with you.
Hide their toy.
• Help them find it & teach them its
name when you ‘find’ it!
Cont…… How to intrude on your child’s play/actions:

Get in their
• Be playful about ‘squishing’
space if they
them.
like to play/sit
• Model words like ‘hug’ or ‘hi’.
alone.
‘Intrude’ strategies – ‘In sight but not in
reach’;

Put your child’s favourite snacks on shelves they can see but
cannot reach so they have a ‘reason to communicate’ with you.

Put your child’s favourite books & toys on high shelves where
they can see them but not touch.
‘Intrude’ strategies – ‘In sight but not in
reach’;

When they reach for these/pull you to them, you can ‘interpret’
their need and ask ‘biscuit’………? 3 times before giving it to
them. This will encourage use of eye contact, sounds or words.
‘Intrude’ strategies – ‘In sight but not in reach’ –
hard to open boxes!

Put your child’s favourite toys, especially small ones or even a

sweet in a clear plastic box/jar that they cannot open but can
see through.
Your child may bring it to you to ask for help but even if they
don’t, offer your help when they cannot open it. ‘Interpret’ their
need and teach them to communicate through eye contact, a
sound or a word e.g. ‘spinner’?, ‘sweets’ or ‘open’ 3 times before
giving it to them.
Intrude strategies – ‘bit at a time’ – snacks:

If you give your child the whole amount of what they want, they
do not have a need to communicate with you.

To create ‘an opportunity for your child to communicate’, give

them what they want ‘bit at a time’.

When they come to you, reach or tug at you to ask for more, you
can ‘interpret’ their need and teach them to communicate using
eye contact, a sound or a word e.g. ‘more’? or ‘crisps’?
Intrude strategies – ‘bit at a time’ - using
toys:

Toys such as bricks, puzzles, train tracks, shape sorters etc are
great as you can hold onto most/some of the pieces and give
your child a piece at time.
Hold onto the item as they reach for it and teach using eye
contact to make a non-verbal request.
You can teach them to make a sound or use a word e.g. ‘more’,
‘brick’, ‘puzzle’, ‘circle’ etc depending in their stage of
communication.
Making a plan for Home

What does your child like to do most e.g. run, jump,

make sounds, drop or bang toys.

What activity will you intrude on that they do not let

you in?

What do you hope your child will do?

How often in the day will you intrude?

Making your own plan

Time to make your own plan!

Please use the format we have already sent you.
You can make a plan similar to the one we have sent
you or make one based on your child’s particular
interests.
Thank you for coming

Please try out your plan at home.

Please video the activity/ies you have
chosen so that you can share it with
your therapist

Any questions?