Daily Routines: Evidence Based - Strategy Handouts - Activity Ideas - Rating Scales

EVIDENCE BASED | STRATEGY HANDOUTS | ACTIVITY IDEAS | RATING SCALES
Daily Routines 1
US ENGLISH
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CONTENTS
This pack contains a range of no-prep handouts to support early language skills and
therapy planning/delivery.
There are 10 handouts, each focusing on a language strategy with ideas for how these
can be used during daily routines. There are also 23 handouts for different daily
routines, each with a list of possible target words and details of which strategies would be
useful to use with that activity. A first words checklist, caregiver reflection sheet and
caregiver/therapist rating scales are also included.
Pg 4- Information for Therapists Pgs 24-46- Daily Routine Handouts:

24. Brushing Teeth
Pgs 5-6- Evidence Base and References 25. Brushing Hair
26. Shower Time
Pgs 7-11- Therapy Intervention Handouts: 27. Bath Time
7. Caregiver rating scale 28. Getting Dressed
8. Pre-therapy rating scale 29. Using the Toilet
9. Post-therapy rating scale 30. Diaper Change
10. Caregiver reflection sheet 31. Washing Hands
11. Blank first words record sheet 32. Bedtime Routine
33. Cooking/Baking
Pgs 12-23- Language Strategy Handouts: 34. Breakfast
12. Language Strategies at a Glance 35. Lunch
13. Naming 36. Dinner
14. Commenting 37. Snack Time
15. Choices 38. Cleaning
16. Pausing 39. Putting Away Toys
17. Following their Lead 40. Laundry
18. Copy and Add 41. Feeding a Pet
19. Gestures 42. Washing the Dishes
20. Say it Again and Again 43. Taking the Trash Out
21. Reduce Questions 44. Yard Work
22. Communicative Temptations 45. Grocery Shopping
23. More Top Tips 46. At the Playground
3 THE SLT SCRAPBOOK

INFORMATION FOR THERAPISTS
These handouts have been designed to support the delivery of early language strategies with
parents/caregivers within the home and daily routines. A range of ready-to-use handouts are
included within this pack.
Therapy Intervention Handouts:
Parent/Caregiver rating scales, therapist rating scales (pre- and post-therapy intervention), a blank
first words record sheet and a parent/caregiver reflection sheet are all included, to support the
delivery of early intervention therapy. Instructions are provided on each page.
Language Strategy Handouts:
Each language strategy is outlined in detail with ideas of how they can be used with different daily
routines.
Daily Routine Handouts:
23 different daily routine handouts have been provided; they each include an explanation as to why it
is useful, suggested target words, and examples of how different language strategies can be used
with the same routine. The chosen daily routines are applicable to a wide range of families, regardless of
race, religious beliefs or socio-economic status and have been included in this resource, with the aim of
helping you to support as many families as possible.
Suggested use:
First Session:
• Spend time explaining the language strategies to the parent/caregiver and encourage them to
interact with their child as they normally would when doing different routines (observe them as they
have snack, do chores etc.), then, ask them to complete the rating scale. Encourage the
parent/caregiver to think about the things they are already doing during their daily routines to
support their child’s language skills, and things they would like to get better at doing. While the
parents/caregivers are completing their rating scale, you complete the pre-therapy rating scale.
Then, decide in collaboration with the parent/caregiver which language strategy they’d like to focus
on first.
• Provide the parent/caregiver with a copy of the relevant language strategy handout and the
caregiver reflection sheet.
• Demonstrate the activity in the routine with the child and encourage the parent/caregiver to join in
in the session, so that you know they have understood the strategy and are implementing it
correctly.
Subsequent Sessions:
• Discuss with the parent/caregiver how they felt the strategy went since the previous session.
• Encourage them to do go about their usual routines with their child again, demonstrating how they
have used the strategy.
• Choose another strategy with the parent/caregiver, provide them with the new handout, and
demonstrate and practice the strategy as above.
• If the parent/caregiver is struggling to think of routines they can do at home, you can use the daily
routines handouts to suggest ideas of routines to try.
THE SLT SCRAPBOOK
Final Session:
• During the final session ask the parent/caregiver to complete the rating scale again and you
complete the post-therapy rating scale, as this will provide data re. confidence/skill level changes.
4
EVIDENCE BASE & REFERENCES
What approaches is this resource based on?
This resource is based on the evidence based approaches of parent training (Teach-Model-
Coach-Review) and parent-implemented language interventions/strategies, such as commenting,
expanding utterances, prompting, and pausing (amongst others).
What are parent-implemented language strategies/interventions?

Parent-implemented language strategies/interventions are therapy interventions whereby the
therapist coaches parents to use specific language strategies in play and daily routines to
support their child’s language skills. Therapists typically use a Teach-Model-Coach-Review
approach for each language strategy (teaching and explaining the strategy, modeling it in
play/routines with the child, coaching parents to use the strategy in play/routines with their child;
offering advice where needed, and reviewing the strategy and caregivers’ use).
Parent Training: What does the evidence say?

Roberts and Kaiser, et al. (2014) researched the effectiveness of the Teach-Model-Coach-Review
(TMCR) approach on caregivers’ use of language support strategies and their children’s
expressive language. The study found that the TMCR approach is an effective way to teach
caregivers to use language support strategies in play, and the language strategies have a
positive effect on children’s language skills. However, caregivers had difficulty generalizing and
maintaining use of these strategies in other contexts at home, which emphasizes the importance
of teaching these strategies in daily routines, rather than only in play, and to support use of
these in the home environment.
Roberts and Kaiser (2011) found that parent-implemented language interventions “are an
effective early language intervention for young children with language impairments”. They also
found that parents can be taught to use both general and specific language support strategies,
and that parent-implemented language interventions are associated with “substantial language
growth in young children with varying degrees of cognitive and language impairments”. Similarly,
they state that “parent-implemented language interventions may be effective for several
populations of children with language impairments, including children with autism, developmental
delays and expressive language delays”.
Daily Routines: What does the evidence say?

Training parents/caregivers to use language strategies addresses the child’s language needs in
a naturalistic environment . This helps to increase communicative opportunities and participation,
while also supporting a family-centered approach to therapy delivery, which is recommended by
both the Royal College of Speech and Language Therapists (RCSLT) in the United Kingdom, and
the American-Speech -Language-Hearing Association (ASHA) in the United States of America.
Zimmerman, et al. (2019) studied the use of infant-directed speech across play, milk feeding and
solid feeds. They found that caregivers used more verbs and utterances during solid feeding
and play situations, compared to their adult-directed speech baselines. They also found that
feeding offered more lexical diversity compared to play. Feeding is a routine that occurs at
least three times a day, every day, so it is a good opportunity to address language skills in a
functional context.
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EVIDENCE BASE & REFERENCES
Language Strategies: What does the evidence say?
In this resource, ideas/examples have been provided for ways to model language to the child,
through strategies such as ‘commenting’ and ‘copy and add’. Below is an outline of the evidence
base for this.
Hadley, et al, (2017) studied caregivers’ use of noun phrases and their impact on children’s
language skills. In the study, caregivers were trained to respond to their child’s interests in play
and to talk about the toy, giving it it’s name (i.e. use noun phrases). The study found that the
strategies are easy for caregivers to learn, and they have a positive effect on children’s
language skills. In additional material that accompanies the study, the authors also explain that
the same strategies can be applied to daily routines and household chores, and that the
descriptive talk creates new learning opportunities for the child.
Furthermore, the examples given in the handouts are grammatically correct (as opposed to
telegraphic utterances). Bredin-Oja and Fey (2014) conducted a small-scale study and found that
all five of the children responded as reliably to the grammatically complete prompts to imitate
as they did to the telegraphic prompts. This study suggests that when modeling language, the
adult’s utterance should be simplified, but not grammatically incorrect.
References:
Roberts, M., Kaiser, A., et al. (2014), Effects of the Teach-Model-Coach-Review Instructional Approach on Caregiver
Use of Language Support Strategies and Children’s Expressive Language Skills, Journal of Speech, Language, and
Hearing Research. Vol. 57. 1851–1869. October 2014
Roberts, M., and Kaiser, A., (2011), The Effectiveness of Parent-Implemented Language Interventions: A Meta-
Analysis, American Journal of Speech-Language Pathology. Vol. 20. 180–199. August 2011
Zimmerman, E., Connaghan, K., Hoover, J., Alu, D., & Peters, J. (2019), Is feeding the new play? Examination of the
maternal language and prosody used during infant-directed speech. Infant Behavior and Development. Vol. 54, 120-
132. February 2019.
Hadley, P.A., Rispoli, M., Holt, J.K. (2017). Input Subject Diversity Accelerates the Growth of Tense and Agreement:
Indirect Benefits From a Parent-Implemented Intervention. Journal of Speech, Language, and Hearing Research.
Vol. 60. 2619–2635. September 2017
Hadley, P.A., Rispoli, M., Holt, J.K., Papastratakos, T., Hsu, N., Kubalanza, M., McKenna, M.M. (2017). Input Subject
Diversity Enhances Early Grammatical Growth: Evidence from a Parent-Implemented Intervention. Language
Learning and Development.. Vol. 13(1): 54–79. 2017.
Bredin-Oja, S. L. & Fey, M. (2014). Children’s responses to telegraphic and grammatically complete prompts to
imitate. American Journal of Speech-Language Pathology, Vol.23, 15 – 26.
6 THE SLT SCRAPBOOK

CAREGIVER RATING SCALE
Instructions: Read the statements below and put a check mark in the most relevant box,
depending on the confidence level you have for each skill, and how often you use this strategy
during daily routines with your child.
I feel confident
using this I use this strategy:
Strategy strategy
True False Always Sometimes Never
Naming
Commenting
Offering Choices
Pausing
Following their Lead
Copy and Add
Gestures
Say it Again and Again
Reducing Questions
Using Communicative
Temptations
Comments:
CHILD’S NAME: DATE:

PARENT/CAREGIVER NAME:
THERAPIST NAME: SIGNED:
7 THE SLT SCRAPBOOK

PRE-THERAPY RATING SCALE
Instructions: Read the statements below and put a check mark in the most relevant box depending on
how often you feel the parent/caregiver is using this strategy during daily routines with the child. Use this
scale pre-therapy intervention to gain a baseline of the parent/caregiver’s use of supportive language
strategies with their child during daily routines.
The caregiver
appears
The caregiver uses this strategy:
Strategy confident using
this strategy
Naming
Commenting
Offering Choices
Pausing
Copy and Add
Gestures
Reducing Questions
Using Communicative
Temptations
Comments:
Strategies to target
during therapy:

8 THE SLT SCRAPBOOK

POST-THERAPY RATING SCALE
Instructions: Read the statements below and put a check mark in the most relevant box, depending on
how often you feel the parent/caregiver is using this strategy during daily routines with the child. Use this
scale post therapy intervention to track whether the parent/caregiver is showing an increased use of
supportive language strategies with their child following the therapy intervention.
The caregiver
appears
The caregiver uses this strategy:
Strategy confident using
this strategy
Naming
Commenting
Offering Choices
Pausing
Copy and Add
Gestures
Reducing Questions
Using Communicative
Temptations
Strategies targeted
during therapy:
Comments:

9 THE SLT SCRAPBOOK

CAREGIVER REFLECTION SHEET
Instructions: Use this sheet to think about the strategy you used, how it went, how your child
responded, and any ideas you have for the next time you do the routine together.
DATE:
STRATEGY PRACTICED:
COMMENTS: E.g. the activity you did, how your child responded, how easy it was to use the strategy,
WORDS/SOUNDS/ACTIONS USED BY CHILD:
IDEAS FOR NEXT TIME:
10 THE SLT SCRAPBOOK

FIRST WORDS LIST
Instructions: Keep a list of the words your child is using. If your child says a word but it isn’t
clear (but you know what they mean) write that down too.

LANGUAGE STRATEGIES
THE SLT SCRAPBOOK

At a Glance
Naming:
Do lots of naming of the target words during your daily routines so that your child hears the names
often. While children are learning language, it is better to give them the names of the words, rather than
asking ‘what’s that?’, as they may not have the language needed to respond.
Commenting:
Talk about what you and/or your child are doing, looking at, playing with, touching, eating etc. Use short,
grammatical phrases and repeat the key words. There is no expectation that your child will respond or
copy you; instead the focus is for them to hear lots of language to accompany their routines/actions etc.
Choices:
Offering choices encourages your child to interact and use words, rather than responding yes/no or not
responding at all. It is beneficial to make choices visual where possible; show your child the two options
and hold them up as you name each one. Let your child respond using looking, pointing, words, sounds or
gestures, then name the item they have chosen clearly.
Pausing:
Pause in anticipation to give your child time to listen, understand what was asked, and to respond. Show
them you are waiting by looking expectantly for a reply. If they don’t respond, you can say the words you
wanted them to say.
Following their Lead:
Talk about, and play with, the things your child is playing with and/or looking at. Respond to your child’s
interactions and interests. Model/copy your child’s actions, words or sounds. This can support the child’s
attention and interaction skills, as well as their language skills.
Copy and Add
Repeat back what your child has said and add another word on, so that they hear how to make their
attempts at talking longer.
Use Gestures/Signing:
Use a gesture or sign when you name something; this can help your child understand what you are
saying. They may begin using the gesture/sign before they begin using real words. Be sure to say the
word at the same time as doing the gesture/sign.
Say it Again and Again:
Children learn best with repetition; repeat the key words over and over again during your daily routines,
so they learn to associate that word with the routine/object/action.
Reducing Questions:
As adults we use questions to see what children know, but this is difficult for children who are learning to
talk. It is better to add a comment to explain what it happening, so they have the opportunity to learn new
words.
Use Communicative Temptations:
Sometimes children need a reason/opportunity to communicate. By putting desired items out of reach or
in a hard to open box, you’ve created an opportunity for them to communicate with you and ask for help.
12
LANGUAGE STRATEGIES
Naming
ABOUT THIS STRATEGY:
• Name (label) the objects your child is looking at/using/holding (e.g. “brush”, “soap”).
• Name (label) the actions your child is doing during the daily routine (e.g. “pushing”, “brushing”).
• Repeat these words, so that your child hears the names often during the daily routine.
• When your child gives you an item, name (label) the object they have given you, rather than
saying “thank you”. E.g. “hairbrush”, or “mommy’s hairbrush” etc.
• Don’t delay the naming; be sure to name the object that your child is looking at while they are
looking at it, name the action while they are doing it. This will mean that the word holds more
meaning for your child.
WHY THIS HELPS:

Your child needs to learn the names for things they see/do every day as they do not
automatically know them. The more times they hear the words, the more likely they are to
practice saying them. It is better to give children the names of the words, rather than asking
‘what’s that?’, as they may not have the language needed to respond. When naming words,
we also take the pressure off the child; there is no expectation that they repeat us, but if they
do we can praise them for their attempts.
ACTIVITY IDEAS:
Brushing Teeth:
o Name the things in the bathroom while you are using/looking at them, (e.g.
“toothbrush”, “the faucet”).
o Name the actions that your child/you are doing, e.g. “brushing” or “brushing teeth”.
Bath/Shower Time:
o Name the things your child/you are looking at/picking up etc. while in the bath/shower
e.g. “sponge”, “feet”, “water” etc.
o Name the actions that your child/you are doing, e.g. “washing” or “washing hands”.
o Name the clothes as you take them off, e.g. “socks off”.
Putting away Toys:

o Name the toys you are putting away.
o Name the actions you are doing while putting toys away.

LANGUAGE STRATEGIES
Commenting
• Use short, simple phrases to talk about the things your child is looking at/using/holding (e.g.
“picking up the teddy”, “stirring the soup”). Use action words (such as brushing, washing,
eating etc.) that are related to what the child is doing.
• Keep the phrases/sentences short and simple, but remember to keep them grammatically
correct (i.e. use words like ‘is’ and ‘the’). Avoid long, complicated words.
• Emphasize the key words when commenting.
• Try to keep your comments natural during the daily routines.
• Don’t delay the commenting; be sure to comment on the object that your child is looking
at while they are looking at it, comment on the action while they are doing it. This will mean
that the words have more meaning for your child.
• Remember, your child doesn’t need to respond or repeat when you are commenting.
WHY THIS HELPS:

Using simple language during your daily routines helps to give your child words that they can
use when they do the routine again. By adding new words to what the child already knows,
and to a familiar situation, the new words are more likely to be understood. Commenting
during daily routines also shows the child we are interested in the same things as them, and
they may make attempts to respond.
ACTIVITY IDEAS:
Putting away Toys: Talk about what you/your child is doing while putting the toys away,
using simple words and phrases, for example “mommy is picking up the teddy”, “put the
teddy in the box” etc.
Washing the Dishes: Talk about what you are doing using simple words and phrases, for
example “I am washing the mug”, “scrub the pan, scrub, scrub”.
Cleaning: Talk about what you/your child is doing while cleaning, using simple words and
phrases, for example “mommy is mopping the floor”, “the floor is wet” etc.

LANGUAGE STRATEGIES
Choices
• Offer your child a choice of two items. Make these choices visual where possible; show
your child the two options and hold them up as you name each one.
• Let your child respond using looking, pointing, words, sounds or gestures. Then repeat the
name of the item they have chosen.
WHY THIS HELPS:

Offering choices encourages your child to interact and use words, rather than responding
yes/no or not responding at all. Offering choices in this way also provides a model of the
word for the child to copy and shows the child that they are rewarded for attempting to
communicate.
ACTIVITY IDEAS:
Bath/Shower Time: Offer your child a choice of which body part to wash throughout bath
time, e.g. “shall we wash hands or wash feet?”, “should we wash legs or arms next?”. Let
your child choose by pointing to the body part, or vocalizing/speaking.
Getting Dressed: Offer your child a choice of what they want to wear, e.g. “do you want the
shirt or sweater?”. Be sure to show your child the two choices as you say them, and to
repeat their choice clearly to them, e.g. “the shirt. Let’s put the shirt on” etc. Remember
your child may indicate their choice by pointing, taking the item, vocalizing or using a word.
Snack Time: While serving your child’s snack, you could offer your child a choice of what
they want to have, for example “do you want an apple or banana?” or “do you want milk or
juice?”. Be sure to show your child the two choices as you say them, and to repeat their
choice clearly to them. Remember your child may indicate their choice by pointing, taking
the item, vocalizing or using a word.

LANGUAGE STRATEGIES
Pausing
• When you have said something to your child, or you are holding an object and waiting to do
something, pause in anticipation to give your child time to listen, understand what was asked,
and to respond.
• Show them you are waiting by looking expectantly for a reply.
• If your child does not reply, you can say the words that match the activity.
WHY THIS HELPS:

In our busy lives it is natural to feel that we have to keep the pace of conversations and
interactions going. Pausing gives your child time to express themselves and continue the
conversation/interaction in some way. If your child is using words, pausing gives your child
time to think about what they want to say and to respond. It gives your child an opportunity
to go at their own pace and encourages them to take a turn without rushing.
ACTIVITY IDEAS:
Brushing Teeth: When you start to get the things you need for brushing teeth, you could
wait and cue your child to communicate by saying “hmmm” and doing a ‘thinking’ gesture. If
your child doesn’t respond, you could then hold something up and start the sentence, then
pause, to see if your child will fill in the gap. For example, pick up the toothbrush and say
“We need the…”. Show the toothbrush to your child and pause expectantly. Wait a short
while to see if they respond; if not, you say the word and repeat the phrase, e.g.
“toothbrush. We need the toothbrush”, then continue with the routine.
Laundry: Before naming the clothes, hold them up and show your child, wait and look
expectantly; see if they say who it belongs to/what it is, before you say it.
Grocery Shopping: Before you name the items you’re putting in your cart, hold it up to your
child, show them and wait, looking expectantly. Pause briefly to see if they name the item
before you do.

LANGUAGE STRATEGIES
• Talk about, use/play with, the things your child is using/playing with and/or looking at. You
can also copy your child’s actions, words and sounds during the daily routine.
• Respond to your child’s interactions and interests; try not to redirect their attention to
something else.
• Comment with relevant words/actions/sounds clearly while doing the routine.
WHY THIS HELPS:

Following your child’s lead helps to support their attention and interaction skills during play
and daily routines. It also helps to keep the activity at your child’s level, so they can explore
things at their own pace.
Following your child’s lead also means that you are focusing on the same things, so the
language you model during play/routines becomes more relevant and easier to understand.
ACTIVITY IDEAS:
Cleaning: Watch what your child is doing while cleaning, then copy their
actions/sounds/words. For example if they are sweeping the floor, you could sweep the
floor too. Be sure to comment on their actions while cleaning too.
Yard Work: Watch what your child is doing, then copy their actions/sounds/words. For
example if they are picking up leaves, you could pick leaves up too. Be sure to comment on
their actions.
At the Playground: Watch what your child is doing, then copy their actions/sounds/words.
For example if they are playing in the sandbox, you could play in the sandbox too. Be sure to
comment on their actions/play.

LANGUAGE STRATEGIES
Copy and Add
• If your child has said a single word, repeat back what they said and add another word on, so
they hear how to make their attempts at talking longer (e.g. child: “brush”, adult: “brushing hair”).
• If your child has said a short phrase, you can repeat it and add in the missing words, so they
hear how to make their sentence longer and grammatically correct (e.g. child: “bath hot”, adult:
“the bath water is hot”).
WHY THIS HELPS:

When we repeat and expand what the child has said they hear a clear model of the words
and phrases, which they may learn to use. The new words we add are more likely to be
understood, because they were added onto something your child already said/knows.
ACTIVITY IDEAS:
Snack Time: Repeat what your child has said and add another word on so they hear how to
make their sentences longer, for example, child: “milk”, adult: “you’re drinking the milk” or
“the milk is cold”.
Cleaning: Repeat what your child has said and add another word on so they hear how to
make their sentences longer, for example, child: “dirty”, adult: “the floor is dirty”.
Laundry: Repeat what your child has said and add another word on so they hear how to
make their sentences longer, for example, child: “daddy’s”, adult: “yes, daddy’s shirt”.
At the Playground: Repeat what your child has said and add another word on so they hear
how to make their sentences longer. For example, child: “fast”, adult: “you’re running fast”.

LANGUAGE STRATEGIES
Gestures
• Use a simple gesture or sign that supports the words you are saying, for example putting
your hand in a ‘c’ shape and raising this toward your mouth to show ‘drink’ or ‘drinking’.
• Be consistent with the gestures/signs you use.
• Make sure your child can see you when you are using gestures/signs.
• Be sure to speak and make the gesture/sign at the same time.
WHY THIS HELPS:

Gestures come naturally to us; they can be an effective way to help children to understand
language. Gestures give clues about what we are saying; they help give information and
express our emotions. Gestures can also give children a way of expressing themselves
before they are able to talk. Using gestures/signing helps you to talk more slowly and simply,
which can help children understand what we are saying.
ACTIVITY IDEAS:
Brushing Hair: Use simple actions/gestures to support the words you’re saying. For
example if your child is brushing their hair with the hairbrush, you could do a brushing
gesture with your hand while commenting, for example “you’re brushing your hair”.
Bath Time: Use simple actions/gestures to support the words you’re saying. For example if
your child is pouring water, you can do a pouring motion with your hand (as if you’re
holding a cup in your hand). If your child is squeezing the sponge, you could press your
hands together to show ‘squeezing’.
Mealtimes: Use signs and gestures for the foods you are eating, e.g. use the sign for
sandwich, milk, etc. if you know them. Do a gesture/sign for drinking/eating.

LANGUAGE STRATEGIES
• Some children need to hear words multiple times before they understand them and
attempt to say them.
• Try to find as many different ways to say the same word in the situation, for example to
focus on ‘hands’, you could say “hands”, “wash your hands”, “clean hands”, “wet hands” etc.
WHY THIS HELPS:

Repeating the same words every time your child plays with the same toy, does the same
action or eats the same food etc, helps your child to understand and learn to use these
words.
ACTIVITY IDEAS:
Brushing Teeth: While naming/commenting, be sure to say the words again and again, so
your child hears multiple repetitions of the words, e.g. “Brushing teeth, brush, brush, brush”,
or “brush your teeth. Nice clean teeth. Clean teeth”.
Bath/Shower Time: While naming/commenting, be sure to say the words again and again, so
your child hears multiple repetitions of the words, e.g. “Washing hands, wash, wash, wash”,
or “wash your hands. Nice clean hands. Clean hands”.
Getting Dressed: While naming/commenting, be sure to say the words again and again, so
your child hears multiple repetitions of the words, e.g. “here’s your arm”, “put your arm in
the sleeve”, “push your arm in”. etc.

LANGUAGE STRATEGIES
Reduce Questions
• Try to make a comment instead of asking a question during the daily routine. For example
instead of “what are you eating?” you could say “you’re eating a sandwich”.
• If you ask questions, give your child time to respond and try to balance your questions with
comments; try saying at least 3 comments before asking a question.
• Try to avoid asking closed-ended questions (e.g. those with a yes/no answer).
WHY THIS HELPS:

As adults we often try to encourage conversations by asking questions; we like to see what
children know, but this can be difficult for children who are not yet talking. When we reduce
questions, and ask comments instead, children can hear clear models of the words during
play and daily routines, and they are able to choose whether they want to respond or not.
ACTIVITY IDEAS:
Brushing Teeth: During this activity, try to avoid asking lots of questions e.g. “what’s that?”,
“what do we do now?” etc. Your child may not have the words to answer you. It is better to
focus on naming and commenting until your child is using more words.
Cooking/Baking: Try to avoid asking lots of questions e.g. “what do we need?”. Your child
may not have the words to answer you. Try to re-phrase any questions into a comment,
e.g. instead of “what do we need?”, you can say “we need some flour”.
Mealtimes: Try to avoid asking lots of questions e.g. “what’s that?”, as your child may not
have the words to answer you. Try to re-phrase any questions into a comment, e.g. instead
of “what’s that?”, you can say “you have a bagel”.

LANGUAGE STRATEGIES
Communicative Temptations
• Use things that are hard to operate, or make a silly mistake and “forget” to do something;
this creates an opportunity for your child to communicate with you because your child will
need to ask you for help or tell you it’s wrong.
• Your child may communicate using looking, pointing, gestures, sounds or words.
WHY THIS HELPS:

Parents/Caregivers are good at anticipating their child’s needs and wants, so at times they
do not have a reason to communicate. However when we use things that are hard to
operate/open, or we “forget” to do something important, we create an opportunity for them
to communicate with us, which helps to develop their language skills.
ACTIVITY IDEAS:
Brushing Teeth:
o Keep the lid on the toothpaste, give it to your child. Your child may attempt to open the
lid themselves; if they are unsuccessful they may hand the tube back to you for help, by
doing so, they have just made a request. You can then say the words that your child
needs, such as “open” or “help”.
o You could also give them their toothbrush but no toothpaste; wait and see if your child
will initiate an interaction with you to request the toothpaste. You can then say the word
your child needs.
Bath/Shower Time: Tell your child to get in the bath/shower, but “forget” to turn the water
on. Pause, and see if your child will make a request by pointing, vocalizing etc. to show you
that you need water. Then you can say the words your child needs to say, e.g. “water” or
“there’s no water!”.
Getting Dressed: Make silly mistakes, for example you could “forget” to put one of their
socks on, or you could try to put their socks on their hands. Your child may attempt to tell
you this is wrong by laughing, gesturing, vocalizing or saying a word.

LANGUAGE STRATEGIES
More Top Tips
SHORT, REGULAR OPPORTUNITIES:
• The routines suggested within these handouts are ones that we do daily or very regularly.
Pick routines that work best for you and your family, and try to be consistent with your use
of strategies.
AVOID DISTRACTIONS:
• Support your child to focus and concentrate during the daily routines by turning off other
distractions; make sure the television, tablet, radio etc. are switched off.
• Put distracting toys out of sight if they’re not what you’re using at the time.
AVOID VAGUE WORDS:

• Try to avoid using vague words such as ‘this’, ‘that’, ‘please’, ‘more’, ‘thank you’ etc., as
children can sometimes over-generalize the use of these and use them in place of more
meaningful words. For example they may use “more” to request more banana, more water
in the bath, and more soap on their hands. It is better to model words that add content and
meaning to your child’s language instead (i.e. the names of objects, actions, locations etc.).
BE POSITIVE AND CONSISTENT:

• Remember that learning language doesn’t happen overnight. Be positive about the progress
that your child is making and the strategies you are using. Use the strategies consistently
during daily routines with your child.
AVOID CORRECTING YOUR CHILD’S WORDS DIRECTLY:

• As your child starts learning to talk, the words they say may not sound exactly like how an
adult says them, for example they may say “tat” instead of ‘cat’. Be sure to praise any
attempts they make, and then say the word clearly to them while doing the daily routines, for
example “yes, a cat”.
GET DOWN TO THEIR LEVEL:

• When doing the daily routines with your child, be sure to get down to their level and play
face to face with them where possible. For example kneel down, lay on the floor, sit on the
floor with your child etc.
HAVE FUN!:
• Enjoy the daily routines with your child; children learn best when they are having fun. Your
child will stay engaged for longer if you look like you are having fun too.

BRUSHING TEETH
Strategies, Target Words & Ideas.
EXTRA INFORMATION:
• This is a quick activity that you do twice a day, so you are able to target language in a functional
context (i.e. it is applicable to everyday life).
• Remember: choose the target words/vocabulary that suit your family, i.e. if you say “tap” instead
of “faucet”, use the word “tap”.
SUGGESTED TARGET WORDS:

Toothbrush, Toothpaste, Water, Faucet, On, Off, Brush, In, Out, Open, Mouth, Top, Bottom, Teeth,
Tooth, Tongue, Clean, Rinse, Sink.
IDEAS/STRATEGIES:
• Naming:
o Name the things in the bathroom while you are using/looking at them, (e.g. “toothbrush”, “the faucet”).
o Name the actions that your child/you are doing, e.g. “brushing” or “brushing teeth”.
• Commenting: Talk about what you/your child is doing, using simple words and phrases, for example “turn the
faucet on”, “get the toothbrush”, “brush your teeth” etc.
• Copy and Add: Repeat what your child has said and add another word on so they hear how to make their
sentences longer. For example, child: “teeth”, adult: “brushing your teeth”. If your child uses two words, you
repeat them and add a third, etc.
• Say it Again and Again: While naming/commenting, be sure to say the words again and again, so your child
hears multiple repetitions of the words, e.g. “Brushing teeth, brush, brush, brush”, or “brush your teeth. Nice
clean teeth. Clean teeth”.
• Reducing Questions: During this activity, try to avoid asking lots of questions e.g. “what’s that?”, “what do we
do now?” etc. Your child may not have the words to answer you. It is better to focus on naming and
commenting until your child is using more words.
• Pausing: When you start to get the things you need for brushing teeth, you could wait and cue your child to
communicate by saying “hmmm” and doing a ‘thinking’ gesture. If your child doesn’t respond, you could then
hold something up and start the sentence, then pause, to see if your child will fill in the gap. For example, pick
up the toothbrush and say “We need the…”. Show the toothbrush to your child and pause expectantly. Wait a
short while to see if they respond; if not, you say the word and repeat the phrase, e.g. “toothbrush. We need
the toothbrush”, then continue with the routine.
• Communicative Temptations:
o Keep the lid on the toothpaste, give it to your child. Your child may attempt to open the lid themselves;
if they are unsuccessful they may hand the tube back to you for help, by doing so, they have just made
a request. You can then say the words that your child needs, such as “open” or “help”.
o You could also give them their toothbrush but no toothpaste; wait and see if your child will initiate an
interaction with you to request the toothpaste. You can then say the word your child needs.

BRUSHING HAIR
EXTRA INFORMATION:
• This is a quick activity that you do daily, so you are able to target language in a functional context (i.e.
it is applicable to everyday life).
• You can also do this during play with teddies/dolls.

Hairbrush, Comb, Brush, Brushing, Hair, My turn, Your turn.
IDEAS/STRATEGIES:
• Naming:
o Name the objects as your child holds them up to show you, or as you show them your child.
• Commenting: Talk about what you/your child is doing using simple words and phrases, for example
“you’re brushing my hair”, “brushing my hair”, etc.
• Copy and Add: Repeat what your child has said during play and add another word on so they hear
how to make their sentences longer, for example, child: “brush”, adult: “brushing my hair”. If your
child uses two words, you repeat them and add a third, etc.
• Say it Again and Again: While naming/commenting, be sure to say the words again and again, so
your child hears multiple repetitions of the words during the activity, e.g. “brushing my hair, brush
brush, brush”.
• Choices: At the start of activity, you could offer your child a choice of using the hairbrush or comb,
or who gets to use the brush first (e.g. “who is brushing first, is it you or mommy?”). Be sure to show
your child the two choices as you say them, and to repeat their choice clearly to them (e.g.
“mommy… mommy gets to brush first”). Remember your child may indicate their choice by looking,
pointing, taking the item, vocalizing or saying a word.
• Reducing Questions: Try to avoid asking lots of questions e.g. “what’s that?”, “what are you doing?”
etc. Your child may not have the words to answer you. It is better to focus on naming and
• Gestures: Use simple actions/gestures to support the words you’re saying. For example if your
child is brushing their hair with the hairbrush, you could do a brushing gesture with your hand while
commenting, for example “you’re brushing your hair”.

SHOWER TIME
EXTRA INFORMATION:
• This is a fun, predictable activity that you do daily. It is a good opportunity to focus on language in a
functional context (i.e. it’s applicable to everyday life).

Body parts, Soap, Shampoo, Sponge, Wash cloth, Water, Shower, On, Off, Wash, Dry, Towel, Clean,
Dirty, Soapy, Bubbles, Splash, Squeeze, Scrub, Rub, Pat, Names of clothing.
IDEAS/STRATEGIES:
• Naming:
o Name the things your child/you are looking at/picking up etc. while in the shower e.g.
“sponge”, “feet”, “water” etc.
• Commenting: Talk about what you/your child is doing, using simple words and phrases, for example “splashing
the water”, “get the soap”, “wash your feet” etc.
sentences longer. For example, child: “water”, adult: “the water is warm” or “you’re splashing the water”. If
your child uses two words, you repeat them and add a third, etc.
hears multiple repetitions of the words, e.g. “Washing hands, wash, wash, wash”, or “wash your hands. Nice
clean hands. Clean hands”.
• Reducing Questions: During this activity, try to avoid asking lots of questions e.g. “what’s that?”, “what do we
do now?” etc. Your child may not have the words to answer you. It is better to focus on naming and
• Pausing: When you start to get the things you need for the shower, you could point to something and start the
sentence, then pause, to see if your child will fill in the gap, for example, point to the shower and say “We need
to turn on the…”. Point to the shower, and look at your child expectantly. Wait a short while to see if they
respond; if not, you say the word and repeat the phrase, e.g. “shower. We need turn on the shower”, then
continue with the routine.
• Choices: Offer your child a choice of which body part to wash, e.g. “shall we wash hands or wash feet?”,
“should we wash legs or arms next?”. Let your child choose by pointing to the body part, or vocalizing/speaking.
• Communicative Temptations: Tell your child to get in the shower, but “forget” to turn the water on. Pause, and
see if your child will make a request by pointing, vocalizing etc. to show you that you need the water on. Then
you can say the words your child needs to say, e.g. “water” or “turn the shower on”.

BATH TIME
Strategies, Target Words &
Ideas.
EXTRA INFORMATION:
• This is a fun, predictable activity that you do daily. It is a good opportunity to focus on language in a
SUGGESTED TARGET WORDS: Body parts, Soap, Shampoo, Sponge, Wash cloth, Water, Faucet, On,
Off, Wash, Pat, Dry, Towel, Bath, Clean, Dirty, Soapy, Bubbles, Splash, Pour, Squeeze, Scrub, Rub,
Names of any bath toys, Names of Clothing.
IDEAS/STRATEGIES:
• Naming:
o Name the things in your bathroom as you are using/looking at them, e.g. “sponge”, “feet”, “water” etc.
• Commenting: Talk about what you/your child is doing, using simple words and phrases, for example “splashing
the water”, “get the soap”, “wash your feet” etc.
sentences longer. For example, child: “water”, adult: “it’s warm water”. If your child uses two words, you repeat
them and add a third, etc.
hears multiple repetitions of the words, e.g. “Washing hands, wash, wash, wash”, or “wash your hands. Nice clean
hands. Clean hands”.
• Reducing Questions: During this activity, try to avoid asking lots of questions e.g. “what’s that?”, “what do we do
now?” etc. Your child may not have the words to answer you. It is better to focus on naming and commenting until
your child is using more words.
• Pausing: When you start to get the things you need for the bath, you could hold something up and start the
sentence, then pause, to see if your child will fill in the gap, for example, pick up the soap and say “We need
the…”. Show the soap to your child and look expectantly. Wait a short while to see if they respond; if not, you say
the word and repeat the phrase, e.g. “soap. We need the soap”, then continue with the routine.
• Choices: Offer your child a choice of which body part to wash throughout bath time, e.g. “shall we wash hands
or wash feet?”, “should we wash legs or arms next?”. Let your child choose by pointing to the body part, or
vocalizing/speaking.
• Gestures: Use simple actions/gestures to support the words you’re saying. For example if your child is pouring
water, you can do a pouring motion with your hand (as if you’re holding a cup in your hand). If your child is
squeezing the sponge, you could press your hands together to show ‘squeezing’.
• Communicative Temptations: Tell your child to get in the bath, but “forget” to turn the water on. Pause, and see
if your child will make a request by pointing, vocalizing etc. to show you that you need water. Then you can say
the words your child needs to say, e.g. “water” or “there’s no water!”.

GETTING DRESSED
EXTRA INFORMATION:
• This is an activity that you do twice a day; it is a good opportunity to focus on language in a
• Remember: choose the target words/vocabulary that suit your family, i.e. if you say “trousers”
instead of “pants”, use the word “trousers”.

Names of clothes (shirt, pants, socks etc.), Body parts, On, In, Buttons, Zip/Zipper, Help, Stuck, Push.
IDEAS/STRATEGIES:
• Naming:
o Name the clothes as your child holds them up to show you, or as you show them to your child.
o Name the body parts as you put them into the clothing.
• Commenting: Talk about what you/your child is doing while getting dressed using simple words and
phrases, for example “, e.g. “here’s your arm”, “put your arm in the sleeve”, “push your arm in”. etc.
• Copy and Add: Repeat what your child has said and add another word on so they hear how to
make their sentences longer, for example, child: “shirt”, adult: “a yellow shirt”. If your child uses two
words, you repeat them and add a third, etc.
your child hears multiple repetitions of the words, e.g. “here’s your arm”, “put your arm in the
sleeve”, “push your arm in”. etc.
• Choices: Offer your child a choice of what they want to wear, e.g. “do you want the shirt or
sweater?”. Be sure to show your child the two choices as you say them, and to repeat their choice
clearly to them, e.g. “the shirt. Let’s put the shirt on” etc. Remember your child may indicate their
choice by pointing, taking the item, vocalizing or using a word.
• Reducing Questions: Try to avoid asking lots of questions e.g. “what’s this?”, “what are we doing
now?” etc. Your child may not have the words to answer you. It is better to focus on naming and
• Gestures: Use simple actions/gestures to support the words you’re saying. For example while your
child is putting their socks on, you could do a “putting socks on” gesture too.
• Communicative Temptations: Make silly mistakes, for example you could “forget” to put one of their
socks on, or you could try to put their socks on their hands. Your child may attempt to tell you this is
wrong by laughing, gesturing, vocalizing or saying a word.

USING THE TOILET
EXTRA INFORMATION:
• This is a quick, predictable activity that you do throughout the day. You can focus on language in a
• Remember: choose the target words/vocabulary that suit your family, i.e. if you say “potty” instead
of “toilet”, use the word “potty”.

Toilet/Potty, Flush, Wipe, Toilet paper, Water, Faucet, On, Off, Hands, Wash, Soap, Dirty, Clean, Rinse,
Sink, Wet, Dry, Towel.
IDEAS/STRATEGIES:
• Naming:
o Name the things in the bathroom as you are using them, e.g. “toilet”, “sink”, “water” etc.
o Name the actions as you are doing them, e.g. “wiping”, “drying hands”.
make their sentences longer, for example, child: “hands”, adult: “wash your hands”. If your child uses
two words, you repeat them and add a third, etc.
your child hears multiple repetitions of the words.
• Gestures: Use simple actions/gestures to support the words you’re saying. For example as your
child is washing their hands, you can do a washing motion with your hands.
• Communicative Temptations: Once your child has finished on the toilet, you could “forget” what to do
next; wait and see if your child will try to show you what to do. You could then do the “wrong” thing,
for example go to wash your hands and “forget” to the turn faucet on. Your child may try to tell you
this is wrong by laughing, gesturing, vocalizing or saying words.

DIAPER CHANGE
EXTRA INFORMATION:
• Remember: choose the target words/vocabulary that suit your family.

Diaper, Change, Wipe, Dirty, Clean, Body parts (legs, feet, bottom etc.), Smelly, Wet, and the names of
any other items you use, such as cream.
IDEAS/STRATEGIES:
• Naming:
o Show and name the things you are using while changing your child’s diaper.
• Commenting: Talk about what you are doing while changing your child’s diaper, using simple words
and phrases, for example “what a dirty diaper”, “let’s wipe your bottom” etc.
make their sentences longer. For example, child: “dirty”, adult: “your diaper is dirty”. If your child
uses two words, you repeat them and add a third, etc.
• Pausing: Get your child’s attention; be face to face and say their name.⁣
Make fun sounds and facial
expressions; encourage your child to copy these. Next time you play, pause and look expectantly at
your child; they may wiggle, smile, laugh, kick or make a sound; accept this as if they have taken a
turn. Then, respond by doing another fun sound/expression. When your child realizes that their action
has affected your behavior, they will do it again.

WASHING HANDS
EXTRA INFORMATION:

Wash, Hands, Dirty, Clean, Water, Hot/Warm, Cold, Faucet, On, Off, Soap, Bubbles, Towel, Rinse, Sink.
IDEAS/STRATEGIES:
• Naming:
o Name the things your child/you are looking at/picking up etc. while doing this routine, e.g.
“faucet”, “dirty hands”, “water” etc.
• Commenting: Talk about what you/your child is doing, using simple words and phrases, for example
“turn the faucet on”, “get the soap”, “wash your hands” etc. Depending on your child’s level, you may
need to use single words to comment e.g. “water”, “soap”.
make their sentences longer. For example, child: “water”, adult: “it’s warm water”. If your child uses
your child hears multiple repetitions of the words, e.g. “Washing hands, wash, wash, wash”, or “wash
your hands. Nice clean hands. Clean hands”.
• Reducing Questions: During this activity, try to avoid asking lots of questions e.g. “what’s that?”,
“what do we do now?” etc. Your child may not have the words to answer you. It is better to focus on
naming and commenting until your child is using more words.
• Pausing: When you start to get the things you need for washing your hands, you could hold
something up and start the sentence, then pause, to see if your child will fill in the gap, for example,
pick up the soap and say “We need the…”. Show the soap to your child and pause expectantly. Wait a
short while to see if they respond; if not, you say the word and repeat the phrase, e.g. “soap. We
need the soap”, then continue with the routine.
• Communicative Temptations: You could “forget” what to do; wait and see if your child will try to
show you what to do (i.e. turn on the faucet or get a towel etc.). You could also do the “wrong” thing,
for example go to wash your hands and “forget” to the turn faucet on. Your child may try to tell you
BEDTIME ROUTINE
Ideas.
EXTRA INFORMATION:
• This is an activity that you do daily, so it is a good opportunity to target language with your child; you
can focus on language in a functional context (i.e. it’s applicable to everyday life).
• You may wish to target more language with the ‘brushing teeth’ and ‘getting dressed’ routines too.

Bedtime, Night, Goodnight, Sleepy, Pajamas, Bed/Crib/Cot, In, Pillow, Duvet/Quilt/Blanket, Kiss, Hug,
Teddy.
IDEAS/STRATEGIES:
• Commenting: Talk about what you are/your child is doing while they are getting ready for bed, for
example “let’s put your pajamas on”, “get into bed”.
make their sentences longer, for example, child: “pajamas”, adult: “you’re wearing your pajamas”. If
your child uses two words, you repeat them and add a third, etc.
• Choices: As you are saying goodnight, offer your child a choice of where they want you to kiss
them, e.g. “can I kiss your head or your hand?”. Be sure to show your child the two choices as you
say them, and to repeat their choice clearly to them. Remember your child may indicate their choice
by pointing, vocalizing or using a word.

COOKING/BAKING
Ideas.
EXTRA INFORMATION:
• This is a great activity to do to target language with your child; you can focus on language in a
• Try to involve your child in the cooking/baking activity, if it is safe/practical to do so.

Names of foods you are cooking/baking, Cooking utensils (knife, fork, spoon, spatula etc.), Plate, Bowl,
Oven/Stove, Hot, Cold, Stir/Mix, Cook, Pan, Dish, Pour, More, In, Slice, Cut, Chop, Yummy, Tasty.
IDEAS/STRATEGIES:
• Naming:
o Show and name the foods/utensils etc. that you are using.
o Name the actions you are doing while cooking/baking, e.g. “pouring the water”, “stir the soup”
o If appropriate, let your child hold and smell the food too, then you can talk about what it looks,
smells and feels like.
• Commenting: Talk about what you are doing/what things feel/taste/smell like while cooking/baking,
using simple words and phrases, for example “I’m stirring the pasta”, “the soup is hot”, “this is a big
carrot”, “there’s lots of flour”, etc.
make their sentences longer, for example, child: “cut”, adult: “I’m cutting the carrot”. If your child
• Choices: While cooking, you could offer your child a choice of what they want to put into the meal,
for example “should we use onions or tomatoes?”. Be sure to show your child the two choices as you
say them, and to repeat their choice clearly to them. Remember your child may indicate their choice
by pointing, taking the item, vocalizing or using a word.
• Reducing Questions: Try to avoid asking lots of questions e.g. “what do we need?” as your child may
not have the words to answer you. Try to re-phrase any questions into a comment, e.g. instead of
“what do we need?”, you can say “we need some flour”.

BREAKFAST
Ideas.
EXTRA INFORMATION:
• This is a predictable activity that you do daily, so it is a good opportunity to target language with your
child; you can focus on language in a functional context (i.e. it’s applicable to everyday life).
• Try to involve your child in making their breakfast, if it is safe/practical to do so.

Names of the foods/drinks you are having for breakfast, Utensils (knife, fork, spoon, etc.), Plate, Bowl,
Glass/Cup, Drink, Hot, Cold, Breakfast, Eat/Eating, Bite, Yummy, Tasty, More, All done.
IDEAS/STRATEGIES:
• Naming:
o Show and name the foods that you are serving for breakfast.
o Name the actions you are doing while serving breakfast, e.g. “pouring the milk” etc.
• Commenting: Talk about what you are doing/what things feel/taste/smell like etc. while eating
breakfast, using simple words and phrases, for example “I’m pouring the juice”, “the milk is cold”, etc.
make their sentences longer, for example, child: “milk”, adult: “I’m pouring the milk” or “the milk is
cold”. If your child uses two words, you repeat them and add a third, etc.
• Gestures: Use signs and gestures for the foods you are eating, e.g. use the sign for cookie, milk,
etc. if you know them. Do a gesture/sign for drinking/eating. Say the words as you sign/gesture.
• Choices: While serving breakfast, you could offer your child a choice of what they want to have, for
example “do you want cereal or muffins?” or “do you want milk or juice?”. Be sure to show your child
the two choices as you say them, and to repeat their choice clearly to them. Remember your child
may indicate their choice by pointing, taking the item, vocalizing or using a word.
• Reducing Questions: Try to avoid asking lots of questions e.g. “what’s that?”, as your child may not
have the words to answer you. Try to re-phrase any questions into a comment, e.g. instead of
“what’s that?”, you can say “you have a bagel”.
• Communicative Temptations: Make silly mistakes when serving breakfast, for example give them
their bowl, but “forget” the spoon, or give the bowl and spoon, but “forget” the cereal etc. Your child
may try to tell you this is wrong by laughing, gesturing, vocalizing or saying words.
LUNCH
EXTRA INFORMATION:
• Try to involve your child in making their lunch, if it is safe/practical to do so.

Names of the foods/drinks you are having for lunch, Utensils (knife, fork, spoon, etc.), Plate, Bowl,
Glass/Cup, Drink/Drinking, Hot, Cold, Lunch, Eat/Eating, Bite, Yummy, Tasty, More, All done.
IDEAS/STRATEGIES:
• Naming:
o Show and name the foods that you are serving for lunch.
o Name the actions you are doing while serving lunch, e.g. “pouring the juice” etc.
• Commenting: Talk about what you are doing/what things feel/taste/smell like etc. while eating lunch,
using simple words and phrases, for example “I’m pouring the juice”, “the milk is cold”, etc.
• Gestures: Use signs and gestures for the foods you are eating, e.g. use the sign for sandwich, milk,
etc. if you know them. Do a gesture/sign for drinking/eating. Say the words as you sign/gesture.
• Choices: While serving lunch, you could offer your child a choice of what they want to have, for
example “do you want a bagel or a sandwich?” or “do you want milk or juice?”. Be sure to show your
child the two choices as you say them, and to repeat their choice clearly to them. Remember your
child may indicate their choice by pointing, taking the item, vocalizing or using a word.
“what’s that?”, you can say “you have some juice”.
• Communicative Temptations: Make silly mistakes when serving lunch, for example give them their
plate, but “forget” to put their lunch on it, or give them an empty cup etc. Your child may try to tell
you this is wrong by laughing, gesturing, vocalizing or saying words.
DINNER
EXTRA INFORMATION:
• Try to involve your child in making their dinner, if it is safe/practical to do so.

Names of the foods/drinks you are having for dinner, Utensils (knife, fork, spoon, etc.), Plate, Bowl,
IDEAS/STRATEGIES:
• Naming:
o Show and name the foods that you are serving for dinner.
o Name the actions you are doing while serving dinner, e.g. “pouring the juice” etc.
• Commenting: Talk about what you are doing/what things feel/taste/smell like etc. while eating dinner,
using simple words and phrases, for example “I’m pouring the juice”, “the milk is cold”, etc.
• Gestures: Use signs and gestures for the foods you are eating, e.g. use the sign for pasta, juice, etc.
if you know them. Do a gesture/sign for drinking/eating. Say the words as you sign/gesture.
• Choices: While serving dinner, you could offer your child a choice of what they want to have, for
example “do you want a sausage or fries?” or “do you want milk or juice?”. Be sure to show your
child the two choices as you say them, and to repeat their choice clearly to them. Remember your
child may indicate their choice by pointing, taking the item, vocalizing or using a word.
“what’s that?”, you can say “that is your burger”.
• Communicative Temptations: Make silly mistakes when serving dinner, for example give them their
plate, but “forget” to give them a fork, or give them an empty cup etc. Your child may try to tell you
SNACK TIME
EXTRA INFORMATION:
• Try to involve your child in making their snack, if it is safe/practical to do so.

Names of the foods/drinks you are having for snack, Utensils (knife, fork, spoon, etc.), Plate, Bowl,
IDEAS/STRATEGIES:
• Naming:
o Show and name the foods that you are serving for snack.
o Name the actions you are doing while serving their snack, e.g. “pouring the juice” etc.
o If appropriate, let your child hold and smell the food too, then you can talk about what it looks, smells and
feels like.
• Commenting: Talk about what you are doing/what things feel/taste/smell like etc. while your child is eating
their snack, using simple words and phrases, for example “the apple is crunchy”, “the milk is cold”, etc.
sentences longer, for example, child: “milk”, adult: “you’re drinking the milk” or “the milk is cold”. If your child
hears multiple repetitions of the words.
• Choices: While serving your child’s snack, you could offer your child a choice of what they want to have, for
example “do you want an apple or banana?” or “do you want milk or juice?”. Be sure to show your child the two
choices as you say them, and to repeat their choice clearly to them. Remember your child may indicate their
choice by pointing, taking the item, vocalizing or using a word.
• Reducing Questions: Try to avoid asking lots of questions e.g. “what’s that?”, as your child may not have the
words to answer you. Try to re-phrase any questions into a comment, e.g. instead of “what’s that?”, you can
say “you have some crackers”.
• Communicative Temptations:
o Make silly mistakes when serving your child their snack, for example you pretend to eat their snack,
or give them an empty cup etc. Your child may try to tell you this is wrong by laughing, gesturing,
vocalizing or saying words.
o Give your child a small amount of their snack; you keep the rest of it. When your child has finished
what is on their plate, wait for them to initiate an interaction to show that they want more, e.g. they
may look at you, vocalize, gesture, or say a word to request more. You can then model (say) the word
they need, e.g. “more crackers”.

CLEANING
EXTRA INFORMATION:
• This is an activity that you do regularly, so it is a good opportunity to target language with your child;
you can focus on language in a functional context (i.e. it’s applicable to everyday life).
• Young children enjoy helping adults with daily tasks; allow them to help and be involved where possible.

Clean/Cleaning, Help, Tidy, Names of anything you are cleaning, e.g. furniture, Names of thing you are
using to clean, e.g. vacuum, mop, duster, broom etc. Mopping, Vacuuming, Dusting, Sweeping, etc.
IDEAS/STRATEGIES:
• Naming:
o Name the things you are using while cleaning, e.g. “the vacuum”, “the mop” etc.
o Name the things you are cleaning, e.g. “mop the floor”.
o Name the actions you are doing while cleaning, e.g. “dusting”.
• Commenting: Talk about what you/your child is doing while cleaning, using simple words and
phrases, for example “mommy is mopping the floor”, “the floor is wet” etc.
make their sentences longer, for example, child: “dirty”, adult: “the floor is dirty”. If your child uses
• Choices: Offer your child a choice of what they want to clean first, e.g. “should we clean the kitchen
or the playroom?”. Be sure to show your child the two choices as you say them, and to repeat their
choice clearly to them. Remember your child may indicate their choice by pointing, vocalizing or using
a word.
• Following their Lead: Watch what your child is doing while cleaning, then copy their
actions/sounds/words. For example if they are sweeping the floor, you could sweep the floor too. Be
sure to comment on their actions while cleaning too.

PUTTING AWAY TOYS
EXTRA INFORMATION:

Clean/Cleaning, Help, Tidy, Names of the toys you are putting away, In, Messy, Pick up, Put in, Box (if
toys go in a toy box), Bye bye.
IDEAS/STRATEGIES:
• Naming:
o Name the toys you are putting away.
o Name the actions you are doing while putting toys away.
• Commenting: Talk about what you/your child is doing while putting the toys away, using simple words
and phrases, for example “mommy is picking up the teddy”, “put the teddy in the box” etc.
make their sentences longer, for example, child: “teddy”, adult: “bye bye teddy”. If your child uses
• Choices: Offer your child a choice of what they want to put away first, e.g. “do you want the teddy
or the ball?”. Be sure to show your child the two choices as you say them, and to repeat their choice
clearly to them. Remember your child may indicate their choice by looking, pointing, taking the item,
vocalizing or using a word.
• Following their Lead: Watch what your child is doing while putting their toys away, then copy their
actions/sounds/words. For example if they are picking up the blocks, you could pick up the blocks
too. Be sure to comment on their actions while putting the toys away too.

LAUNDRY
Ideas.
EXTRA INFORMATION:

Names of clothing, Names of the people that the clothes belong to (e.g. “daddy’s shirt”), Clean, Dirty,
Washing Machine, Dryer, (put) In, (pull/take) Out, Open (door), Shut, Basket, Fold, (turn) On, (turn) Off.
IDEAS/STRATEGIES:
• Naming:
o Name the clothes you are putting in the washing machine (or taking out of the dryer), e.g.
“shirt”, “socks” etc.
o Name the clothes and who they belong to, e.g. “daddy’s shirt”, “mommy’s socks” etc.
o Name how things feel, e.g. “wet socks”, “soft sweater” etc.
• Commenting: Talk about what you/your child is doing while doing the laundry, using simple words
and phrases, for example “mommy is folding the towels”, “there’s lots of socks” etc.
make their sentences longer, for example, child: “daddy’s”, adult: “yes, daddy’s shirt”. If your child
• Choices: Encourage your child to help put the clothes in the washing machine/dryer, (if appropriate).
Offer your child a choice of what they want to put in the washing machine or dryer first, e.g. “do you
want the socks or the shirt?”. Be sure to show your child the two choices as you say them, and to
repeat their choice clearly to them. Remember your child may indicate their choice by looking,
pointing, taking the item, vocalizing or using a word.
• Pausing: Before naming the clothes, hold them up and show your child, wait and look expectantly;
see if they say who it belongs to/what it is, before you say it.
• Reducing Questions: Try to avoid asking lots of questions e.g. “what’s that?”, “what have I got?” etc.
Your child may not have the words to answer you. It is better to focus on naming and commenting
until your child is using more words.

FEEDING A PET
Ideas.
EXTRA INFORMATION:
• This is an activity that you do daily, so it is a good opportunity to target language with your child; you
can focus on language in a functional context (i.e. it’s applicable to everyday life).

Names of your pets, Animal type (cat, dog, bird etc.), Hungry, Feed, Food, Dish/Bowl, Empty, Full,
Water, Pour, Give, Put (down).
IDEAS/STRATEGIES:
• Naming:
o Name the things you need, e.g. “the bowl”, “cat food” etc.
o Name the actions you are doing, e.g. “pouring”.
• Commenting: Talk about what you/your child is doing using simple words and phrases, for example
“I’m pouring the food”, “[name of pet] is hungry, let’s feed him!” etc.
make their sentences longer, for example, child: “cat”, adult: “yes, the cat is hungry” or “we’re feeding
the cat”. If your child uses two words, you repeat them and add a third, etc.
• Reducing Questions: Try to avoid asking lots of questions e.g. “what’s that?”, “what have I got?” etc.

WASHING THE DISHES
EXTRA INFORMATION:
SUGGESTED TARGET WORDS: Sink, Faucet, On, Off, Water, Hot/Warm, Bubbles, Dish soap, Names of
the things you are washing, e.g. dishes (plate, bowl), pans, mugs etc., Wet, Rinse, Drying rack, Dry,
Towel, All done, Full, Empty, Wash, Sponge, Clean, Dirty.
IDEAS/STRATEGIES:
• Naming:
o Name the things as you are putting them in the sink, e.g. “plate”.
o Name the actions you are doing while washing the dishes, e.g. “washing”.
o Name how things feel, e.g. “wet”, “soapy”, “warm” etc.
• Commenting: Talk about what you are doing using simple words and phrases, for example “I am
washing the mug”, “scrub the pan, scrub, scrub”.
make their sentences longer, for example, child: “wash”, adult: “yes, washing the dishes”. If your child
• Choices: While you are washing the dishes, offer your child a choice of what they want you to wash
next, e.g. “should I wash the mug or the plate?”. Be sure to show your child the two choices as you
say them, and to repeat their choice clearly to them, e.g. “the plate; I’ll wash the plate”. Remember
your child may indicate their choice by looking, pointing, taking the item, vocalizing or using a word.
• Reducing Questions: Try to avoid asking lots of questions e.g. “what’s this?”, “what have I got?” etc.
* If you have a dishwasher: You can use the same strategies as above, but instead of focusing on
washing the dishes, you can talk about putting things “in” and “on”. You can name what you are putting
in the dishwasher and whether it is clean or dirty.
TAKING THE TRASH OUT
EXTRA INFORMATION:

Names of the things you’re putting in the trash, Trash, Throw away, All done/finished, Empty, Lid,
Open, Close, Put in, Help.
IDEAS/STRATEGIES:
“put this in the trash”, “open the lid”, “ewww, the trash is stinky!”, etc.
make their sentences longer. For example, child: “in”, adult: “in the trash”. If your child uses two
words, you repeat them and add a third, etc.
your child hears multiple repetitions of the words, e.g. “in the trash… yuck, stinky trash”.
• Communicative Temptations: If your trash can is hard to open, ask your child to put something in
the trash for you, then wait. Look expectantly at your child; they are likely to try open the lid
themselves, then if they are unsuccessful, they may come to you for help. You can then model (say)
the words that your child needs, such as “stuck”, “open”, “help me” etc.

YARD WORK
EXTRA INFORMATION:
• This is an engaging activity that covers a lot of skills, so it is a good opportunity to target language
with your child; you can focus on language in a functional context (i.e. it’s applicable to everyday life).

Yard, Grass, Trees, Leaves, Flowers, Dirt, Water, Watering can, Lawn mower, Names of any garden
tools you are using (e.g. trowel, rake), Action words linked to what you are doing, e.g. digging, watering.
IDEAS/STRATEGIES:
• Naming:
o Point at and name the things you can see in the yard, e.g. grass, flowers, etc.
o Name the actions you are doing, e.g. “digging in the dirt”.
• Commenting: Talk about what you/your child is doing in the yard, e.g. “daddy is cutting the grass”,
“mommy is watering the flowers”, etc.
make their sentences longer, for example, child: “flowers”, adult: “lots of flowers” or “pretty flowers”.
If your child uses two words, you repeat them and add a third, etc.
• Choices: Depending on their age/ability, offer your child a choice of what tasks they would like to
help with first, e.g. “do you want to rake leaves or water the flowers?”. Be sure to show your child the
two choices as you say them (in this case, hold up the rake and watering can), and to repeat their
choice clearly to them. Remember your child may indicate their choice by pointing, taking the item,
vocalizing or using a word.
• Reducing Questions: Try to avoid asking lots of questions e.g. “what’s that?”, “what’s he doing?” etc.
• Following their Lead: Watch what your child is doing, then copy their actions/sounds/words. For
example if they are making picking up leaves, you could pick leaves up too. Be sure to comment on
their actions.

GROCERY SHOPPING
EXTRA INFORMATION:

Names of the items you are buying from the store (e.g. the names of the fruit, vegetables, cleaning
products etc.), Cart, Grocery bags, Fill, Put, In, Carry, Lift, Pay, Money, List.
IDEAS/STRATEGIES:
• Naming:
o Name the items you are putting in your cart; show them to your child as you name them.
o Name the items as you put them onto the conveyor belt.
o Name the items again as you put them into your grocery bags.
• Commenting: Talk about what you/your child can see at the store, what you need to buy etc., using
simple words and phrases, for example “I see lots of tomatoes”, “we need some milk”, “let’s go get
the bread”. etc.
make their sentences longer, for example, child: “cereal”, adult: “I see the cereal” or “the cereal is
nice” If your child uses two words, you repeat them and add a third, etc.
• Choices: If there are things that your child can help choose, offer them a choice of what they want
to get e.g. “do you want bagels or muffins?”. Be sure to show your child the two choices as you say
them, and to repeat their choice clearly to them. Remember your child may indicate their choice by
looking, pointing, taking the item, vocalizing or saying a word.
• Pausing: Before you name the item you’re putting in your cart, hold it up to your child, show them
and wait, looking expectantly. Pause briefly to see if they name the item before you do.
• Reducing Questions: Try to avoid asking lots of questions e.g. “what’s that?”, “what are we getting?”

AT THE PLAYGROUND
EXTRA INFORMATION:
• This is a fun activity which provides a great opportunity to practice language skills in a functional
context (i.e. applicable to everyday life).

Names of playground equipment, e.g. swings, slide, climbing frame etc., Up, Down, Swinging, Sliding,
Climbing, Running, High, Fast, Slow.
IDEAS/STRATEGIES:
• Naming:
o Name the things your child is playing on at the playground.
o If you are sitting down together, name the things you can see around you.
o Name the actions that your child is doing, e.g. “running”, “climbing”, “jumping” etc.
“you’re climbing the ladder”, “up the ladder”, “down the slide”, “so fast!”.
• Choices: Offer your child a choice of what they want to play on first, e.g. “do you want to play on the
swings or the slide?”. Be sure to show your child the two choices as you say them (in this case point
to them as you say them), and to repeat their choice clearly to them. (e.g. “the slide, let’s play on the
slide”). Remember your child may indicate their choice by looking, pointing, vocalizing or saying a
word.
• Following their Lead: Watch what your child is doing, then copy their actions/sounds/words. For
example if they are playing in the sandbox, you could play in the sandbox too. Be sure to comment
on their actions/play.
make their sentences longer. For example, child: “fast”, adult: “you’re running fast”. If your child uses
your child hears multiple repetitions of the words, e.g. “The slide, you’re going down the slide, it’s a big
slide”.
• Reducing Questions: During this activity, try to avoid asking lots of questions e.g. “what’s that?”,
“what should we do now?” etc. Your child may not have the words to answer you. It is better to focus
on naming and commenting until your child is using more words.

Daily Routines: Evidence Based - Strategy Handouts - Activity Ideas - Rating Scales

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EVIDENCE BASED | STRATEGY HANDOUTS | ACTIVITY IDEAS | RATING SCALES

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Pg 4- Information for Therapists Pgs 24-46- Daily Routine Handouts:

3 THE SLT SCRAPBOOK

What are parent-implemented language strategies/interventions?

Parent Training: What does the evidence say?

Daily Routines: What does the evidence say?

6 THE SLT SCRAPBOOK

Following their Lead

Copy and Add

Say it Again and Again

CHILD’S NAME: DATE:

7 THE SLT SCRAPBOOK

Following their Lead

Copy and Add

Say it Again and Again

CHILD’S NAME: DATE:

8 THE SLT SCRAPBOOK

Following their Lead

Copy and Add

Say it Again and Again

CHILD’S NAME: DATE:

9 THE SLT SCRAPBOOK

WORDS/SOUNDS/ACTIONS USED BY CHILD:

IDEAS FOR NEXT TIME:

10 THE SLT SCRAPBOOK

11 THE SLT SCRAPBOOK

THE SLT SCRAPBOOK

WHY THIS HELPS:

Putting away Toys:

13 THE SLT SCRAPBOOK

WHY THIS HELPS:

14 THE SLT SCRAPBOOK

WHY THIS HELPS:

15 THE SLT SCRAPBOOK

WHY THIS HELPS:

16 THE SLT SCRAPBOOK

WHY THIS HELPS:

17 THE SLT SCRAPBOOK

WHY THIS HELPS:

18 THE SLT SCRAPBOOK

WHY THIS HELPS:

19 THE SLT SCRAPBOOK

WHY THIS HELPS:

20 THE SLT SCRAPBOOK

WHY THIS HELPS:

21 THE SLT SCRAPBOOK

WHY THIS HELPS:

22 THE SLT SCRAPBOOK

AVOID VAGUE WORDS:

BE POSITIVE AND CONSISTENT:

AVOID CORRECTING YOUR CHILD’S WORDS DIRECTLY:

GET DOWN TO THEIR LEVEL:

23 THE SLT SCRAPBOOK

SUGGESTED TARGET WORDS:

24 THE SLT SCRAPBOOK

SUGGESTED TARGET WORDS:

25 THE SLT SCRAPBOOK

SUGGESTED TARGET WORDS:

26 THE SLT SCRAPBOOK

27 THE SLT SCRAPBOOK

SUGGESTED TARGET WORDS: