You ve Already Started. How and Why Children Communicate. Uh.

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1 01 ITTT_It Takes Two to Tak /29/ :06 AM Page 2 2 Chapter 1 You ve Aready Started Chidren don t earn to tak a by themseves. They earn to communicate graduay as they spend time with the important peope in their ives, especiay their parents. You and your chid have been communicating since he was born. Through this communication, you ve deveoped a strong connection. To hep him become the best communicator he can be, you just need to buid on the connection you aready have. By reading It Takes Two to Tak, you earn simpe but powerfu strategies for heping your chid communicate to the best of his abiity. You find that everyday situations ike getting him dressed or putting him to bed are idea times to use these strategies. What s more, you see that buiding communication into your chid s everyday ife won t be hard work or stressfu for your chid or for you. In fact, it wi become a natura part of the time you spend together. How and Why Chidren Communicate Communication isn t just about taking. Whenever two peope send messages of any kind to each other even without words they are communicating. Babies communicate ong before they start to tak by crying, smiing, making sounds, moving their bodies or reaching for something. As chidren grow, they et you know what s on their minds in other ways, such as through gestures, speech and signs. Learning more about how your chid communicates is the first step toward heping him become a better communicator. Uh. HOW Coin communicates with his mom: by ooking HOW Brian communicates with his dad: at her, smiing and wigging his arms and egs. he ooks, points and makes a sound. Hanen Eary Language Program, A rights reserved.

2 01 ITTT_It Takes Two to Tak /29/ :06 AM Page 3 Learn More About Your Chid s Communication Becoming aware of how your chid communicates is important, but you aso need to think about why he communicates. Even before they use words, chidren communicate for many different reasons: to te you what they want or don t want, to get your attention, to ask questions or to make comments. As their communication deveops, they get better at etting you know what s on their minds and what s important to them. No hat? No, I don t have a hat. WHY Aicia communicates: to ask her mom a question. Broken. WHY Graham communicates: to make a WHY Adam communicates: to te his comment about his tractor. dad he doesn t want something. Signs and pictures When chidren understand what words mean, but are having a hard time earning to tak, they can earn to communicate by making signs or pointing to pictures instead. Throughout this book, whenever you see references to chidren using or earning words, this appies equay to signs or pictures. A speech-anguage professiona can hep you decide whether this approach coud benefit your chid. Hanen Eary Language Program, A rights reserved. 3

3 4 Chapter 1 Learning more about how and why your chid communicates wi hep you see and hear the messages he sends you even the ones that aren t so obvious. The foowing ists describe how and why chidren communicate. Circe or highight the hows and whys you notice in your chid. HOW My Chid Communicates: H Cries or screams H Smies H Moves his body (kicks, wigges) H Changes his facia expression H Makes sounds H Reaches H Looks at me or at what he wants H Imitates sounds H Takes me by the hand to what he wants H Looks at what he wants and then at me H Points to what he wants H Points to draw my attention to something H Uses gestures, such as waving for bye-bye H Uses sounds that stand for words H Uses singe words or signs H Combines two or more words at a time WHY My Chid Communicates: H Because he is hungry or tired H Because he is happy H To respond to something interesting, such as my voice H To protest or refuse something H To get attention H To make a request H To show/give me something H To greet/say goodbye H To respond to others H To point out something of interest H To ask a question H To comment Your Chid s Stage of Communication Every chid s abiity to communicate deveops graduay over time. In It Takes Two to Tak, we divide the eary years of communication deveopment into four major stages: Discoverers react to how they fee and to what is happening around them, but do not communicate with a specific purpose in mind. Communicators send specific messages without using words. First Words Users use singe words (or signs or pictures). Combiners combine words into sentences of two or more words. Chidren with communication difficuties progress through the same stages as other chidren, but more sowy (athough some chidren may not get through a the stages). Hanen Eary Language Program, A rights reserved.

4 Learn More About Your Chid s Communication 11 My Chid s Stage of Communication Deveopment Discoverer Understanding Before you can hep your chid deveop better communication skis, you need to know his stage of communication and a the things he is doing to communicate at that stage. There are four stages of communication: Discoverer, Communicator, First Words User and Combiner. Read the checkists beow, which describe these four stages in terms of what your chid understands and what he can express. Check off a the items under each coumn that appy to your chid s communication right now. The bue shaded boxes under the name of each stage contain a brief description of the defining feature of that stage for both understanding and expression. After you have checked off a the items in the checkist that appy to your chid s communication, ook at the stage name above the ast bue shaded box you checked off for both understanding and expression. That s your chid s stage. You may find that your chid s stage for understanding is different from his stage for expression. Doesn t yet understand what words mean Recognizes famiiar voices Recognizes Turns his head famiiar towards voices sound Turns Responds his head when towards I ca his sound name by ooking at me, moving his body or hoding Responds sti when I ca his name by ooking Recognizes at me, moving a few gestures, his body or such hoding as when sti I hod my arms out before picking him up Recognizes Shows he knows a few what s gestures, coming such next as hoding daiy arms routine up for e.g., up when I hod up his in a socks, he ifts his foot up Shows he knows what s coming next in a daiy routine e.g., when I hod up his socks, he ifts his foot up Expression Reacts to his environment. He does not yet send messages on purpose Recognizes Cries in different famiiar ways, voices depending on what he needs Turns Coses his his head eyes or towards turns away sound when he doesn t want something Responds when I ca his name by ooking at me, moving Looks at faces with interest his body or hoding sti Becomes quiet or smies when spoken to Recognizes Makes sounds a few and gestures, moves his such body as hoding e.g., wigges, arms up kicks, for up when he is spoken to or smied at Shows Makes he a variety knows of what s facia coming expressions next in a daiy routine e.g., when Turns I towards hod up sounds/my his socks, he voice ifts his foot up Moves his body e.g., reaches when he wants something Imitates actions e.g., bangs on his high chair Makes sounds, ike aaah, oooh, guh, muh Babbes e.g., bababa, mamama Imitates sounds I make Enjoys games ike Peek-a-boo SAMPLE 2017 Hanen Eary Language Program. This page is from the It Takes Two to Tak guidebook (Weitzman, 2017) and may be copied for persona use ony.

5 12 Chapter 1 Communicator Understanding Expression Understands famiiar words in everyday situations Sends messages on purpose using a combination of ooks, sounds and/or gestures (without using words)* Recognizes Understands famiiar voices words in routine situations, ike byebyeor up Turns his head towards sound Understands names of famiiar objects Responds ike botte, ight when or I ca ba his name by ooking Responds at me, moving to simpe his questions body or hoding ike, sti Where s your teddy bear? by moving to Recognizes the object, ooking a few gestures, at or pointing such as to hoding Foows arms simpe up for directions up when these are it paired with gestures Shows he knows what s coming next in a Understands the word no daiy routine e.g., when I hod up his socks, he ifts his foot up First Words User Understanding Understands the names of many famiiar objects, peope and animas Recognizes Can point to famiiar many body voices parts and famiiar objects Turns his head towards sound Foows a few simpe instructions without the adut when showing I ca his or using name gestures by ook- Responds ing e.g., at kiss me, moving the baby his body or hoding sti Can answer yes-or-no questions, such as, Recognizes Do you want a few some gestures, banana? such as hoding Responds arms up to for simpe up whereand what questions e.g. Where s your shoe? or Shows What do he you knows want what s to drink? coming next in a daiy routine e.g., when I hod up his socks, he ifts his foot up Recognizes Communicates famiiar for a variety voices of reasons, such as: To protest/refuse something e.g., shakes head for no Turns his head towards sound To make a request e.g., hands me container to open Responds To when get attention I ca his e.g., name makes by sounds, ooking gestures at me, moving To show/give me something e.g., hands me a toy his body or hoding sti To greet/say goodbye - e.g. waves bye bye Recognizes To respond a few gestures, to others such e.g., points as hoding to/hands arms me object up for I asked about up To point out something of interest e.g., points to object/ person and ooks back at me Shows he knows what s coming next in a daiy routine e.g., when Strings I hod sounds up together his socks, that he amost ifts his sound foot up ike speech (jargon) Consistenty makes sounds that mean something specific e.g., huh-huh (panting for a dog) Occasionay uses a singe word Expression Communicates primariy by using singe words* Recognizes Uses a arge famiiar number voices of gestures and sounds Turns Imitates his sounds head towards (e.g. anima/car sound sounds) and words Uses singe words for a the same reasons as a Responds when I ca his name by ooking at me, moving Communicator, as we as: his body or hoding sti To ask a question e.g., Dada? with rising intonation Recognizes to ask a few where gestures, Dad is such as hoding arms up for up To comment e.g., wet! Shows Uses a variety he knows of word what s types, coming such next as: in a daiy routine e.g., Peope e.g., mama when I hod up his socks, he ifts his foot up Objects e.g., ba Socia words e.g., bye bye Rejection/ Refusa e.g., no Actions e.g., eat Describing words e.g., big Location words e.g., there Uses gestures and words together e.g., asks to be picked up by ifting his arms whie saying, up Uses words Uses words Occasionay says 2 word phrases SAMPLE 2017 Hanen Eary Language Program. This page is from the It Takes Two to Tak guidebook (Weitzman, 2017) and may be copied for persona use ony

6 Learn More About Your Chid s Communication 13 Combiner Understanding Expression Understands many words and more compex ideas Communicates primariy by using 2 or more word phrases Recognizes Understands famiiar more compex voices ideas e.g., in/out, over/under, dirty/cean Turns his head towards sound Can understand what, whereand who questions Responds when e.g., What I ca his do name you wear by ooking at feet?, me, moving Who his at body the door? or hoding on your Foows sti instructions without the adut showing Recognizes or using a few gestures, such e.g., as Go hoding arms get your shoes up for up Foows 2 step instructions e.g., Pick up your Shows pajamas he knows and what s put them coming in the next aundry daiy basket. routine e.g., when I hod up his in a Foows socks, he simpe ifts his stories foot up Recognizes Says more than famiiar 50 different voices words Turns Uses 2 his word head phrases towards to: sound Make requests e.g., open door Responds when I ca his name by ooking at me, moving his Make comments e.g., big bug body or hoding Ask questions sti that start with whatand where e.g., Where ba? May ask why Recognizes a few gestures, such as hoding arms up for up Tak about things beyond the here-and-now e.g., Shows he Birdie knows gone what s (the coming past), Go next zoo in (the a daiy future) routine e.g., when Uses a I variety hod up of his word socks, types he in ifts 2 word his foot phrases up (see ist under First Words User) e.g., Peope ( dadaup ); Objects ( ba gone? ); Socia words ( byenana ); Rejection/ refusa ( no bed ); as we as Pronouns ( Igo ), Beonging words ( mycar ) Starts to use 3 or more word phrases e.g., Mama more mik Setting Communication Goas: Interaction goas come before Expression goas The goas isted for each stage of communication on page 14 wi give you a good idea of where you are headed in heping buid your chid s communication. We know that chidren earn to communicate within enjoyabe back and forth interactions with the important aduts in their ives, so having good interaction skis is a critica part of anguage earning for your chid. For this reason, we aways start withinteraction goas. 1. Interaction Goa:First Turns: My chid wi take the first turnin interactions. (For Communicators, First Words Users and Combiners) 2. Interaction Goa:More Turns:My chid wi take more turnsback and forth in inter actions. (For chidren at a four stages) 3. Interaction Goa:Have Fun:My chid wi have funinteracting. (For chidren at a four stages) SAMPLE Once your chid is taking first turns and the two of you are having fun taking more turns, you can choose a communication goa that focuses on improving his expression. You wi now hep him take a specific turnduring your interactions. 4. Expressive Communication Goa : Specific Turn: My chid wi take a specific turn during our interactions. He wi: (choose one or two goas from the chart on page 14) Hanen Eary Language Program. This page is from the It Takes Two to Tak guidebook (Weitzman, 2017) and may be copied for persona use ony

7 14 Chapter 1 When deciding on your chid s expressive communication goa, you can choose one of two approaches. You can hep him: do more at his current stage of communication; or move towards the next stage of communication See pages for detaied information on how to seect the appropriate expressive communication goa for your chid. Information on buiding your chid s understanding can be found on pages 84 86, as we as throughout Chapter 7. It is highy recommended that you consut a speech-anguage pathoogist, who wi assess your chid and hep you seect appropriate goas. Communication and Language Goas at Each Stage Discoverer Goas Communicator Goas First Words User Goas Combiner Goas Do more at the Discoverer Discoverer stage: stage: Show Stay onger he s paying interactions attention to me for onger periods by ooking Use more at me, actions making facia and sounds expressions, in interactions his body or moving making sounds Imitate actions or Use more ooks, facia sounds I make expressions, body movements Show he knows or sounds Imitate what s coming actions or next sounds in a routine I make Move Show towards he knows the what s coming next in a routine Communicator stage Do Move more towards at the Communicator Discoverer stage: once he s made the communication Stay onger connection: in interactions Send a message to get my Use attention more actions Send and sounds a message in interactions know he wants to et me something Imitate actions or Look at something sounds I make and back at me Show he knows Start to use gestures, e.g., what s ifts coming arms up next to ask in a to routine be picked up Do more at the Communicator Discoverer stage: Send Stay onger messages in interactions on purpose for a variety of reasons, such as asking Use more for something, actions sharing and sounds his interest, interactions something or showing Send messages using Imitate actions or a combination of sounds I make ooks, sounds, gestures Show he knows Imitate what s coming many different next sounds, in a routine gestures Move Spontaneousy towards the use many different Communicator gestures stage Do Move more towards at the First Words Discoverer User stage: stage: Stay Add sounds onger to in most interactions of his turns Imitate words Use more actions Spontaneousy use a and sounds in interactions few words Do more at the First Words Discoverer User stage: stage: Use Stay the onger words in he interactions has more often Use the words he has for Use a more variety actions of reasons and sounds in interactions a variety of word Use types, Imitate ike: actions or sounds Peope I (daddy) make Objects (teddy) Show he knows Socia words (night what s night) coming next in Rejection/refusa a routine (no) Actions (bounce) Move towards the Describing words Communicator (soft) stage Location words (in) Do Move more towards at the Combiner Discoverer stage: stage: Use Stay 50 onger or more in words interactions to use with 2 word me Start phrases Use more actions and sounds in inter- Do more at the Discoverer Combiner stage: stage: Use Stay the onger 2 word in phrases interactions he has more often Use a variety of word types in Use 2 word more phrases, actions ike: and sounds Peope in (sit interactions daddy!) Imitate Objects actions (teddyfa) or Socia words (night sounds nightbaby) I make Show Rejection/refusa he knows what s (nobed!) coming Actions next (I jump) in a routine Describing words Move (dirtyhand) towards the Communicator Location words stage (incar) once Beonging he s made words the communication book) connection: (my Say 3 word phrases Send a message to get SAMPLE Do Continue more his at the communication Discoverer deveopment: stage: Say Stay onger phrases in interactions more with compete me Use sentences Use more actions and sounds in interactions 2017 Hanen Eary Language Program. This page is from the It Takes Two to Tak guidebook (Weitzman, 2017) and may be copied for persona use ony

8 02 ITTT_It Takes Two to Tak /22/ :21 AM Page 17 Let Your Chid Lead OWL to Let Your Chid Lead The next step to etting your chid ead is to OWL: Observe Wait Listen The first etters of these three important words OWL wi hep you remember them. OWLing is an important strategy that you can use with your chid throughout an interaction. When you OWL, you give your chid a chance to start an interaction and open up opportunities for communication. You may even discover that your chid is communicating more than you reaized. Observe O bserve, W ait and L isten: Taking the time to OWL is a wise way to start. Look! Your sock s off! Sometimes it s hard to know what s on your chid s mind. Taking the time to observe her body anguage her actions, gestures and facia expressions wi hep you figure it out. By tuning in to these messages, you can earn a ot about what she s interested in and what she wants to te you. Notice what your chid is ooking at. Look in the direction in which she s reaching or pointing. Discovering what has captured your chid s interest wi hep you share the moment with her. Mom was trying to get Megan to ook in the mirror, but then she observed that Megan was more interested in something ese her sock had come off. Now they can tak about what reay interests Megan. Hanen Eary Language Program, A rights reserved. 17

9 02 ITTT_It Takes Two to Tak /22/ :21 AM Page Chapter 2 Wait Instead of answering the door when the doorbe rings, Robert s dad waits. This gives Robert a chance to te him there s someone at the door. Waiting is a powerfu too. It gives you time to observe what your chid is interested in. Even more importanty, it gives your chid time to start an interaction or respond to what you ve said or done. In this book, wait means three things: stop taking, ean forward and ook at your chid expectanty. Your chid may be used to everyone ese doing the communicating. Waiting in this way wi send her the message that you re ready for her to respond to you or, better sti, to take the ead hersef. Once your chid does one Uh. of these things, it s important for you to respond to her immediatey. (You earn more about how to do this in Chapter 3.) If you need to remind yoursef to wait, count sowy to 10 sienty, of course. At first, you may not be used to that much sience. Your chid may not be used to it either. But be patient and don t rush to say something. It may take some time for her to communicate with you. If your chid switches from one activity to another, wait again. Give her a chance to get invoved in the new activity. Then give her sti more time to start an interaction. The most important thing to remember about waiting is to give your chid enough time to understand that you expect her to send you a message any message. It doesn t matter whether she sends it with sounds, words or gestures. Anything that your chid does or says to make her needs or interests known to you is a message. Take another ook at the "My Chid's Stage of Communication Deveopment" checkist you competed on pages There you find some of the ways in which your chid may send a message. Hanen Eary Language Program, A rights reserved.

10 02 ITTT_It Takes Two to Tak /22/ :21 AM Page 19 Let Your Chid Lead 19 Listen Listening means paying cose attention to a of your chid s words and sounds. Take care not to interrupt her, even if you ve aready figured out what she s teing you. When you isten to your chid s message, you re aso etting her know that what she says is important to you. This heps buid her confidence and sef-esteem. Even when you OWL, there wi be times when you cannot understand your chid s message. This can be frustrating for both of you. At times ike these, ook at the situation for cues and guess what she s trying to te you. Kitty. That s a kitty. Dee-dee. Eizabeth s mom istens carefuy and reaizes that Eizabeth is trying to say Kitty. If you can t even begin to guess your chid s message, imitate her sounds or actions and then wait to see if she does anything to make her message cearer. You may sti not understand, but it s important to make the effort. When you do, you et her know that you re trying your best to understand her. You re aso showing her that what s on her mind is very important to you. Hanen Eary Language Program, A rights reserved.