4 Stages of Teaching Sentences to Speech Delayed

What are the stages that would need to teach speech delayed children to attain sentence level? So if your child is like non verbal right now or stuck with single words, this is the video for you. Or even if your child is speaking in I want phrases, we'll talk about that as well. Okay. Don't mind me if my eyes are going this way because I need to look at my notes while I was talking about this. So the four stages are words, verbs, childlike sentences, and adult sentences. All right? A lot of times when I see parents or therapists or just in general people who are teaching delayed children, they always go into the I want sentences. I want sentences are actually worse than short phrases that have a subject and a verb or verb or object. So we'll talk about that a little bit as well. And what sentence structure means the complexity is all about, because when you're teaching someone linguistics of a certain language or any type of language, it's all about their understanding of sentence structure. Okay. Of grammar of where the words should go in different places. If, let's say if I know that in English, the whole thing goes svo, subject, verb, object, in that order. Whenever I hear someone say something, I can guess at least that's a verb, right? So that in itself really helps a child to learn a sentence. So a lot of times the goals of the therapy I see are quite astounding. A lot of times it's like, I want the cookie. And then the next step, the therapist will think is like, mommy, comma, I want the cookie. Or like it would be mommy, can I please have the cookie? So it goes like from cookie, I want cookie, mommy, someone, comma, I want cookie to mommy, can I please have the cookie? So all of these, they don't add a lot of value. They don't have a lot of semantic value. Is that what we call. It's because it's literally saying the same thing. A child could say cookie and still convey the same meaning as mommy, can I please have the cookie? Right. So there's no. Actually, there's no real reason why we would want to go into that path. And I've put down some studies below that say exactly the same thing. Someone called Dr. Pamela Hadley has also had a sentence focused framework. I've linked it down below. It's literally saying the stuff we've been saying on this channel for a long time. And now I want to say, this is not my method, not Ming's method, not agents of speech method. The things that we talk about are very textbook. You can listen to anyone who practices therapy, and you will see the same thing. If someone understands language therapy, they will say around the same thing. You don't have to listen to me per se. Okay? In fact, if you have a lot of I want sentences, it doesn't predict a child's language performance or their ability. What we usually look for an assessment is that do they have a large amount of vocabulary in different categories. So nouns, adjectives, locatives. Right, Locatives, inside, outside, on top, whatever. And then you also have verbs. Right. The more of these verbs or whatever, the higher the chance and the predictor that the child would do well in a language therapy setting. And that's what we call prognosis. Some parents will email me with this word that they've learned, and they will say, ming, what's the prognosis of my child given what I've summarized to you? I'm like, how would I know? I don't know. The language profile. So the language profile is a few things. The amount of vocab and also the language and or grammatical complexity that they have right now. So let's go through the four stages. After a bunch of rambling that I've done. Okay? The first part is words. All children, all people, they all started learning language with nouns. Those are the words that refer to a real object in the real world. Real world object that we can see concretely. Right? And it might be that it's a noun, object. It could be that it's a color, a concept, a number and stuff. And that's why you see a lot of children who are delayed. They're stuck on the nouns, stuck on the words, on the concepts. They stuck on those things that they can see, they can touch and easily understand. And all of us, if we're learning a second language or third language, those are the words that we tackle first, because it's tangible. So sort of the second stage is verbs. So verbs are a lot more, as we say, abstract because it's a motion of which it's very hard to be conveyed, Meaning it's very hard to see and understand it with a flashcard or a picture. It needs to be action that is acted out. Or it might be a video that makes it easier for a child to understand. Because if you say tapping, right? That. And then the child's gonna say ball, because they see someone throwing a ball and say tapping ball, right? So that means they don't have the verbs. Right? So the second stage is verbs. And it's very important. We always encourage parents to teach the verbs first. And even if you're a therapist and we've got loads of therapists on our community are free courses for parents are very important and usually not looked at. And the reason why sign language in like American, British, whatever Sign language is a good way to teach more language in the long run is because that sign language actually helps children to acquire more verbs. It's more meaningful when you do this everyone. You don't speak my language. I don't speak your language. I don't speak English, I don't speak whatever when I do this. You know what? I'm hungry. I want to eat, right? I'm thirsty. Meaningful why verbs are so important. Okay. And then after that you go into the third stage which is childlike sentences. When you search online you will see telegraphic phrases. Telegraphic sentences. Why it's called that non layman term meaning as a professional term is because type telegraphs back then very hard to put in the functional words make it all grammatical correct. You just want the message to be across because you have this to be very efficient. Tend to speak like that and acquiring languages right. Cannot make a phrase without a verb. If you think about it, a verb is the glue of a sentence. And if you've taken linguistics to any certain and I'm no linguist, I'm pretty crap with that. A sentence is whenever you have a subject plus a predicate. And a predicate is basically what we call a verb phrase meaning the verb comes first and everything comes behind verbs. You cannot make sentences like sentences is when children start to put things together such as mommy eat right Apple, right? Apple. Mommy give them red apple to mommy. They deleted the words in the middle. Afterwards we can go into adult sentences. So when start to be able to know the grammatical roles of each word and where to go in the sentence. It's much easier than to teach adult like sentences there. Okay, I'm using that. We're finally putting it into a stage that's coherent for people understand A lot of times when people go down this route they will think about oh what are the milestones? What are they supposed to do? One thinks in a very analytical way about how to teach and construct sentences in this way. So anyways sources and these are all down below that you can take a look at that we've been talking about and what the evidence is backed where the evidence is backed and enjoyed this video. Want to learn more? You can go to www.agentsofspeech.com course to grab free courses on how to teach speech delayed children at home. Okay, it's all free, so go ahead. Enter email and you'll get an inbox. How to sign up. Okay, that's it for now. And hopefully I'll see you in the next video soon. Bye.