Ming explains language functions: which ways children already use words and which to teach next. Many kids on the autism spectrum process language in chunks and repeat whole phrases because they lack other ways to communicate what they need.
Identify what language functions your child's. Your child already has. Second, think about what new language functions we want to teach. So you go on a simple Google search, you can ask speech therapy. Language function. This is a term that we use a lot, and it ties into pragmatics. It ties into what we call language use. So it's the same with language use and language function. They come hand in hand. And most of all, when we're teaching children, especially those on, on, on the spectrum that we're always focused on language functions, first, a lot of parents, a lot of teachers will think, oh, we got to get those sentences longer, right? Whereas when you teach those sentences so long, they only remember the whole thing. And some parents are searching online and saying, oh, man, my child has gestalt language processing disorder, or whatever that is. And what I'm trying to say is that your focus shouldn't be what your child has as a disorder. They're functioning. They're processing language in chunks. But why? The reason why is because they don't have other language functions.
