Language Facilitation

Kyia Sonnier
2/6/2015
COMD 5200
Language Facilitation
Part I.
Examples of Self Talk
The clinician states that she is going to taste her tea and then proceeds to pretend to taste her
tea.
While pretending to drink some tea from the cup that belonged to Ellen the clinician states that
she is drinking tea from Ellen's cup.
Examples of Parallel Talk
When the child was attempting to close the teacup, the clinician said you are closing the
teacup.
When the child was pouring water into her cup the clinician said your pouring the water.
When the child ran out of water and pretended to get some more. The clinician stated your
getting some more water.
Examples of Imitations
The child was pouring milk into cups and said more milk to the clinician, the clinician then
repeated more milk.
While pretending to eat food the child exclaimed oh, that's yucky, the clinician then
pretended to do the same and repeated the same phrase oh, that's yucky.
Examples of Expansions
When the child was attempting to pour water into a cup she said cup the clinician then stated
your giving Ellen some more water. Expanding on her comment about the cup.
While drinking tea the child pretended that the tea was hot and said hot after drinking it. The
clinician then stated it's cooling off because it's hot.
While drinking the tea the child pretended that the tea was too cold and said cold in reference
to the tea. The clinician then stated the tea is too cold.
Part II
While engaged in play, the child would become so focused on her own actions that she was not
engaging with the clinician. The clinician in turn would use questions to engage the child. For example,
the child was pouring her tea but she was not saying anything and this caused a moment of silence in
the conversation. The clinician then asked her are you pouring the tea for me or Ellen. That sentence
was enough for the child to engage the clinician once again. The clinician also used questions to keep
her child focused on the task at hand. Some of the questions were direct questions and other questions
were open ended; such as asking her where are you going. The child could respond in any number of
ways with that question asked as a prompt.
The clinician's overall use of indirect language stimulation (ILS) techniques were effective. She
used parallel talk, imitation, expansion, and self-talk while engaged with the child. While the child did
not respond every time that the techniques were used, the clinician used the techniques in the correct
manner and more often than not, the child would respond in some manner. For example, when
engaging in parallel talk and commenting on the child pouring the tea in cups, the child did not respond
quickly. However, the conversation continued on to another topic and no silence came after. The
clinician did not engage in a lot of self-talk but did engage in a lot of parallel talk. The clinician would
also use an ILS technique when there was prolonged silence. For example, if the child was focused on
her tea and not the clinician , the clinician would use parallel talk to once again capture the attention of
the child. The clinician also used expansion as a way to expand on the vocabulary of the child. When
the child described the tea as hot or cold, the clinician used that as opportunity to expand on the words
hot and cold.
There are more ILS techniques than the ones mentioned above in this assignment. Some of the
other ILS techniques are extensions, buildup/breakdown, and recast sentences. The clinician did not
engage in a lot of these other ILS technique as much as the other ILS techniques that were mentioned
above. However, the clinician did engage in recast sentencing. For example, when the child said that
the water was all gone, at this point the clinician stated that you can pour more water. When the
clinician told the child to add more water she was telling the child that the water doesn't have to be all
gone because you can add more water to the pot. During the interaction with the child I saw few if any
other examples of other types of ILS being used.
There were times during the interaction with the child, that the child would not respond verbally
but would use nonverbal communication. The clinician would use an ILS technique or a question in
order to prompt the child to respond verbally. For example, often when engaged in play the child would
not look directly at the clinician and would focus on playing with her tea. While the child was
displaying disinterest through nonverbal communication (lack of eye contact) the clinician would use
parallel talk to prompt her to speak and look at her. Often the clinician would comment on her pouring
the tea or tasting the tea and this would lead to a conversation about the tea's temperature, either hot or
cold. This causes the child to look at the clinician while she speaks.
While engaged in play it can be difficult for a clinician to understand everything that the child is
saying. For example, the child began to say park while the child and clinician were pouring their tea.
However, the clinician was having a hard time understanding her clearly. Instead of saying I can't
understand you the clinician began to ask her questions about the topic at hand, which was tea. The
clinician also tries repeating the word back to the child in order to figure out what the child was saying.
Imitating the word was very effective because, if the child heard you say the word and it was incorrect
then you would know that you need to try another word. After a while the clinician was able to
determine that the child was saying park and used ILS techniques to redirect her attention back to the
tea party.

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Kyia Sonnier

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