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Hi, I'm Dr. Mary Barbera, autism mom and
board certified behavior analyst. In last
week's video blog, I discussed a few ABA
strategies I use to develop first sounds
and words in children with autism. Today
I'm going to discuss how I expand
language carefully in children who are
speaking in one or two word utterances
where we have echoic control - meaning if
I say "say ball" the child will say "ball"
without receiving a ball and without
seeing a picture of a ball. Once we get
the child talking, and we have echoic
control, and the child is saying some
words, we need to expand language
carefully. I find that a lot of people, at
this point, tend to start teaching the
child to use carrier phrases such as "I
want" whatever they want and some
professionals start to select goals such
as "the child will speak in four to five
words length utterances." This can
oftentimes backfire and lead to a child
who is prompt dependent or the child's
articulation becomes so poor that they
are completely unintelligible. I learned
so much from Dr. Barbara Esch, an SLP and
BCBA,
who created the echoic assessment known
as the EESA, which is part of the VB map
assessment and one of the biggest aha
that I received from Dr. Esch, years ago
at her workshop, is that we don't want to
set goals per sentence or phrase length,
such as "Timmy will speak in four to five
word utterances." Setting goals like this
is a very bad idea because we need to
think in terms of syllable length, not
sentence length. The example Barb Esch used
was refrigerator which is five syllables
but just one word. The other, in
comparison "the black cat sat down" is
also five syllables but this
time its five words. This example shows
you why it's so important to not think
in sentence length, but to think in
syllable length. When I got back from
Barb Esch's workshop, I was really excited
and I sat down with Jennifer Lesher, who's
an SLP that I've worked with for many
years, and I showed her many of
Barb Esch's sample worksheets including a
great syllable sheet, with a list of one
syllable words, and two syllable words in
the second column, and three syllable
words. Jennifer created another syllable
sheet based on the work of Dr. Esch and
Jennifer's sheet is available for
download right under this video. And as
you can see, hopefully might be a little
blurry, but just to give you an idea. This
is set up in five columns and the first
column is all one syllable words, like
hi and no and more and two syllable
words like thank you which is two words
and hello and again, sorry. These are
words that we often hear our clients
saying, and three syllables, four syllables,
and five syllables. We use sheets like
this to assess and also to program for
length of syllables within words and
this is a great resource and I've been
using it ever since I learned from Dr.
Esch how important it is to focus on
syllable length. In the same vein, I would
not recommend adding carrier phrases
such as "I want" too early because what
happens, and I've seen it so many times,
is that a child might be finally able to
articulate, juice or movie, pretty well
because they are one and two syllable
words we can all understand a handful or
dozen or 50 of their child's words and
all of a sudden somebody
decides to at "I want" so that instead of
instead of juice it's "I want
juice" which is three syllables or "I want
movie" which is four syllables and many
times what this does, is it really
affects articulation and makes the
child's language not understandable.
Another example is if a child name is
Nicholas, but sometimes he goes by Nick
or it's Alexander, but the parent is fine
with calling the child Alex. Go with Nick
or Alex when teaching them to say their
name. The shorter the better and I
wouldn't teach Nick, who doesn't have
great articulation to say another
carrier phrase such as "my name is
Nicholas," because then we're up to six
syllables instead of one syllable. So
when somebody comes up to him and says
"what's your name?" the child should just
answer Nick.This will help everyone,
especially Nick. We want to really be
careful with expanding length of
utterance and expanding sentences when
the number one thing we should be
worried about is can the child request
their wants and needs, preferably even to a
stranger. Teaching and encouraging a
child to speak using one and two
syllable words and then very short three
to five syllable phrases or words should
be the goal, constantly making sure the
child is as clear as possible. Don't
forget to download Jennifer Lesher's
syllable sheet based off the work of Dr.
Barb Esch, and focus on syllable length
for all of your clients and child or
child. I hope you found this video blog
informative and I'll see you next week.
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