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re:分享语言师如何model语言的技巧。...
分享语言师如何model语言的技巧。
Ineffective Conversational Modeling:
􀀯􀀯 Pointless Modeling
C: That’s a bid bird.
A: Not a bid bird.
A big bird.
• What did the child hear?
• ‘bid’ was heard twice and ‘big’ once
• adult cancelled him/herself out!
􀀯􀀯 Ineffective Modeling
C: That’s a bid bird.
A: Not a bid bird.
• You don’t say ‘bid bird’
• You have to remember to say ‘big bird’.
• Child tunes out
• Child heard ‘bid’ three times, and ‘big’ once (if they were listening)
􀀯􀀯 Exaggerated Modeling
C: Pease can I have one?
A: You mean puh-leeze.
Puh-leeze may I have one?
C: [THINKS] Yeah, yeah, yeah
• This exaggerated sort of Modeling is inadvisable.
• It distorts the sounds, so that the child does not hear the target properly.
􀀯􀀯 “Modeling” with NO model!
C: He hurt his weg.
A: Hurt his weg?
What are you supposed to say?
C: [thinks] Huh?
• In this example NO speech model has been provided.
􀀯􀀯 Imitating the child
C: I want the wed one pweeze.
A: You want the which one pweeze?
􀀯 􀀯 􀀯 􀀯 􀀯 􀀯 􀀯 􀀯 􀀯 􀀯 􀀯 􀀯 􀀯 􀀯
• No speech model has been provided.Ineffective Conversational Modeling:
􀀯􀀯 Pointless Modeling
C: That’s a bid bird.
A: Not a bid bird.
A big bird.
• What did the child hear?
• ‘bid’ was heard twice and ‘big’ once
• adult cancelled him/herself out!
􀀯􀀯 Ineffective Modeling
C: That’s a bid bird.
A: Not a bid bird.
• You don’t say ‘bid bird’
• You have to remember to say ‘big bird’.
• Child tunes out
• Child heard ‘bid’ three times, and ‘big’ once (if they were listening)
􀀯􀀯 Exaggerated Modeling
C: Pease can I have one?
A: You mean puh-leeze.
Puh-leeze may I have one?
C: [THINKS] Yeah, yeah, yeah
• This exaggerated sort of Modeling is inadvisable.
• It distorts the sounds, so that the child does not hear the target properly.
􀀯􀀯 “Modeling” with NO model!
C: He hurt his weg.
A: Hurt his weg?
What are you supposed to say?
C: [thinks] Huh?
• In this example NO speech model has been provided.
􀀯􀀯 Imitating the child
C: I want the wed one pweeze.
A: You want the which one pweeze?
􀀯 􀀯 􀀯 􀀯 􀀯 􀀯 􀀯 􀀯 􀀯 􀀯 􀀯 􀀯 􀀯 􀀯
• No speech model has been provided.
􀀯􀀯 Didactic Modeling
C: Tan you det it?
A: Not tan you det it.
Can you get it.
You say it: can you get it.
C: Tan you det it.
Followed by short talk on ‘can’, ‘tan’, ‘get’ and ‘det’ – sigh!
Modeling via a single ‘recast’:
The following example is typical of the way parents ‘model’ when their typical
language learner makes a speech error. The adult ‘recasts’ what the child says
…ONCE
􀀯􀀯 ‘Weak’ Modeling (single recast)
C: That’s a bid bird.
A: It is. It is a big bird.
It ‘comes naturally’ to model this way;
it is OK for a ‘typical’ language learner but not ‘powerful’ enough for a child with
a speech sound disorder
Effective conversational Modeling
The following examples are of ways to model effectively when speaking to
children who are having difficulties with speech sound development.
☺☺ Modeling corrections
C: I like his punny pace.
A: I like his funny face too.
It’s a really funny face.
A funny face.
Do you know what that guy with the funny face is called? Copyright © 2006 Caroline Bowen
☺☺ Modeling corrections
C: Det it down!
A: Get what down?
Oh, get this down?
OK. I’ll get it for you.
I think I can reach.
Uh-huh, I can get it.
Recasting
The term ‘recasting’ refers to repeating an error-utterance back to someone, but
with the error corrected. It can be an effective form of modeling.
Recasting for grammar
C: I maked my bed.
A: I made my bed.
Recasting for syntax
C: What time it is?
A: What time is it?
Recasting for vocabulary
C: Shall I get Daddy’s sword?
A: Shall I get Daddy’s saw.
Recasting for speech sounds
C: I want the lellow one.
A: I want the yellow one.
Recasting is often used by adults to encourage ‘manners’
C: Give me my juice.
A: What’s the magic word? Copyright © 2006 Caroline Bowen
Give me my juice please.
Conversational recasting when a child says a word incorrectly
provides a Modeling correction
☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺
- without overt criticism …
- without interrupting the ‘flow’
- without getting in the way of listening
Conversational recasting when a child says a word correctly
provides positive reinforcement
☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺
- without overt criticism
- without interrupting the ‘flow’
- without getting in the way of listening
Frequency — Remember to recast again!
When you notice you have “recasted”, remember to do it again with the same
sound, word, or grammatical structure, two or three times, later the same
day.
☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺
Frequency of recasting
• aim for 12 to 18 “recasts” per minute Copyright © 2006 Caroline Bowen
• for 3 or 4 minutes of a day
• for the SAME word
• or for the SAME sound pattern
• or for the SAME grammatical structure
Important!
• Parent(s) are young children’s main speech and language models.
• Speech and language development is a gradual process.
• Expect your child’s progress to be gradual.
Illustration of frequency:
(1) TARGET
Choose a target for the day (usually a current therapy HOMEWORK target) e.g.,
velar fronting (t, d, n replacing k, g, ng respectively).
Illustration of frequency:
(1) TARGET
Choose a target for the day (usually a current therapy HOMEWORK target) e.g.,
velar fronting (t, d, n replacing k, g, ng respectively).
(2) THREE OR FOUR MINUTES
Recast for velar fronting as often as you can in conversation, but only for about
3-4 minutes in aggregate within a day.
The first time (the FIRST MINUTE) in the day that you do it, you might recast
"cup" 15 times in context when your child has just said "tup", and is showing an
interest in a cup ("Look Mom. This tup has a Tare Bear on it") Then a little later,
still in the FIRST MINUTE, you might say "cup" 17 times.
Later in the day, your child might be playing with cars, giving you the
opportunity to say "car" repeatedly, in one "lot" or two "lots" within the same
minute (the SECOND MINUTE).
In the same day, you might take one or two more separate minutes to recast
frequently.
Copyright © 2006 Caroline Bowen
Caroline Bowen PhD CPSP
Speech-Language Pathologist
9 Hillcrest Road, Wentworth Falls, NSW 2782, Australia
i: www.speech-language-therapy.com
e: cbowen@ihug.com.au
6
(3) 12 TO 18 RECASTS
Twelve to eighteen can seem rather a lot! This is how you do it, making sure you
choose a relevant target for your child (e.g., don't recast "cow" many times while
your child is chatting about “keys”/ “teas”)!).
Child:
Him's tar talled Batmobile.
Adult:
His car? (1)
His car's (2) called Batmobile? Copyright © 2006 Caroline Bowen
That's a strange name for a car (3).
Our car's (4) a Toyota. Our car's (5) not a Batmobile!
You have a lot cars (6) there! Is one of those cars (7) a Batmobile?
Child
This tar is. It he's Batmobile tar.
Adult:
This car (8). Oh! This car's (10) the Batmobile car (11).
Not this car (12), not this car (13), not this car (14) , not this car (15), it's THIS
car (16).
May I play cars (17) with you?
Who's driving the Bat car (18)?
Child:
Me drive Bat tar ... car
Adult (thinks):
RESULT!
To get your recasts "in" you can use a bit of nonsense at times ("Oh I do love
this little car-car-car-cardee-car-car-car. It's my best car-car-car-cardee-car-carcar.
It's the best car-car-car-cardee-car-car-car on the road! (that's 18!).
You can also use songs and rhymes (Take me riding in your car-car...) using a
little poetic licence where applicable. |
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发表于 2008-9-19 11:11:05
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