2. “When you smile at me, I learn that I am lovable. When
you understand me, you help me to understand the
world.”
-Hatkoff, 2007

3. Remember that communication is not JUST language.
It also includes:
 Facial expressions
 Directed gaze
 Gaze aversion
 Gestures
 Body Movements
 Object use
 Sounds (cooing, babbling, words)
 Intentional Actions
 Reaching, showing, pointing, pulling, nodding
 Speech, signing, pictures, text

4. Three areas of communication:
 Comprehension = the ability to understand
communication and utilize the messages in daily living
 Production/Formulation = the ability to formulate or
produce components of language
 Pragmatics/Use of Language = the ability to use
language functionally and purposefully in daily living

6.  The ability to comprehend language comes from:
 Shared attention
 Shared meaning
 Shared intentionality

7.  “…two people direct their attention to the same
aspects…”
 “…ensures that some aspect of the event is experienced
by both participants…”
(Nelson, 2007)

8.  “Meaning… is whatever is perceived as relevant to the
individual on the basis of needs, interests, present
context, or prior history… that which has meaning –
significance for the individual…”
 “Two people can share an experience but not a
meaning.”
(Nelson, 2007)

9.  Collaborative activity in which participants share
psychological states with one another
Tomasell0 (1999)

10. Video of Sara and Swing (Visual Reality)

11.  The ability to connect what is heard to what is already
in his mind
 The ability to recall ideas from memory that are
associated with prior experiences of the words
 The ability to form a new intentional state
representation (what does that mean for me right
now? “Kaaaaat, where’s the swing?” while pointing
and drawing Kat into the interaction).
 Adapted from Bloom and Tinker, 2001, p. 15

12.  In typical language acquisition, the comprehension of
language precedes production
 In atypical language acquisition, the comprehension
does not always precede production

13. 8-12 months
 Understands a few words in context (plays pee-a-boo
in response to words and gestures)
 Responds to interactions of others
 Responds to other’s intentions to regulate behavior,
other’s intentions to draw attention to themselves,
other’s intentions to draw attention to objects
.
(Miller and Paul, 1995; DMIC, 2005)

14. 12-18 months
 Understands single words for objects used in
immediate environment
 Will get objects when asked if they are in view
 Will perform some actions when asked
 Knows names of familiar people
 Responds to name
(Miller and Paul, 1995; DMIC, 2005)

15. 18-24 months
 Understands two word combinations similar to those
they can produce (eat cookie, Mommy jump,
Mommy’s shoes, kiss baby)
 Understands words for objects that are not in view
 Understands and responds to routine forms of “who”,
“what” and “where” questions
 Doesn’t understand agent-action-object (Mommy eat
cookie) fully.
 Understands about 150-500 words.
(Miller and Paul, 1995; DMIC, 2005)

16. 24-42 months
 Understands (agent-action-object) constructions
 Understands a greater range of “what”, “where”, “who”
and “whose” questions.
 Understands more complex directions
 Understands and responds to simple, causal “why”
questions. “Why is daddy fixing the bike? (in the
context of Daddy fixing it)”
 Understands locatives
(Miller and Paul, 1995; DMIC, 2005)

17. 42-48 months
 Understands when, how, and why questions
 Understands about 1000-3000 words.

18.  Does your child respond to directions or statements made
about the environment?
 (i.e. “A cup!” – child picks up the cup)
 Can your child pick up on stressed or emphasized words?
 (i.e. That’s the BIG chair!)
 Does your child respond to sounds, speech sounds, affect,
or tone?
 Does your child respond to gestures and sounds of others
with and without contextual clues?
 Does your child understand ‘wh’ questions?
 (i.e. Where is the dog?)

19.  May imitate what is said to him
 May not respond to questions or comments
 May not respond to verbal requests to join an activity
 May not show, look at or get items/objects named or
pointed out in the environment
 May not engage in actions that are requested within
their environment
 May demonstrate anxiety, confusion, and
dysregulation.
 May not engage, relate, or communicate as we might
expect

20.  Bring down the complexity of your language input
 Target particular words and phrases
 Work on comprehension in familiar contexts and
affectively rich/meaningful situations
 Pair language with the child’s actions
 Present targeted language in many familiar contexts to
promote learning
 Adapt to the child’s comprehension level (if only saying
“open” we shouldn’t be using “want me to open it?”)

21.  Pair words with gestures, facial expressions, and
other visual supports
 Use question forms that the child understands
 Use choice questions judiciously
 Request clarification
 Repeat, paraphrase, make salient the new
‘information’

22.  Use affect to help support understanding
 Use gestures to support understanding
 Emphasize words or sounds
 Pair with signs or pictures to help support
understanding
 Use LESS language
 Be sure your child is engaged before communicating

23. Video Emma and the eggs (Visual Reality)

24.  Remember, BEFORE our kids comprehend
communication our child must be:
(Level 1) REGULATED
(Level 2) and ENGAGED
THEN
(Level 3) TWO WAY COMMUNICATION
 Be sure your child’s foundation is ready for
communication by supporting regulation and
engagement.

26. Precursors to Language
(things you gotta have first!)
 Shared understanding between infant and parent
 Synchrony in infant-parent interaction
 Intersubjectivity
 Join attention

27. Precursors to Language
(things you gotta have first!)
 Sensory motor development –
 Object permanence
 Means end relations
 Causality
 Objects knowledge, object relations, event relations
 Child’s “theories” of objects, space, time, etc.
 Child’s knowledge base

28. Precursors to Language
(things you gotta have first!)
 Affect expression – feelings and states
 Vocal expression
 Contours of syllables
 Babbling
 Jargon
 Speech sound perception

29.  Work on engaging interactions – lengthen them and
strengthen them in fun, playful settings.
 Work on communicative rhythm – back and forth
responses, attending and responding.
 Experience the world with your child – explore and start to
recognize patterns in the world.
 Example: Can your child determine cause and effect of
putting on his own seatbelt or make his own sandwich, etc?
 Play with sounds – sing, rhythm, vocal tone.
 Phonemic Awareness
 Labeling sounds – dog, cow, etc. Connecting sounds with
labels.

31.  Does your child use language to get what they want or
need?
 (i.e. “Bakey” = give me my blanket)
 Does your child use language to comment?
 (i.e. “uh oh!” when food falls on the floor)
 Does your child use language socially (to interact in a
social manner)?
 (i.e. “get ya!” to signal a game of chase)

32.  Helping your child:
 Ensure your child is engaged and relating with you.
 Model! Show them how to request using gestures and
words in lots of non threatening play situations or
interactions.
 Highlight the context for them.
 Watch their comprehension. Are they understanding?
 Keep an eye out for sensory or emotional overload.
 Keep your pacing appropriate. Keep the rhythm, the
relating!
 Help a child to be intentional.

34.  What is the child doing?
 Why are they doing it?
 How can I join?
 How can I expand?
 Make random behavior purposeful.
Video of B and S doing math

35.  How can I start with sensory?
 What can be used to make this activity include
appropriate movement?
 What is the child’s sensory system telling me about our
play?
Video of S and J jumping by the mirror

36.  What can I turn into a theme?
 How can I change the theme slightly to move up the
ladder or support the roots?
 Is my theme consistent with the child’s lead?
Video of Emma and the Lollipop Dance (Visual Reality)

37.  Can I say what I said with more tune, rhythm,
singsong or beat?
 Can I use rhythm OVER verbal language?
Video of J and M, Wheels on the Bus

38.  Am I drawing everything out?
 Am I sloooooooooowing it down?
 Am I exciting?
 Am I expressive and affective in my face, vocal tone
and body language?
Video of J and the car on the rug

39.  Can I playfully get in the way to require more?
 Can I present a problem in a way that is silly, fun and
exciting?
 Can I play dumb to an extent that the child enjoys the
game?
Video of S & S – Wake Up – 4:15

40.  Remember to be in the moment… you’ll get where
you’re going if you’re patient.
 Wait for it, wait for it… 
 Taste the joy in the moment, march forward at the
pace the child sets forth and have fun!

41.  Use facial expressions, body language and gestures to
communicate.
 Help your child read your cues and tune into you
without excess language.
Video of M and S eating lunch

42.  You want the mustard?! Oh, no? The MILK!!
 Best way to encourage a child is to play dumb – really
make them think!
 Remember how learning the world and environment
supports language production and comprehension.
Video of S & S – Jump Rope, 18:50

43.  Watch your positioning
 On the child’s level
 In their visual field
 In front of the child vs. behind

44.  KEEP going with it!
 Difference between expand and staying in the
interaction
Video of Paper Ripping – if it’s working GO with it!

45.  Keep trying. Try the same thing four or five times
before you change.
 When you change, change slightly according to the
cues and information your child is giving you
Video of C – don’t change too much – persist in what you
were doing

46.  Make sure you are always on the positive
 When a child does something GREAT, be reinforcing
and exciting.

47.  Watch how many steps you are giving a child.
 “Go upstairs, get your shoes and get in the car” vs.
“Shoes? SHOES!!! Shoes.”
 IF you think they can, try FIRST, THEN. First, shoes.
Then, car.

48.  “Engaging Autism” – Stanley Greenspan and Serena
Weider
 “The Out of Sync Child” – Carol Stock Kranowitz
 “The Child with Special Needs” – Stanley Greenspan
and Serena Weider
 Floortime.org
 ICDL.com
 If you want a copy of “Visual Reality,” email Sima
Gerber @