General treatment plan for the language development program
This program is used with cases of children with delayed language
development of natural intelligence who did not show any kind of disabilities
or psychological disorders. The basics of the program are as follows:
The extent of the success of the family counseling program depends
on the extent of the family’s ability, its effectiveness and its participation
in the rehabilitation program, especially the (mother), the mother and the
specialist on an equal footing in the implementation of the treatment plan.
• Not to leave the child in front of the television or the computer
or a young woman for long periods because it develops violence and wrong
behavior.
• Entry of the child to the nursery to learn the behavior of social
life.
• Not to use a language other than the mother tongue, whether at home
or in the nursery.
• Sit face to face, play and talk with the child as much as possible
with interaction, for example cheek the apple, give the apple.
• Talking with the child about the daily life chores while they are
practicing with the child, for example (talking with the child about food and
cutlery while eating, talking to the child about clothes while wearing shoes or
a shirt or otherwise, talking with the child about hygiene items when washing
hands or Bathing, talking to the child for all the situations he is exposed to
in his daily life with family members from the beginning of wakefulness to
talking about the pillow and bed when sleeping) and it is preferable to talk
toned with the child.
• The lack of immediate response to the child's wishes when he
expresses by pointing to what he wants from food or drinks or obtaining a
beloved tonic, for example (a child points to the refrigerator when the mango
juice is received, so the mother asks him, "Ziad, what? Do you want milk?"
The mother goes to open the refrigerator The milk comes out, and the son
continues to point, so the mother asks him again, Ziad calibrates water?, and
the water comes out of the refrigerator, so the son continues to point with
great anger, and without the mother taking out the juice, she says to him Ziad
wants juice, if the child calms down, he knows the word Juice, and if it does
not calm down, you pronounce the word several times in an interpreted and clear
manner, then take out a small amount of juice and give it to the child, talking
about juice and repeating the word several times until he finishes drinking the
juice “Mango juice, nice juice, Ziad drinks juice, sweet juice.” After this,
the mother asks the son and waits for three seconds, then she replies, “Ziad,
what do you want?” Waiting for 3 seconds - Ziad wants juice - Ziad drinks
juice, then you give him another small amount of juice, "and this is
analogous to meeting the child's desires, so the talk and the action are
associated with the event.
• Not to talk to the child with undesirable words, for example (the
word "Abaya" means Arabic) and not paying attention to the child and
strengthening him morally when he speaks it, but correcting and prolonging the
correct word in several sentences.
• Talking with the child about the events that take place at the
present time and in front of the child's eyes. The child does not know
yesterday, does not know tomorrow, and does not know the air. Rather, he talks
with the child about what is available and available at the present time and
what can be perceived.
Second - the composition and correction of the content and has
several steps
Before starting to compose and correct the content, the basics of a
conversational session are necessary:
The first five minutes of the session are to attract attention,
meet the eyes between the specialist and the child through playing and
interacting with the child, and to enter the reassurance and qualify the child
to respond during the session, then comes the role of modifying the behavior
and dealing with the child if he finds undesirable behavior, preparing the
tools used during the session. The session, at the end of the session, ends
with a song written by the therapist on what was trained during the session,
then the homework of the mother or family members surrounding the child,
writing down the goals or notes that have been accomplished in the follow-up
form for the child after completing the session.
part One
The stage of content formation through the child’s receptive
language, in which he uses single words from the nouns within the implicit
groups and is in a specific order, which is as follows:
Body parts
family members
Vegetables
fruits
transportation
Pets
wild animals
the birds
foods
Tableware
Clothing
Home Furniture
Electrical and
electronic devices
General Tools
the principle colors
the currency
Numbers
Technical application while using implicit groups:
• One session, in which two types of implicit groups are available,
if possible, according to the child's ability to respond, and each group takes
two or three names from it, for example (a group of body parts from which the
eyes, mouth and hair are initially taken, the family group takes the father and
mother from).
The common and concrete use of nouns within the child’s implicit
groups at the beginning (for example, when talking about a group of body parts,
he does not use nails, eyelashes or the back at first, but rather what the
child can see and perceive easily in front of or without a mirror when he sees
any part of his body, With a group of vegetables and fruits, he does not use
with him what is not present in the environment in which he lives, or what he
rarely sees and tastes.
• The distance from the similar in the implicit groups at the
beginning, for example (when using the group of birds, the child is not trained
on the name of the duck and the goose together due to the similarity between
them, and when using the group of fruits, he is not trained on the pear and
guava together)
• Using flexibility between sessions when moving between the
nomenclature within one implicit group, for example (in the first session of
the vegetables group, “tomatoes, carrots, and lettuce” are used, then in the
second session the emphasis is on carrots and lettuce and using another name
with them such as pepper and In the third session, lettuce and pepper are
emphasized, then a new name is used, such as cucumber, and this flexibility is
moved between the implicit groups by analogy.
• Diversity in the use of tools in the session during the
presentation of the names within the implicit groups, such as puzzle, porpent,
models, children's toys, clay or natural if possible, for example (with the
models, bring a doll and say this is the eye of the bride and in the mirror
this is Ain Manar, then bring The image of Baba on the PowerPoint presentation,
and we say this is the eye of Baba, and in the mirror this is Ain Manar, and
with the puzzle we put the place of the eye in the face, and by analogy with
that, training is done with the nomenclature within the implicit groups using
different and various tools.
• Reinforcement: It is the child's reinforcement, whether moral or
material, when he responds correctly during the sessions, and he takes into
account the lack of satiation of the reinforcer he loves, if it is material,
because the child is not bored and lax in responding.
• The homework includes confirmation of what has been trained in
the session until the child comes to the next session, which is for the mother
to repeat the names of the evenings that the child was introduced to during the
session by asking the child and responding to herself in a toned manner such as
(Ahmed D.A.? - and waits Three seconds - that's an apple).
part two :
Content formation through expressive language, sentence formation,
context and grammar
The formation of the sentence begins with the normal child when the
outcome of the receptive vocabulary has approximately 50 words from the names
that have been identified within the implicit groups and received them, and the
construction stage comes as follows: -
·
A simple sentence structure of two words, for example (sweet
banana, big baba), he knows the word banana and the word baba from the implicit
groups, and the adjective was added to each of them to build the simple
sentence.
·
Building a sentence of three words, for example (Ahmed wants a
banana), he knows his name and knows the word “banana” and add the word “I
want” between them to build a sentence of three words, then the sentences are
formed in this way until the standard linguistic age of the child is reached.
·
The use of context in the construction of sentences, (pronouns
through feminine and masculine - adverb of place - dual and plural - directions
- ownership - negation - prepositions) and its example is through the image
with the pronouns (he has a banana - she has an apple - they play Football), and
with the adverb of the place (a cup on top of the table - a cup under the
table), and with the Muthanna and the combination (the girl has two roses - the
boys have a lot of flowers), with the direction (the chicken gave it a lot of
food - the duck and her children behind it - we will move the Arabic right, we
will move the Arabic north ) and with ownership (this dish is mine, this dish
is yours, this cup is hers) and with denial (I don’t want to put my hands in
anything else, I don’t want tea, I want juice) and with prepositions (we put
the hanging on the plate, eat with the spoon, put the dish on the table.
·
Knowing grammar through verbs (past, present, future) and we start
with the child with the present because it is visible and tangible to the child
and then the past, where it was completed in the present and the moment and
then the future by modeling by question and answer and its example with the
present (Ahmed eats a banana) and after finishing with the past (Ahmed ate a
banana) and after a while with the future (Ahmed eats bananas? - Ah, eats a
banana - Ahmed Shater eats bananas).
the third part :
Correcting the content of the child in expressive language after
building sentences:
When some speech and pronunciation disorders appear (deletion,
substitution of sounds, distortion), the following should be taken into account:
First - Family Guidelines:
When the bites appear within the words during the child’s
pronunciation, the correction is done by pronouncing the correct sound in the
word and placing the correct pronunciation in several sentences, while not
promoting the child to pronounce the word incorrectly and also not punishing
him and his river for pronouncing it, for example a child says an apple means
an apple, the guardian And the family members correct the word by saying Apple,
Manar, do you want an apple? An apple that tastes beautiful, let’s eat an
apple, and when you taste the apple is sweet, Manar eats an apple, Papa makes
apples like Manar, and Mama will eat an apple).
Second - Correction during the conversation session:
·
Pronouncing the sound in a clear way from the correct director on
its own, using the child’s auditory, visual, and sensory perception skill in
the sense of pronouncing the sound from the sound output in a moderate voice so
that the child perceives it auditorily, and in front of his eyes so that he
perceives it visually, and placing the child’s hand on a certain place where
the child senses a sensory stimulus when The sound comes out using the child’s
hand, so for sensory perception, for example (a child who does not know how the
fa’ sound comes out, the therapist in front of the child face to face places
the ends of the upper teeth incisors on the lower lip while holding the child’s
hand and placing it in front of the mouth to feel the air exit from the mouth
when the sound exits from the exit Then the therapist brings the mirror and
tries with the child to imitate the specialist in the movement of the sound and
to put his hand in front of his mouth in order to feel the air exit from his
mouth, repeating this so that the child can exit the sound from its correct
exit), then the therapist trains the child to exit the sound In a static
manner, then with the tide of thousands, ya and waw, like (if, fa, fi, fu.
·
. After passing the
stage of the sound coming out alone from its correct exit with the child, the
therapist places the sound at the beginning of several words, such as Faris -
lantern), then trains the child to let out the sound in the middle of the word
and its example (apple) and then train the child to exit the sound at the end
of the word Scouts then train the child
to make a repeating sound (pepper
·
Pronunciation of the sound in a simple sentence, for example (we
eat pepper - a beautiful lantern.
·
Pronunciation of the sound in a sentence consisting of three words
(strawberry is red - the taste of the apple is sweet - let's play with the
lantern.
·
Pronouncing the sound in a long sentence consisting of four words
or more (the girl wore a red dress.
·
Pronunciation of the sound through the description of the picture
and narration of the story.
·
Pronunciation of the sound through extended speech.
Note: While there are any disabilities or psychological disorders,
the implementation of the treatment plan for the type of disability is taken
into account first, and then the general program for language development is
applied according to the child's ability to respond to improve the situation.
prepared by : Abdel
Halim Al Zoghbi Mohamed
Specialist
of speech and language disorders for children
00201212748143 - ara181147@gmail.com
Mahalet zeiad - Samanoud - El-gharbya – Egypt
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