1. Recasting REPEATING THE “RIGHT THING”
Caroline Bowen PhD CPSP Speech-Language Pathologist
Copyright © 2011 Caroline Bowen

2. Copyright © 2011 Caroline Bowen
ONE repeat!
When parents and teachers hear children make little speech errors they often correct the child by providing a SPEECH MODEL.
Child: I made the lello leaf!
Adult: You made the yellow leaf, did you?
The “right thing”(yellow) is modelled ONCE.
This type of MODELLING is called recasting.
When it happens in a conversation it is called conversational recasting.
Copyright © 2011 Caroline Bowen

3. Conversational recasting
Child: He swimmed so fast! Adult: He did! He swam fast!
Child: I bumped my mouf! Adult: Oh! Your poor mouth.
Child: Mummy dergot! Adult: Mummy forgot did she?
Child: Does that man work at the hostable? Adult: Yes, at the hospital.
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4. Recasting is best done:
“Naturally” as opportunities arise
Around topics that interest the child
Around topics the child has started, e.g.
Child: Daddy, I want a Superman tape. Daddy: A Superman cape? You do?
Giving the target word a little extra emphasis
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Too much emphasis is not much help!
Child: Superman tape Adult: Superman
cape
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Superman cape
Overemphasising the word, or saying it too loudly
distorts and changes the word
and turns it into a poor model
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7. Copyright © 2011 Caroline Bowen
Superman cape
Overemphasising a sound, or saying it too loudly
distorts and changes the sound
and turns it into a poor model
Copyright © 2011 Caroline Bowen

8. Child: Daddy, I want a Superman tape. Father: A Superman cape? You do?
This is a natural, tactful way to correct that works well for a typical speech-learner. Children with speech sound disorders need more powerful, focused recasting. That’s where frequent recasting comes in.
Copyright © 2011 Caroline Bowen

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Frequent Recasting is a simple, effective means of helping children to learn
To produce new sounds
To produce new syllables
To produce new words
To speak more clearly
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Make sure the child is
listening
interested in the topic
engaging in adult-child “joint attention”
not urged “repeat”
given “space” to “store” the word
in good listening conditions
Copyright © 2011 Caroline Bowen

11. Good listening conditions
Minimum background noise
Joint attention
Joint interest
Face-to-face
Speech-rate on the slow side
Copyright © 2011 Caroline Bowen

12. Poor listening conditions
Background noise
Divided attention
Child not interested in the topic
Not face-to-face e.g., parent driving and child in the back seat
Rapid speech rate
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Having heard the adult’s model, the child does NOT have to imitate it. The whole idea of recasting is for the child simply to hear the adult model.
Copyright © 2011 Caroline Bowen

14. Another reason NOT to urge the child to imitate the model is that it gives the child an opportunity to listen to, think about, and “store” the way the adult says the word.
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If we do something like this:
Child: I want a Superman tape.
Adult: A Superman cape.
Adult: Now you say it …
the child will repeat the error, missing out on
listening properly to the sound of the word
“thinking it” inside his or her head
“storing” the correct pronunciation
Copyright © 2011 Caroline Bowen

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To increase the effect of recasting, when you notice you have “recasted”, remember to do it again, once, twice or three times, later the same day, with the same target in mind.
Don’t overdo it, or it will lose its impact (saliency) and drive everyone nuts!
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17. Copyright © 2011 Caroline Bowen
aim for 12 to 18 “recasts” per minute
for 3 or 4 minutes of a day
cape
cape
cape
cape
cape
cape
cape
cape
cape
cape
cape
cape
cape
cape
cape
cape
cape
cape
Copyright © 2011 Caroline Bowen

18. Copyright © 2011 Caroline Bowen
The word “frequent” in “frequent recasting” means recast times within a minute for 3-4 minutes of the day in aggregate.
That is 1 minute the first time, 1 minute the next time, 1 minute the 3rd time, and one minute the 4th time (if there is a 4th time).
It does not mean recast like this constantly throughout the day. If you do it too much, the fun will go out of it and it will lose effect.
Copyright © 2011 Caroline Bowen

19. Twelve to eighteen can seem a lot!
12 to 18 recasts a minute!
<gasp>
Twelve to eighteen can seem a lot!
BUT IT’S EASY!
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21. 12 to 18 recasts within a minute (initial /k/)
Child: Daddy, I want a Superman tape. Adult: A Superman cape. You do? Cape, cape, cape, cape, cape. A Superman cape. Now, what colour is Superman’s cape? Is it a blue cape, or a black cape, or a white cape or a stripy cape, or a spotty cape (12) or a red cape? Yes, a red cape! So we need red cape material. Do you want it to be a long cape or a short cape? You’re going to have to tell me how it should be because I haven’t made a cape (18) before.
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23. 12 to 18 recasts within a minute (initial /k/)
Child: Tan I tate that tar home? Adult: Can you take my car home? Oh no! Not this car! It’s my special car. I don’t lend this favourite car to anyone! This little car stays right here. Oh I do love this little car, car, cardee car, car car! It’s the best little car, car, cardee car, car car in the whole wide world. Do you have a special car (18) at home? Tell me about your favourite car.
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12 to 18 recasts within a minute (initial /f/)
To get your recasts ‘in’ use nonsense and fun!
Fee, fie, foe, fum Fire fire here I come! Fee, fie, foe, fay Fighting fires every day. Fee, fie, foe, foo Come and fight some fires too. (18)
Try multiple repeats of verbs as an action occurs: faster, faster, faster, faster, faster, faster, faster, faster, faster, faster, faster, faster, faster, faster, faster, faster, faster, faster (18)
Use suitable pictures, games, and stories.
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Materials and Ideas
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king kicking a cup, cuddling a cat, catching a cabbage, camping, cutting carrot, carrying cases…
13 October, 2018
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13 October, 2018
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Snakes and ladders for final /s/ and /z/.
Go Fish, Snap, Magnetic Fishing,
etc adapted for speech targets
Surf Smurf jumping off a roof for final /f/.
Copyright © 2011 Caroline Bowen