1. Copyright © 2011 Caroline Bowen

2. Part of their speech and language development is innate. Part of it is learned through the modelling of people around them. Parents are young childrens main speech and language models.

3. 1. Providing a model or example, all the time, of how to communicate. 2. modelling an example of a specific language or speech target. Copyright © 2011 Caroline Bowen

4. A target is a speech or language behaviour that we want to encourage a child to use when communicating. Copyright © 2011 Caroline Bowen

5. a speech sound such as s a speech sound such as s a class of speech sounds such as fricatives (h, f, v, s, z, sh, zh, th) a class of speech sounds such as fricatives (h, f, v, s, z, sh, zh, th) a syllable structure such as CVC (cat, dog, mouse, lion) or CC (blue, fry, small) a syllable structure such as CVC (cat, dog, mouse, lion) or CC (blue, fry, small) a speech sound in a particular syllable position e.g., word initial h (house) or word final s (house) a speech sound in a particular syllable position e.g., word initial h (house) or word final s (house) a class of speech sounds in a particular syllable position, e.g., word initial fricatives a class of speech sounds in a particular syllable position, e.g., word initial fricatives Copyright © 2011 Caroline Bowen

6. Providing a good model all the time requires adults to use: an unhurried speech rate an unhurried speech rate clear speech clear speech short sentences short sentences vocabulary suited to the childs age vocabulary suited to the childs age more repetition and re-stating than we would use when talking to another adult more repetition and re-stating than we would use when talking to another adult Copyright © 2011 Caroline Bowen

7. There are many ways to provide speech models The following examples are of ineffective ways to model. They are particularly ineffective for children with speech sound disorders. C = child A = adult C = child A = adult Copyright © 2011 Caroline Bowen

8. Pointless Modelling C: Thats a bid bird. C: Thats a bid bird. A: Not a bid bird. A: Not a bid bird. A big bird. A big bird. What did the child hear? Bid was heard twice and big once. The adult cancelled him/herself out! Copyright © 2011 Caroline Bowen

9. IneffectiveModelling C: Thats a bid bird. C: Thats a bid bird. A: Not a bid bird. A: Not a bid bird. You dont say bid bird You dont say bid bird You have to remember to say big bird. You have to remember to say big bird. Child tunes out Child tunes out Child heard bid three times, and big once (if he or she was listening) Child heard bid three times, and big once (if he or she was listening) Copyright © 2011 Caroline Bowen

10. Exaggerated modelling C: Pease can I have one? A: You mean puh-leeze. Puh-leeze may I have one? Puh-leeze may I have one? C: [THINKS] Yeah, yeah, yeah This exaggerated sort of modelling is inadvisable. It distorts the sounds, so that the child does not hear the target properly. This exaggerated sort of modelling is inadvisable. It distorts the sounds, so that the child does not hear the target properly. Copyright © 2011 Caroline Bowen

11. Questions! C: He hurt his weg. A: Hurt his weg? What are you supposed to say? What are you supposed to say? C: [thinks] Huh? In this example NO speech model has been provided. In this example NO speech model has been provided. Copyright © 2011 Caroline Bowen

12. Questions! C: I want the wed one pweeze. A: You want the which one pweeze? No speech model has been provided. Copyright © 2011 Caroline Bowen

13. Too much talk C: Tan you det it? A: Not tan you det it. Can you get it. Can you get it. You say 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! Followed by short talk on can, tan, get and det – sigh! Copyright © 2011 Caroline Bowen

14. Modelling via a single recast The following example is typical of the way parents model when their typical language learner makes a speech error. 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 … The adult recasts what the child says … ONCE ONCE Copyright © 2011 Caroline Bowen

15. Weak Modelling C: Thats a bid bird. A: It is. It is a big bird. It comes naturally to model this way; It comes naturally to model this way; it is OK for a typical language learner it is OK for a typical language learner but not powerful enough for a child with a speech sound disorder. but not powerful enough for a child with a speech sound disorder. Copyright © 2011 Caroline Bowen

16. Effective conversational modelling The following examples are of ways to model effectively when speaking to children who are having difficulties with speech sound development. The following examples are of ways to model effectively when speaking to children who are having difficulties with speech sound development. Copyright © 2011 Caroline Bowen

17. Modelling correction C: I like his punny pace. C: I like his punny pace. A: I like his funny face too. A: I like his funny face too. Its a really funny face. Its a really funny face. A funny face. A funny face. Do you know what that guy with the funny face is called? Do you know what that guy with the funny face is called? Copyright © 2011 Caroline Bowen

18. Modelling correction C: Det it down! C: Det it down! A: Get what down? A: Get what down? Oh, get this down? Oh, get this down? OK. Ill get it for you. OK. Ill get it for you. I think I can reach. I think I can reach. Uh-huh, I can get it. Uh-huh, I can get it. Copyright © 2011 Caroline Bowen

19. Important! Parents are young childrens main speech and language models. Parents are young childrens main speech and language models. Speech and language development is a gradual process. Speech and language development is a gradual process. Expect childrens speech progress to be gradual. Expect childrens speech progress to be gradual.

20. Copyright © 2011 Caroline Bowen