she leans in, pays closer attention, laughs, grabs your hand, turns the device toward her), model “again” and then repeat what you had modeled. If something you model causes a reaction in the child, (ex. Children know very quickly who is supportive of the device use and who thinks it’s “too hard for her” or “doesn’t make any sense.” By modeling, you are also demonstrating that you support the use of the device and that it makes sense to you. If you are willing to use it, she’ll be more comfortable using it with you.ģ. Your goal is to expose her to the language at her fingertips, show her that words can be combined, and teach her that you are learning it too. Don’t worry if the child doesn’t immediately mimic your model. Model without expecting a response, but with the presumption that the child is taking it all in. If someone is in her space and she is moving away or pushing the person, model “Go away” even if you think it’s rude. Model things you think the child actually wants to say. Here are a few things to keep in mind as you start to incorporate modeling into your day.ġ. And this one is an explanation of how to model one word more than the person is using independently. This one is an introduction post to Augmentative and Alternative Communication (AAC) implementation. If you’re just starting out, here are three posts you may want to read first. Today, my hope is that after reading this, you feel like a modeling plan is manageable. Yesterday, I wrote about Modeling for the Moment When It All Comes Together.
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