Communicating in Longer Sentences: Advantages, Considerations and Tips to Improve Your Child’s Communication Skills
Communication is a large part of a child’s development and is vital in enabling the child to express their wants and needs clearly and effectively. Being able to communicate effectively is an essential life skill. Whether at home, school or in their communities, having good communication skills can help the child reduce frustrations in communication, learn more effectively at school, and build rapport successfully with their family members, peers and other adults, among other benefits — even when the child enters adolescence and adulthood. However, some children, including those with developmental disorders or delays, may encounter difficulty in acquiring and using language to communicate their wants and needs. They may only be able to use 2 to 3 words to express themselves. This can lead to frustration when a need or want is not understood or met or when there are unnecessary repetitions, among other issues. WHY is There a Need to Communicate in Longer Sentences? Ultimately, being adept at forming longer sentences can empower the child to initiate and hold quality conversations and form more meaningful relationships. As parents, you are the best role model and teacher to guide and support your child in the building and strengthening of their ability to communicate or converse using longer sentences, both at home and in social interactions. Before we share with you expert tips on how you can help your child form longer sentences, it is advisable to first bear in mind some important considerations. WHAT Are the Considerations? HOW Can You Help Your Child Communicate in Longer Sentences? Our ABA Therapists share four insightful tips on how you can encourage your child to string together words to form longer sentences. Tip #1: Exposure Exposure can give your child the knowledge of what to say as well as the ways they can expand their sentences. Your child can gain exposure in many ways, such as through play-based exposure, watching age-appropriate shows and cartoons, reading books, etc. These are feasible methods in which children can pick up languages in a fun and meaningful way. Tip #2: Modelling Modelling, or copying the behaviour of someone else, is a powerful tool that can help individuals pick up information easily or learn the right way to do or say certain things. In the context of longer sentences, modelling can encourage your child to imitate you and practise requesting with more descriptive words. Parents can add descriptive elements, such as the person, attribute, actions and even quantity. For example, you can say, “Can you give (action) me (person) 3 (quantity) yellow (attribute) balls?”, instead of “Give ball” or “I want ball”. Tip #3: Practice and more practices Provide plenty of opportunities – and maximise those that may arise in everyday activities — to help your child practise requesting and commenting in longer sentences. Such opportunities also allow you to provide real-time feedback and guidance to boost your child’s learning and engagement. Tip #4: Playdates A play date is getting children to engage with their peers through play. Playdates can help children develop and hone essential skills, such as social, communication and problem-solving skills, as well as increase learning opportunities while having fun. Matching your child to a suitable peer can encourage commenting during playtime, and create plenty of opportunities for exposure and peer modelling. Can Applied Behaviour Analysis (ABA) Therapy Help Improve Communication Skills? Children who have developmental delays, developmental disorders or behavioural issues and are experiencing language and communication difficulties may benefit from professional help. One of the most effective intervention approaches is Applied Behaviour Analysis (ABA). This research-backed intensive therapy, typically held one-on-one, has over 50 years of efficacy in imparting learning strategies, including language and communication skills, to children with developmental delays, developmental disorders and behavioural issues. ABA uses the principles of learning and motivation to shape positive behaviours, reduce negative ones, teach new and replacement skills and help children adapt learning across settings, situations and people. In the development of speech, language and communication, ABA practitioners may work with Speech-Language Therapists to provide the child with more comprehensive strategies and interventions through integrating speech-language techniques in the child’s ABA therapy. What You Can Expect During ABA Therapy Seeking help early is highly recommended. Children are known to be able to learn faster and better, making more significant and lasting improvements in their development during early intervention. At the start of the session, an ABA therapist will begin by pairing with the child, to better understand and build a rapport with the child. The therapist will use multiple fun and creative games, activities and exercises to engage the child. The child’s communication skills, both verbal and non-verbal (e.g. facial expressions) cues, and desirable social interaction skills can then be developed and honed through: At Dynamics Behaviour Analysis, our sessions are typically held 1:1 for more intensive and personalised therapy. We will first assess the child’s abilities and needs as well as gather important information, through a formal assessment and parents interview, about the child’s medical history and more at our initial consultation. In the same session, we will provide feedback to the child’s parents and make feasible recommendations. Upon enrolment in the ABA Programme, the child will undergo a more in-depth assessment, the Initial Probe Programme (IPP), to better understand the child’s needs and customise their programme, an Individualised Educational Programme (IEP) with developmental targets and goals, that best suit the child. We will also conduct periodic reviews to track the child’s progress and measure the progress against the defined goals. Our ABA Supervisor will update the child’s parents accordingly and may adjust the programme goals for better results, in consultation with the child’s parents. The IEP is typically six months long, although the duration may vary among children. With the conclusion of the IEP, we will provide a Progress Report and discuss together with the parents the next best course of action for the child. To provide you with greater convenience, our sessions can be conducted at our centre, your home or a combination of both (hybrid). We also advocate parental and caregiver involvement in the child’s learning journey. Parents or
ABA Therapy for Children: How to Standardise Behaviour Across Different Settings and Teach Children to Follow Instructions
As a parent, you would have observed and compared your child’s behaviour across various settings. Not surprisingly, one of the most common questions asked by parents was why their children behave differently in different settings. Their behaviours across the different external environments can be starkly different, and these differences are largely attributed to factors, such as peer imitation, environmental differences, usage of schedules and consistency. What do these factors mean and how will they affect children’s behaviours? Let us find out. Factors Affecting Children’s Behavioural Standardisation Across Settings Teaching and Developing Instruction-Following Skill in Children We have seen the factors that can affect behaviour standardisation across different settings and understood that well-defined expectations and consistency are important throughout a child’s learning journey. In this section, we will talk about how to teach your child to follow directions to enhance their learning experience. Typically developing children observe and learn about things in a very natural and smooth manner from their environment. For some of our children, however, we need to modify our ways of teaching various skills, including following instructions. Here are some insightful ways in which you can build that skill: What is ABA Therapy? The principles and techniques we have covered on standardising behaviours and teaching children to follow simple instructions are taken from the widely used Applied Behaviour Analysis (ABA). ABA is an evidence-based intervention that has over 50 years of efficacy in helping people of all ages, especially children with developmental delays/disorders and/or behavioural challenges. ABA uses the principles of learning and motivation to teach skills in the areas of functional communication and language, social skills, play skills and academic skills. It is also used to reduce undesirable behaviours, teach replacement skills and shape positive behaviours. ABA takes on a scientific and data-driven approach that focuses on fostering independence and honing a child’s ability to generalise and utilise their learning across different situations, settings and/or people. About Dynamics Behaviour Analysis For any ABA-related exercises you wish to implement at home, you can do so in consultation with our dedicated ABA Therapists. We are here to support you and your child with the best. Our highly qualified ABA Therapists collectively have extensive experience working with children and adults from different countries and have been trained and worked with some of the best in ABA. Our team is led by a Board Certified Behaviour Analyst (BCBA). Adept at using best practices and research-based intervention strategies and procedures, our dynamic team is committed to providing personalised and data-driven programmes and care, and actively partnering with parents and caregivers to enable every child to reach their full potential, achieve goals and enjoy an empowering learning experience. Our sessions are typically held 1:1 for more intensive therapy, with in-depth assessments, individualised education programmes, ongoing evaluations and feedback. Furthermore, we offer convenience through various service delivery models. Our sessions can be conducted at our centre, your home or a combination of both (hybrid). We also ensure seamless and hassle-free integrated care and support by working closely with experienced healthcare professionals of Dynamics Therapy Group’ in-house multidisciplinary team, such as Occupational Therapists, Speech Therapists, Physiotherapists, Counsellors, Education Therapists, and more.
Online Lunchtime Sharing: Motivation and Learning
Welcome to our first-ever online lunchtime series with parents! In this session, we shared how Applied Behaviour Analysis (ABA) leverages motivators to enhance our children’s learning as well as how it can support our children’s behaviours and improve their communication skills. This insightful session was led by our Board Certified Behavior Analyst (BCBA), Ms Harshita Bhatt. Click now to watch the full session.https://www.youtube.com/embed/i4CnRzSiM_Q
Teaching Children to Perform Tasks Using the Forward & Backward Chaining Techniques in Applied Behaviour Analysis
Learning, practising and mastering the performance of everyday tasks is part and parcel of a child’s developmental process as they grow and gain independence. However, for children with developmental or behavioural issues, learning to perform or to perform daily activities is not as straightforward or simple because of their learning and communication difficulties. As such, these tasks need to be broken down into smaller and easier steps to help them learn and pick up the skills easily. For example, children with Autism Spectrum Disorders (ASD) may struggle to comprehend body language, inferences, expressions, and so on. Learning, let alone mastering, specific tasks can be a tall order for them as they find it a challenge to understand and perform every step successfully. In Applied Behaviour Analysis (ABA), an effective technique, “Behaviour Chaining” or “Chaining”, has been developed to help children who struggle with performing everyday activities. Chaining uses two types of methods – Forward Chaining and Backward Chaining – through a process called the Task Analysis. In the later sections, we will explain how Forward and Backward Chaining work as well as share tips on how to develop a Task Analysis. About Applied Behaviour Analysis (ABA) For over 50 years, ABA has effectively helped individuals of all ages. This intensive form of therapy is also one of the widely used evidence-based interventions for children with various developmental and behavioural delays and/or challenges, including children with Autism Spectrum Disorders (ASD). ABA leverages the principles of learning and motivation to teach skills in the areas of functional communication and language, social skills, play skills and academic skills. It is also used to reduce negative behaviours, teach new or replacement skills and shape positive behaviours. ABA adopts a scientific and data-driven approach to focus on fostering independence in a child and improving their ability to generalise and utilise learning across diverse situations, settings and/or people. Children as young as 2 years old who are showing signs of developmental delays or have been diagnosed can receive individualised ABA therapy, which will be carried out one-on-one by ABA practitioners. Behaviour Chaining Chaining is an instructional method grounded in ABA theory. A task usually consists of several discrete actions or behaviours that are linked or chained together to accomplish this task. Learning each of these steps is called Chaining. Chaining uses Task Analysis, in which routine tasks can be broken down into smaller sequential steps to achieve mastery to learn and perform the tasks completely. Chaining can benefit children with difficulties in communication and learning, especially for children with Autism Spectrum Disorders (ASD). Simply telling them to make their bed or brush their teeth may not mean anything to them. These children may miss out on some of the steps or perform certain steps wrongly. They require a step-by-step manual to know how they can go about making their bed or brushing their teeth. This is when Chaining is used by the ABA practitioners to teach the child the skills to perform each step correctly. For example, a child is able to use the toilet independently but may forget to flush each time. Chaining is useful in this scenario to teach the child to include this step when using the toilet. You might have also heard about the shaping techniques in ABA. Is there a difference between Shaping and Chaining? Shaping, like Chaining, can teach children complex behaviours. The ABA practitioner will reinforce successive approximations, which are behaviours that are close to the targeted behaviour, and raise the bar each time to guide the child towards achieving the targeted behaviour. For example, a child is learning how to brush their teeth. The child may start with a quick brush and this behaviour is reinforced with praises. The bar may be raised by expecting the child to brush more thoroughly, and praises will only be given when the child does this. This continues until the child is able to independently perform a proper oral hygiene routine. Whereas with Chaining, a task is broken down into smaller steps and the child is taught the steps one at a time until the child is able to independently perform every small task sequentially. Chaining uses three methods: Forward Chaining, Backward Chaining and Total Task Chaining, although the more commonly used ones are Forward and Backward Chaining. Forward Chaining Forward Chaining is a method that guides the child from the initial step to the last step of a specific task. These steps are taught sequentially, where each step has to be performed independently by the child before the next step of the task can be added and taught. The child will be rewarded for their successful performance of the step, and once they are able to do it independently, the next step will be added. To give you a clearer picture, here is an example of an everyday task. Let us say we are teaching a child how to wash their hands and the child is able to turn on the tap independently. We would then prompt the child to perform the subsequent step, which in this case, is to apply soap on their hands. Once the child is able to perform the first two steps independently, we can proceed to the next step, which is to rub their soapy hands for a certain duration. And once this step is completed successfully, we will do the same for the next step and so on. Total Task Chaining The Total Task Chaining method is not as widely used as the Forward or Backward Chaining methods as it can be rather complex, especially for children on the autism spectrum. Total Task Chaining involves teaching the chain of steps one after another at the same time. For example, an adult will walk the child through the entire process of hand washing, from turning on the tap to rubbing their soapy hands to wiping their hands dry with a towel – with prompts as needed and to slowly fade off the prompts. Developing a Task Analysis The chaining methods depend
How to Increase Appropriate Behaviours in Children Through Differential Reinforcement
2-year-old Javier has a habit of biting his nails. His parents have tried bribery and punishment to discourage him, but the attention that has been given only served to reinforce this undesirable behaviour. At the advice of Javier’s ABA therapist, his parents will withhold reinforcement whenever Javier bites his nails and only praise or reward him with his favourite toy or food when he stops. After some time, Javier realises that he will only receive rewards when he stops biting his nails, and this led him to gradually reduce the frequency of his nail-biting behaviour. The behavioural intervention implemented in this scenario is known as Differential Reinforcement (DR). It is a well-known strategy used in Applied Behaviour Analysis (ABA) to reduce undesirable or challenging behaviour and encourage appropriate replacement behaviour in children. This can be done through the use of reinforcement, that is, reinforcing the desired behaviour while withholding reinforcement for the negative behaviour. To understand Differential Reinforcement better, let us first learn about the purpose and efficacy of ABA. Applied Behaviour Analysis (ABA) ABA has helped individuals of all ages for over 50 years. This form of therapy, usually conducted one-on-one by ABA practitioners, is backed by scientific researches and evidence. As a result, it is one of the most effective interventions for children with various developmental and behavioural delays and/or challenges, including children with Autism Spectrum Disorder (ASD). Why is ABA effective? ABA uses the principles of learning and motivation to teach children skills, such as functional communication and language skills, social skills, play skills and academic skills. It is also used to reduce interfering or detrimental behaviours, teach new or replacement skills as well as shape positive and socially acceptable behaviours. ABA practitioners take on a data-driven approach with ongoing evaluations and modifications, where necessary, to enhance the effectiveness of the therapy. The ultimate goal of ABA is to enable the child to foster independence and improve their ability to generalise and utilise learning across different situations, settings and/or people. Differential Reinforcement Differential Reinforcement is based on the theory that reinforced behaviours are more likely to be repeated than those that are not reinforced. As such, Differential Reinforcement focuses on two main elements: Generally, this is how the Differential Reinforcement strategy will be implemented, where an ABA practitioner will: There are four different types (also known as schedules) of Differential Reinforcement. Although these four types share the same goal, they differ in the types of situations the behaviour reinforcement is required and the way these techniques are carried out. The four schedules of Differential Reinforcement are: In the next few sections, we will dive deep into what each of these four techniques is and how they can be applied effectively to increase positive and appropriate behaviours. Differential Reinforcement for Alternative Behaviour (DRA) An alternative behaviour refers to an appropriate replacement behaviour. When applying DRA, reinforcement will be withheld from the problem behaviour and instead, will be given to more appropriate behaviour. For example, Meiyi tends to interrupt conversations or lessons at school (problem behaviour). Her ABA therapist decides to apply DRA to reduce this disruptive behaviour. An alternative behaviour is introduced, whereby Meiyi has to raise her hands before she speaks (alternative behaviour). Each time Meiyi raises her hands instead of interrupting a lesson or conversation, her teachers or parents will praise her to reinforce this alternative behaviour. Differential Reinforcement for Incompatible Behaviour (DRI) An incompatible behaviour refers to a behaviour that cannot be performed at the same time as another behaviour. For example, a child is not able to sit and walk around the room simultaneously. DRI is similar to DRA in that its main aim is to replace targeted undesirable behaviour(s) and reinforcements will be given to the identified appropriate behaviour. However, unlike DRA where the replacement behaviour is an alternative to meeting the same specific need or achieving the same objective as the problem behaviour, DRI identifies and determines an appropriate replacement behaviour that is incompatible (an opposite of) with or cannot be performed at the same time as the problem behaviour. Reinforcements will be given to this incompatible behaviour, leading to the decreased occurrence of the problem behaviour. For example, George is often rude (problem behaviour) to his peers at school and even to his siblings. His ABA therapist implements the DRI procedure, where George has to speak kindly or give compliments instead (incompatible behaviour), since saying kind words cannot happen at the same time as speaking rudely. Whenever George talks in a rude manner, he will be ignored and instead redirected to the incompatible behaviour. He will only be given attention, through praises, when he speaks kindly, thus reinforcing this behaviour and reducing the challenging one. To successfully implement the Differential Reinforcement for Alternative Behaviour (DRA) or Differential Reinforcement for Incompatible Behaviour (DRI), there are some considerations to bear in mind: Differential Reinforcement for Other Behaviour (DRO) Other behaviour refers to any appropriate behaviours that are not considered the problem behaviour. When applying DRO, reinforcement for the challenging behaviour displayed will be withheld and given to other unspecified appropriate behaviours. What is unique about the DRO procedure is that a time interval is set when giving reinforcement, that is, the reinforcement is only given during a specific time or for a specific duration. The interval between the appropriate behaviour and reinforcement will be increased gradually as the child displays the appropriate behaviour successfully. For example, Gracie tends to leave her seat and walk around (problem behaviour) whenever she has to complete her homework. Her ABA therapist uses DRO, whereby if Gracie stays seated (other behaviour) for a fixed duration of 5 minutes, she will be rewarded with her favourite snack. If the given 5 minutes is up and she is still walking around, there will be no reinforcement and the timer will reset. Here are some considerations when implementing Differential Reinforcement for Other Behaviour (DRO): Differential Reinforcement of Low Rates (DRL) DRL differs from the other schedules in that the frequency of the behaviour, rather than the behaviour itself, is a concern. As its name implies, DRL focuses on reducing the frequency of a specific behaviour. The behaviour