Introduction
Receptive Language skills are those used in understanding the communications of others.
We use these skills when we follow directions, and when we take our turn appropriately in conversations. Our Receptive Language skills also enable us to learn by listening to what others say.
The sequences in this program are:
RL.B: Responding to Gestures and Simple Directions
RL.C: Choosing Between Alternatives: Objects and Pictures
RL.D: Responding to Directions Involving Action Words
RL.E: Responding to Directions Involving Attribute Words
RL.F: Responding to Directions Involving Location Words
RL.G: Responding to Grammatical Features
What are the main points to remember about teaching Receptive Language skills? Receptive Language should be seen as part of the child’s overall communication program. A child must understand the meanings of words and gestures before she can use them effectively. When you select gestures, words and phrases to use in your Receptive Language exercises, keep in mind the things she will want or need to communicate about, now or in the future. Attending is vital to all Receptive Language skills. Basic attending skills are taught in Sequence RL.A, but as your child moves on to other sequences, continue to ensure that she is looking at you, and listening, before you give each direction. This applies to informal round-the-house teaching as well as to structured sessions. Once you have your child’s attention, speak to her clearly, and as simply as possible. Avoid ‘cluttering’ the directions you give her with large amounts of unnecessary chat (save up your chat for other times!). Of course, in the long term, you want your child to be able to understand what you say even when she is racing around in a room full of people! But to do this, she will first need to respond to what you say when distractions are minimal, your language is clear and her attention is firmly on you.
Who might need specialised assistance? Adaptations may be needed to the activities within these sequences if a child has visual, auditory or motor impairment. A specialist will help you to identify the underlying purposes of the activities and help your child reach equivalent goals.