Seldom initiate conversations and often do not engage in group activities with other children
Reluctant
100
For educators of preschool children to help with entire class building language and social skills
Learning Language and Loving It
100
This parent role should wait to give time for the child to explore and discover on his own rather than shown how to play
Helper
100
"I see you; you see me."
Face to face
100
Put into words what one thinks the child is trying to tell with actions, sounds or words
Interpret
200
Spend much time playing by themselves; sometimes initiates when they need something but often ignore attempts to play or converse
OWN AGENDA
200
Addresses social and communication difficulties for children 3-7 years
Talkability
200
This parent role shold sit back and let the child lead the play instead of putting the spotlight on her/himself
Entertainer
200
Note what the child is interested in
Observe
200
Prompt child with facial expressions; a visual helper; pausing in a routine; hand over hand; an animated question or comment
Cue to take a turn
300
These styles need extra support to get involved in an interaction
Passive, reluctant and own agenda
300
Take your time; Adjust length; Repeat 5 times; Gesture (show); Emphasize; Try other situations
Target
300
This parent role should get more involved in play but avoid taking over.
Director
300
Copy the child's actions, facial expressions, sounds and words
Imitiate
300
Make a short statement that matches what the child is doing or saying at that very moment
Comment
400
Often initiate interactions constantly and are very responsive to other people's initiations
Social
400
Building social and communication skills for children 5 and under who are on the autism scale
More Than Words
400
This parent role should focus on playing and having fun instead of asking questions.
Tester
400
Play close attention to the child's sound and words; count to 5 if needed
Listen
400
Use choice questions, yes/no questions and Wh questions that avoid stopping the conversation
Ask questions that keep the conversation going
500
Seldom response to other or initiate conversations; difficulty to engage in any type of interactions and if consistently display this, may reflect possible developmental delay
Passive
500
Educating parents of children 5 and under with language delay
It Takes 2 To Talk
500
This parent role tunes in to the child's interests, needs and abilities; gives opportunities to start an interaction and then responds immediately with interest.
Tuned In Parent
500
Stop talking; lean forward and look at the child expectantly
Wait
500
Copy the length, pace and interest of a child's turn