Interpret your child’s message (GLP)

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Interpret your child’s message (GLP)

Your child may already be sending you lots of messages

You may have noticed that your child’s stammering is variable. Be aware that factors such as tiredness, illness, and changes in routine may make it more difficult for them to communicate. If your child is finding it much harder than usual to communicate, it may help to consider their sleep pattern or the pace of life in general.

Acknowledge

• Listen
• Show an interest: show that you are listening by nodding or with your facial expression
• Respond to their communication (your response might be a smile, words or doing what is asked)
• Respond to requests (by doing what they are asking)
• Acknowledge even if you don’t understand the message, try to work it out

Be a detective

• Pay attention to what your child is doing and ‘saying’ and interpret their message – what do you think they are trying to say?
• Say what you think they are trying to say, for example they pull you to the door and you think they want to go out, you could say ‘out’ or ‘go’ (and then you are modelling the words they could use next time
• If they made sounds or used words repeat what they have said, even if you are not sure of the words, it might help to work out the message
• Sometimes what a child says cannot be taken literally. If children repeat something they have heard it might be linked to an emotion or a dramatic experience. Like repeating a chunk from YouTube. Try to find the meaning behind the phrase.
• Do not ask a question but give the words that your child could say; you should say the words you child would use in that situation (e.g. if they pull you to the box of cars you can say ‘let’s play cars’ rather than ‘do you want the cars?)

Say what your child might want to say

• Use natural language in a friendly, interesting voice (use an up and down tone that catches their attention)
• If your child just uses actions or sounds to communicate keep your language simple, you are using a model your child may be able to copy (say the words your child could use in that situation, don’t respond with a question)

For example:

• If your child reaches or points to a cup; you say “time for juice”, “juice for me please” (Do NOT say “Do you want juice?”)
• If your child shakes their head when you give them their toy car you say “No, I don’t want car” or “No I don’t want that” (Do NOT say “Don’t you want your car?”)
• If your child pulls your top and makes a noise you say “Daddy, I want you now” or “Come here” (Do NOT say “Do you want me?”)

This leaflet only gives general information. You must always discuss the individual treatment of your child with the appropriate member of staff. Do not rely on this leaflet alone for information about your child’s treatment.

This information can be made available in other languages and formats if requested.

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• 360° walk-through of over 188,000 square feet of Alder Hey captured in 4K.
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