![]() “ First get your jacket, then put on your shoes”). ‘First/then’: Use this concept to help the child know what order they need to complete the command (e.g.“Go and get your bag then sit at the table. Repeat: Ask the child to repeat the instruction to ensure that they have understood what they need to do (e.g.Instead of “Go and get your lunchbox and your hat and go outside”, say “Get your lunchbox.” When the child has followed that instruction, say “Now get your hat” then “OK, now you can go outside”. usually just above their expressive language level or how much they are saying). Simplify the language you use with the child so it is at a level that they can understand (i.e.Minimal instructions: Refrain from giving too many instructions at once.Eye-contact: Obtain the child’s eye contact before giving them an instruction.What can be done to improve receptive language? Auditory Processing: Ability to hear sounds, distinguish between similar sounds or words, and separate relevant speech from background noise.Planning and sequencing: The sequential multi-step task/activity performance to achieve a well-defined result.Expressive (using) language: The use of language through speech, sign or alternative forms of communication to communicate wants, needs, thoughts and ideas.Executive functioning: Higher order reasoning and thinking skills.Sensory processing: Accurate registration, interpretation and response to sensory stimulation in the environment and one’s own body.a child becoming disruptive within the classroom because they are unable to “access” or understand what the teacher is saying or talking about). Behaviour: The child’s actions, usually in relation to their environment (e.g. ![]() When a child has receptive language difficulties, they might also have difficulties with: What other problems can occur when a child has receptive language difficulties? *These difficulties may vary depending on the child’s age.
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