Part II: Why is social engagement important?I recommend that you read Part I before continuing with this blog. It will give you some insight into the differences in some of the terms that are used.
Let’s continue with our subject of communication and how to move forward with toddlers and preschoolers who are not yet communicating their wants and needs.
When it is recommended that your child begin speech therapy or early intervention services, it may be because your child is not yet talking or socializing with others. If you have a toddler or preschooler, you may be experiencing this right now. It is important to understand the difference between speech and communication as you move forward and begin therapy. There is an important element that is often ignored, socialization. Being social and intentional is the difference between speech and communication.
Communication is the broad term. Speech is a form of communication. However speech can occur without a social component, intent, or meaning. Parents that I work with often tell me that they just want their children to talk. I know that what they really mean is that they want them to communicate their wants and needs.
Find those elves! Use those cute little shelf elves for a great language activity that is fun for all ages.
Before you do anything else, go unpack your boxes and find those elves. Gather them up and make a list of all of the places that you could hide him around the house. Now make a list of outdoor places. Don’t forget the park, playground, and friend’s house. Your list should include items that your child is familiar with and maybe even those words that she is working on in speech therapy: on the table, in the tent, on the train, under the book, etc. Continue reading
Have you ever crashed a party? Well, if not, now’s the time! If your child is not initiating play with you by bringing you a toy, then now’s your chance.
When a child is not tolerant to engage (or play) with others, you may want to begin by sitting next to him and talking about what he is doing. Attempt to engage with your child by inviting yourself to the activity that your child is engaging in. Crash the party!
When our children know what to expect, anxiety may be lessened and follow through increased. Think about your own experiences and times when the unknown was actually more anxiety producing than the actual event. Social situations can be very upsetting for young children.
For the very young children and their families who I work with, I suggest the following: make everything as predictable as possible for your child so she knows what to expect.
Three main items to consider: environment, manipulatives, and visuals.
When most of us think of reinforcers, we think of things like candy, high fives, and bubbles. Obviously those things are only reinforcing to people if they enjoy those things. 
It’s interesting to observe children because we see at a very young age what is and isn’t reinforcing. When the baby spits food back into your face, I think it’s clear that either it’s really reinforcing to see your reaction, it feels good, or it tastes or feels really awful.
On my very first session with families I ask what is reinforcing to their child. Sometimes families are quick to respond with: his truck, cookies, or playing outside. Those things can definitely be reinforcing to your child but there are so many other things that can also be reinforcing that you may not have thought of.