| It can be frustrating trying to get your speech | | | | them. Children who have weak auditory skills |
| delayed child to follow directions. At times they | | | | often have strong visual skills. While this is a boon |
| may hear you but misinterpret what you said. | | | | in many ways, it also means they are easily |
| Other times they may forget what they were | | | | distracted visually.Your child will be more likely to |
| told, or worry they might not remember, so they | | | | pay attention to what you say if she has some |
| may ask you over and over again to repeat the | | | | sort of visual target to key in on - namely, your |
| directions they were given. And sometimes they | | | | eyes. |
| don't seem to hear you at all. | | | | 3. Place a hand on your child's when you speak to |
| Children who have language delays are faced with | | | | them. If your child is very active, and prone to |
| several weaknesses that may make following | | | | bounce on to the next activity before you have |
| directions difficult for them. However, if you follow | | | | finished speaking to them, placing a hand acts as |
| these tips, you can help your child follow directions | | | | a way of reminding them to stay next to you |
| more accurately: | | | | until you have stopped talking. This is not a form |
| 1. Speak clearly and simply. Running a house with | | | | of restraint, but acts as a "grounding" force for |
| children can get a little hectic. Sometimes, in the | | | | your child, helping him to channel his energy and |
| rush to get things done, parents throw directions | | | | stay focused on what you say. |
| over their shoulder, as they are leaving or | | | | 4. Don't ask your child to complete more than |
| entering a room, or in the middle of another | | | | two directions at a time.Since auditory memory is |
| activity. Doing this with a speech delayed child is a | | | | a problem, your child will probably get confused |
| sure-fire way to ensure your child will not follow | | | | with more directions than this. Once your child has |
| through. | | | | completed these two tasks, you can give her |
| Your child most likely has a weak vocabulary, and | | | | two more. |
| auditory processing problems. Imagine if someone | | | | 5. Practice following directions with the "Command |
| tried to give you instructions to the bathroom in | | | | Game."Believe it or not, practicing directions can |
| the middle of Grand Central Station. Now imagine | | | | actually be fun. Try this hands- on learning game: |
| that this person spoke English, but with a strong | | | | Write simple one-step directions on individual cards. |
| foreign accent. This is the level of difficulty a child | | | | You can use recipe cards, or you can print them |
| with a language delay often encounters. First they | | | | out on your computer. |
| have to focus on hearing exactly what you said, | | | | Use silly directions for an older child, like "put 2 |
| and then they need to translate that to get your | | | | spoons on your nose." For a younger child, try a |
| intended meaning. | | | | command where they can actually do something, |
| Speaking clearly and simply allows them to bypass | | | | like "open a door," or "sit on a rug." As your child |
| the second step and go straight to the action you | | | | gets better at following directions, you can move |
| want them to do. | | | | on to 2 or more directions at a time. |
| 2. Look your child in the eyes when you speak to | | | | |