Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children Including Autism, Asperger's Syndrome (Asd), Down Syndrome, and Typical Development : Development Guides for Professionals and Parents

By James D. Macdonald | Go to book overview

13
The Environment Form

How are your child's environments influencing your child's social and language development? Your child will communicate very differently in different environments. As people, activities, and stimulation changes, so will his interest and ability to communicate change. A common question parents ask is: “He talks so much at home, why doesn't he talk outside or in school?” Many children communicate more maturely, more often, and more easily in some situations and rarely or with difficulty in others.

In fact, some environmental features can actually prevent or discourage a child from communicating and socializing with others. It is important not to define your child's abilities by his performance in difficult situations or with people with whom he does not have a real relationship.


Common environmental barriers to a communicative life

Use this scale to discover what might interfere with your child's natural learning to communicate. Then start making changes with the ones you can change easily. The goal is first to make your child's environments more actively allow and help him interact, then communicate and talk. Many parents find that simply changing a small number of these barriers results in the child socializing and communicating much more. You can use the scale that follows for each major environment your child is in, such as home, school, or day-care. Identify two or three changes you can make to help your child socialize and communicate more.

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