| Term | Definition |
|---|
| Incidental Teaching | Waiting for a naturally occurring "teachable moment" |
| Modelling | Demonstrates the words necessary. (e.g. child looks at door, adult models "out, lets go out") |
| Expansion | Adult adds more information to words child used. (e.g. "car" --> "big car") |
| Scaffolding | Building a bridge between what child can and can't do independently. Providing prompts and cues in play situation or conversation. (e.g. adult provides choices for a child who has difficulty responding) |
| Sabotage | Adult sets up environment so child has a need to communicate. (e.g. Putting favorite toys out of reach, putting child on swing and not pushing him) |
| Focused Stimulation | Using intensive examples with multiple repetitions to stress a particular concept or vocabulary word. (e.g. While reading a book, "the elephant is big, the hippo is big, the bear is big") |
| Known Scripts | Using very familiar family routines or stories to repetitively model target concepts (e.g. Playing with dinner set: "mommy eat, daddy eat, puppy eat, baby eat") |
| Cueing/Prompting | Using a hierarchy of cues and prompts to elicit a targeted response. (e.g. WAIT for a request, then PROMPT by saying "tell me what you want", then CUES by saying "tell me if you want the juice or the milk", then a more specific cue saying "tell me milk." |
Combine with other sets
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