modelling and recasting caroline bowen phd speech-language pathologist

Modelling and Modelling and RecastingRecasting

Caroline Bowen PhDCaroline Bowen PhDSpeech-Language PathologistSpeech-Language Pathologist

This version Copyright This version Copyright © 2006 Caroline Bowen All rights reserved© 2006 Caroline Bowen All rights reserved

These slides are aboutThese slides are about

ModellingModelling

Recasting (a type of modelling)Recasting (a type of modelling)


Language learningLanguage learning

All children are language learners.All children are language learners.

Part of their speech and languagePart of their speech and language development is development is innateinnate..

Part of it is Part of it is learnedlearned through the through the modelling of people around them. modelling of people around them.

Parents are young children’s Parents are young children’s mainmain speech and language speech and language modelsmodels..


What is modelling?What is modelling?

The term has two meanings in a The term has two meanings in a speech pathology sense:speech pathology sense:

1. 1. providing a ‘model’ or example, all the providing a ‘model’ or example, all the time, of how to communicatetime, of how to communicate

2. 2. ‘modelling’ an example of a specific ‘modelling’ an example of a specific language or speech ‘target’language or speech ‘target’


What is a target?What is a target? A target is a speech or language A target is a speech or language

behaviour we want to encourage behaviour we want to encourage your child to use when your child to use when communicating: e.g.,communicating: e.g.,

a speech sound might be a target a speech sound might be a target or a grammatical structureor a grammatical structure

might be a target might be a target


Providing a good model all Providing a good model all the time requires the time requires youyou to use: to use:

an unhurried speech ratean unhurried speech rate clear speechclear speech short sentencesshort sentences appropriate vocabularyappropriate vocabulary more repetition and re-stating more repetition and re-stating

than you would use if you were than you would use if you were talking to another adulttalking to another adult


There are many ways to modelThere are many ways to model

The following examples are of The following examples are of ineffectiveineffective ways to model. ways to model.

They are particularly ineffective They are particularly ineffective for children with speech sound for children with speech sound disorders.disorders.

C = child C = child A = adultA = adult


Pointless Pointless ModellingModelling C: That’s a bid bird.C: That’s a bid bird.

A: Not a bid bird. A: Not a bid bird.

A big bird.A big bird.

What did the child hear?What did the child hear?

‘‘Bid’ was heard twice and ‘big’ once.Bid’ was heard twice and ‘big’ once.

The adult cancelled him/herself out!The adult cancelled him/herself out!


IneffectiveIneffectiveModellingModelling

C: That’s a bid bird.C: That’s a bid bird. A: Not a bid bird.A: Not a bid bird. You don’t say ‘bid bird’ You don’t say ‘bid bird’ You have to remember You have to remember

to say ‘big bird’. to say ‘big bird’. Child tunes outChild tunes out Child heard ‘bid’ three times, and Child heard ‘bid’ three times, and

‘big’ once (if they were listening) ‘big’ once (if they were listening)


C: Pease can I have one?C: Pease can I have one?

A: You mean puh-leeze. A: You mean puh-leeze.

Puh-leeze may I have one?Puh-leeze may I have one?

C: [THINKS] Yeah, yeah, yeahC: [THINKS] Yeah, yeah, yeah

This exaggerated sort of modelling is This exaggerated sort of modelling is inadvisable. inadvisable.

It distorts the sounds, so that the child It distorts the sounds, so that the child does not hear the target properly.does not hear the target properly.


C: He hurt his weg.C: He hurt his weg.

A: Hurt his weg?A: Hurt his weg?

What are you supposed to say?What are you supposed to say?

C: [thinks] Huh?C: [thinks] Huh?

In this example In this example NONO speech speech model has been provided.model has been provided.


C: I want the wed one pweeze.C: I want the wed one pweeze.

A: You want the which one pweeze?A: You want the which one pweeze?

NoNo speech model has been provided. speech model has been provided.


C: Tan you det it?C: Tan you det it?

A: Not tan you det it.A: Not tan you det it.

Can you get it.Can you get it.

You say it: can you get it.You say it: can you get it.

C: Tan you det it.C: Tan you det it.

Followed by short talk on ‘can’, Followed by short talk on ‘can’, ‘tan’, ‘get’ and ‘det’ – sigh!‘tan’, ‘get’ and ‘det’ – sigh!


Modelling via a single ‘recast’Modelling via a single ‘recast’

The following example is typical The following example is typical of the way parents ‘model’ when of the way parents ‘model’ when their typical language learner makes their typical language learner makes a speech error.a speech error.

The adult ‘recasts’ what the child The adult ‘recasts’ what the child says …says …

ONCEONCE


‘‘Weak’ Weak’ ModellingModelling

C: That’s a bid bird.C: That’s a bid bird.

A: It is. It is a big bird.A: It is. It is a big bird.

It ‘comes naturally’ to model this way;It ‘comes naturally’ to model this way;

it is OK for a ‘typical’ language learnerit is OK for a ‘typical’ language learner

but not ‘powerful’ enough for a child but not ‘powerful’ enough for a child with a speech sound disorder. with a speech sound disorder.


Effective Effective conversational modellingconversational modelling

The following examples are of The following examples are of ways to model ways to model effectivelyeffectively when when speaking to children who are speaking to children who are having difficulties with speech having difficulties with speech sound development.sound development.


Modelling correctionModelling correctionss

C: I like his punny pace.C: I like his punny pace.

A: I like his funny face too.A: I like his funny face too.

It’s a really funny face.It’s a really funny face.

A funny face.A funny face.

Do you know what that guy Do you know what that guy with the funny face is called? with the funny face is called?


Modelling correctionModelling correctionss C: Det it down!C: Det it down!

A: Get what down?A: Get what down?

Oh, get this down? Oh, get this down?

OK. I’ll get it for you.OK. I’ll get it for you.

I think I can reach.I think I can reach.

Uh-huh, I can get it.Uh-huh, I can get it.


Modelling correctionModelling correctionss

C: I like his punny pace.C: I like his punny pace.

A: I like his funny face too.A: I like his funny face too.

It’s a really funny face.It’s a really funny face.

A funny face.A funny face.

Do you know what that guy Do you know what that guy with the funny face is called? with the funny face is called?

RecastingRecasting

The term recasting refers to The term recasting refers to repeating an error-utterance back repeating an error-utterance back to someone, but with the error to someone, but with the error corrected.corrected.

Here are some examples…Here are some examples…

Recasting for grammarRecasting for grammar

C: I maked my bed.C: I maked my bed.

A: I made my bed.A: I made my bed.

C: I maded my bed.C: I maded my bed.

A: I made my bed.A: I made my bed.

Recasting for syntaxRecasting for syntax

C: What time it is?C: What time it is?

A: What time is it?A: What time is it?

Recasting for vocabularyRecasting for vocabulary

C: Shall I get Daddy’s sword?C: Shall I get Daddy’s sword?

A: Shall I get Daddy’s saw.A: Shall I get Daddy’s saw.

Recasting for speech soundsRecasting for speech sounds

C: I want the lellow one.C: I want the lellow one.

A: I want the yellow one.A: I want the yellow one.

Recasting is often used by Recasting is often used by adults to encourage ‘manners’adults to encourage ‘manners’

C: Give me my juice.C: Give me my juice.

A: What’s the magic word?A: What’s the magic word?

Give me my juice Give me my juice pleaseplease..


conversational recasting when a conversational recasting when a child says a word child says a word incorrectlyincorrectly

provides a modelling correctionprovides a modelling correction

- without overt criticism …- without overt criticism …

- without interrupting the ‘flow’- without interrupting the ‘flow’

- without getting in the way - without getting in the way of listening of listening


conversational recasting when conversational recasting when a child says a word a child says a word correctlycorrectly

provides positive reinforcementprovides positive reinforcement

- without overt criticism- without overt criticism - without interrupting the flow - without interrupting the flow - without getting in the way - without getting in the way

of listening of listening


remember toremember to recast again!recast again!

When you notice you have When you notice you have “recasted”, remember to do it “recasted”, remember to do it againagain with the same sound, with the same sound, word, or grammatical structure, word, or grammatical structure, two or three times, later the two or three times, later the same day.same day.


Important!Important! Parents are young children’s Parents are young children’s mainmain

speech and language speech and language modelsmodels..

Speech and language development Speech and language development is a gradual process.is a gradual process.

Expect your child’s progress to be Expect your child’s progress to be gradual.gradual.


Happy Modelling!Happy Modelling!


Caroline Bowen PhDCaroline Bowen PhDSpeech-Language PathologistSpeech-Language Pathologist

9 Hillcrest Road9 Hillcrest RoadWentworth Falls NSW 2782Wentworth Falls NSW 278261 2 4757 113661 2 4757 [email protected]@ihug.com.auwww.speech-language-www.speech-language-therapy.comtherapy.com

modelling and recasting caroline bowen phd speech-language pathologist

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