Do-watch-listen-say

[Guest guest]

Hi Joan,

Once you have read it and had time to think about it please let me know what

you think. Our SLP has a copy of the book so I will ask to borrow it if

possible. I know some friends who went to a workshop she put on in

Vancouver in the fall and they were totally impressed.

Thanks, Cheryl

Do-Watch-LIsten-Say

> Has anyone read and use the ideas in Kathleen Quill's book,

> " Do-Watch-LIsten-Say " ? I just received a copy to review for Andy and

> myself. It looks intriguing. I " d like to hear others' comments if they've

> read it or use her techniques.

>

> j

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>

>

>

>

[Guest guest]

this text has many many examples of teaching in the natural environment.

here are just a few.

RE: Shared Attention

Throughout daily activity, draw attention to objects in the environment with

an animated verbal “Look.” When the child looks at the object, draw his

attention back to you to provide the object’s name.

Set out a number of familiar objects. Have the child give them to you upon

request. Mix them up to force the child to scan the objects.

Hide an object in a hat or box. Ask the child to find the object. Once the

child is proficient at the game, ask him to find an object that is not in

the container so the child will have to look back to you to seek more

information or tell you the object is not in the container.

Place a number of objects in the tub or a sink full of water. Show the child

a picture of the object you want him to catch in the water. As the child

tries to retrieve the slippery object, have him reference the picture you

are holding to remind him of what he is trying to catch.

Give the child a familiar object with a piece missing. Hold on to the

missing piece where the child can see it. After the child examines the

object and begins searching for the missing piece, draw his attention to

you. Repeat with a variety of objects until the child begins referencing you

independently when he notices something out of place.

Once the child is engaged in play, watch his actions and pick one that is

repeated often in his manipulation of the toy he is using. Every time the

child does that action, make a relevant but distracting noise or say a

contextually appropriate phrase in an animated manner. Be sure the child

finds the verbal amusing, engaging, or otherwise motivating so he draws his

attention to you each time you say it. Eventually the child should orient to

you in anticipation of the action.

there are many more examples like the above. i have enjoyed reading and

using this text.

regards,

Y. Marasovich, M.A., B.C.a.B.A.

[Guest guest]

t:

I am going to attend her workshop March 21. I'll let you know how it

goes.

Rosie