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Enhancing Language in Pretend Play: Insights from Modeling Techniques

Enhancing Language in Pretend Play: Insights from Modeling Techniques

In the field of special education, particularly when working with children who have language disorders, the importance of effective intervention strategies cannot be overstated. A critical area often overlooked in traditional language intervention programs is the role of pretend play in language development. Pretend play is not only a natural activity in which children engage but also a potent context for language use and development. This blog post delves into the significance of modeling in enhancing the verbal elaboration of pretend play among children with language disorders, drawing insights from the study "The Effects of Modeling upon the Verbal Elaboration of a Language Disordered Child's Pretend Play" by Elizabeth Skarakis-Doyle and Sandra Woodall.

The study explores the impact of a modeling procedure on the verbal elaboration of common event scripts in pretend play, focusing on two types of language: verbal invention and active other directed. These forms of language play crucial roles in defining roles, creating props, actions, and actors, and thus, in enriching pretend play. The findings revealed that modeling effectively increased the target behaviors, offering valuable implications for clinical practice.

Modeling, as demonstrated in the study, is a technique where a therapist or educator demonstrates specific behaviors, hoping the child will imitate and incorporate these behaviors into their own play. This technique aligns with social learning theory, suggesting that children learn behaviors through observation and imitation of others. The study's success in using modeling to enhance pretend play in a child with a language disorder underscores the potential of this technique in special education and speech therapy contexts.

Implementing Modeling in Practice

Practitioners aiming to incorporate modeling into their intervention strategies might consider the following approaches:

Challenges and Considerations

While modeling presents a promising avenue for enhancing language development in children with language disorders, practitioners should be mindful of several challenges:

Conclusion

The study by Skarakis-Doyle and Woodall highlights the potential of modeling as an effective technique for enhancing the verbal elaboration of pretend play in children with language disorders. By incorporating modeling into intervention strategies, practitioners can provide children with the tools they need to expand their language use within the rich context of pretend play. This not only facilitates language development but also supports broader cognitive and social skills essential for communication and learning.

For practitioners interested in exploring this technique further and seeking to implement it in their work, the study offers a foundational understanding and practical insights into the benefits of modeling in language intervention. As we continue to seek innovative and effective strategies to support children with language disorders, modeling stands out as a valuable tool in the special education and speech therapy toolkit.

To read the original research paper, please follow this link: The Effects of Modeling upon the Verbal Elaboration of a Language Disordered Child's Pretend Play.

Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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