PODCAST · kids
The Interaction Coach
by Joyce Olson
You can help your child learn to talk with speech-language pathologist Joyce Olson of The Interaction Coach. Listen to daily tips that make every interaction a learning opportunity for speech and language development. Whether your child needs to start using words, make longer sentences, or improve social communication, this podcast is for you.
Episodes
-
episode 1.233 - 4:1:20, 9.09 PM
This activity gives your child a chance to play independently with markers or crayons in a controlled space. Today's activity: Use a large box that your child can sit inside comfortably. Learn about the parent course — Help your child talk: Six strategies that boost your child's communication...
-
6.232 LITERACY: Writing: Paint with water
Painting is fun. It's another way to practice holding a writing tool and using eye-hand coordination. Today's activity: Use a small bowl of water for your child to dip the paintbrush in. Paint on colored construction paper or a cardboard box. The wet area turns dark, so you child can make a work…
more -
6.231 LITERACY: Writing: Practice pincer grip
At this level your child will develop a pincer grip with index finger and thumb, move arm across midline and scribble with a variety of writing tools. Today's activity: Practice using pincer grip, picking up objects and putting them into a container with a slot or small opening. Use objects like...
-
6.230 LITERACY: Reading: Quit before the interest is gone
By the end of this level, your child should look at books with you for at least 5 minutes. They need to learn that time with books is pleasant. The trick is to be done before your child starts squirming away. Today's activity: Gradually increase the time your child will stay with books by making...
-
6.229 LANGUAGE: Literacy: Encourage independent reading
Children at this level like to look at books on their own. If it's one you've read with them, they will look for favorite pictures or turn pages back and forth. You might hear them talking out loud as if they are reading. Today's activity: Model how to handle a book every time you read together....
-
6.228 LANGUAGE: Use Speech: Accept any pronunciation
Children at this level are not able to use all the speech sounds. They use consonants at the beginning of a word more often than to one at an end of the word. It's often hard to understand their speech. We want your child to learn that their speech is effective. Don't make them try to repeat the...
-
6.227 LANGUAGE: Use Speech: Model "What's that?"
Asking for information is an important function of communication. Children learn how to ask questions from your examples. When you model the question and then the answer, they learn they can go to you to get information. Today's activity: When you hear a noise, act like you're listening carefully...
-
6.226 LANGUAGE: Use Speech: Model word when child is watching face
When your child is interested in something, they are more likely to want to talk about it. They will be interested in the word you use to label it. Today's activity: When your child is interested in something, get their attention by being excited and asking, "What's that?" When they look at you,...
-
6.225 LANGUAGE: Use Speech: Blow on objects
Your child is learning how to coordinate their movements in more precise ways. For speech, they need to coordinate all the muscles from their chest up to their mouth. They need to control air flow from their lungs, turn their voice on and off, and move their tongue to many places in their mouth....
-
6.224 LANGUAGE: Use Speech: Model sound effects
When you rchild uses an animal sound or car sound, they're expressing a meaning. You understand what they're talking about. That's communication. Take advantage of your child's natural interests to engage them in communication opportunities. They'll participate more often and for longer periods…
more -
6.223 LANGUAGE: Make Meaning: Model "eat" gesture
Put your thumb and fingers together to mime an eating movement. Use lots of modeling before you start to expect your child to use the gesture. Today's activity: Model "eat" when you are opening the fridge or cupboard to get food. Hold up the food and say, "eat." Give them the food and say "eat."...
-
6.222 LANGUAGE: Make Meaning: Model "high five" gesture
Send your questions to [email protected]. "High five" is a great example of how we shape a new gesture. People naturally make the offer and then wait. Always give your child a chance to make a response on their own. If they don't respond, then give them a little help to show them what to...
-
6.221 LANGUAGE: Make Meaning: Model "I don't know" gesture
This gesture is made with both arms, hands up and out to the side. You can include a shoulder shrug. This was introduced in earlier activities when you ask, "Where is…?" You look around and use this gesture as you ask the question. Today's activity: Model frequently as you search for something....
-
6.220 LANGUAGE: Make Meaning: Model "wait" gesture
Hold your flat hand palm up and toward your child. Say the word "wait" as you make the gesture. Model the gesture frequently. Pause or do one short thing and then do something with your child. Your child's understanding of this gesture comes in handy when your child is older. Help them get used…
more -
6.219 LANGUAGE: Make Meaning: Model "stinky" gesture
The gesture for "stinky" is waving your hand in front of your face, while making a face and saying "Pew!" Its function of communication is to entertain. Many children learn it because it's funny and memorable. Today's activity: Use the gesture whenever something smelly occurs. Be dramatic. You…
more -
6.218 LANGUAGE: Make Meaning: Model "yes" when asking "Do you want?"
Your child needs lots of models and experience to understand and use a head nod or thumbs up for "yes." "Yes" is harder to learn than "no." When your child moves their face away from offered food, we can shape that movement into meaning of "no." There isn't a natural movement that comes up...
-
6.217 LANGUAGE: Make Meaning: Model "my"
"My" is a pronoun, another type of word to add to your child's vocabulary. It's a word that has a lot of meaning for your child! Today's activity: Model a gesture (or symbol) as you say the word "my" by placing your flat palm on your chest. When sharing a toy, say, "Jimmy's turn. My turn." When...
-
6.216 LANGUAGE: Make Meaning: Model "more" to repeat something
The word "more" can come in handy at many times and places to ask for something to be repeated. Model a gesture along with the word. Remember your child needs LOTS of models before they begin to use a word. Today's activity: Model "more" for requesting objects by having a collection and giving…
more -
6.215 LANGUAGE: Make Meaning: Model "all done"
Your child needs lots of your modeling before they express a word. You usually can't practice today's word several times in a row (because you're just all done once!) but your child can experience it a lot during a day. "All done" is considered one word because your child understands it like its…
more -
6.214 LANGUAGE: Make Meaning: Model words for actions
Your child needs to learn a variety of types of words—verbs, nouns, adjectives—so they can combine them when they're ready to make 2-word combinations. Verbs (action words) can be used to describe or request. At this level, you need to do lots of modeling. Your child needs to see and hear the…
more -
6.213 LANGUAGE: Make Meaning: Accept meaning of any gesture
There's a big difference between language and speech. Speech is only the way we use our mouth to say words. Language is how we express many different meanings for many different social reasons. Language includes words and the grammar that makes sentences. Language is how we understand the world…
more -
6.212 LANGUAGE: Understand Words: Model one key word during activity
Mediation means you provide structure and assistance to help your child focus on the most important information and know what to do. You provide just enough assistance to help them be successful. An important way to mediate vocabulary learning, is to use short sentences and emphasize a key word....
-
6.211 LANGUAGE: Understand Words: "Take one"
Children can learn about making choices by building on the turn taking activities you have been practicing. Today's activity helps your child get used to the idea that choices are limited. After you take one, the other one goes away. The activity also gives you the opportunity to model the words...
-
6.210 LANGUAGE: Understand Words: Follow familiar, short directions
Use directions for common activities and actions that make sense in that situation. For example, don't say, "Put the ball under the box." It makes sense to put the ball in the box. Give your child cues that help them focus on the most important word. Point, hold out your hand or use other…
more -
6.209 LANGUAGE: Understand Words: Point to people when named
Your child learns words when you use them in meaningful situations. They will have more interest and stay focused longer when you make the interactions fun and high interest. Use just one or two words at a time when you want them to be focused on the meaning of a word. Today's activity: At meal...
-
6.208 LANGUAGE: Understand Words: Model directions when doing action
As we begin the language domain, here's a reminder that you shouldn't neglect the other domains. They all build on each other. At Level 6 your child will learn: respond to action cues, point to several people or objects when named, point to self in mirror, follow simple familiar directions…
more -
6.207 PLAY: Movement: Monitor increased movement skills for safety
Your child will master scouting down the stairs backward, and will get better at climbing up onto furniture. They will learn to move a chair so they can climb up to get things. It's a big accomplishment in thinking skills. They identify a goal (I want something up there) and a problem (I can't...
-
6.206 PLAY: Object Use: Toys help expand motor and language skills
Pop beads help develop finger strength and persistence. Musical instruments let them experiment with sounds and different intensity of actions. Sand or water play lets them use a variety of motions to scoop, dump, fill while they experience different textures. A walk outside gives you chances to...
-
6.205 PLAY: Object Use: Use more motions to open containers
Your child will learn to open a lid that screws on. Their finger control is getting better so they can also open snap-on lids, pull up a zipper, and perform a variety of movements for latches, dials and snaps. Today's activity: Show your child how the item works. Do part of the motion so they…
more -
6.204 PLAY: Object Use: Retrieve object from next room
Your child can now hold a picture in their head of something they want. They may be playing and think of a toy they need, then go and find the toy. Or they might start to feel sleepy so they go and look for their blanket. This is an early use of symbolic communication. They have a picture in…
more -
6.203 PLAY: Object Use: Use nesting cups and shape sorter
Your child will use trial-and-error to fit 3 objects inside each other. Experimenting with this helps your child learn persistence and teaches them about comparing different sizes and putting them in order. This understanding helps them learn language and math concepts. Today's activity: Model...
-
6.202 PLAY: Object Use: Experiment with cause and effect
Your child enjoys trying things to see what happens. They like things they use in different ways like can turn, open, make noise, change, pound, knock down, kick, and roll. Today's activity: Provide opportunities to try out new things. Model how to use a new object, but let your child try things...
-
6.201 PLAY: Object Use: Use familiar object in new ways
Your child will add more variety to how they use objects. They can imitate when you show them a new way to use a familiar object. Today's activity: Roll a ball or car in and out of new places or on different surfaces. Bounce ball into basket or toss it. Use spoon for scooping new materials or…
more -
6.200 PLAY: Object Use: Help with chores
Your child enjoys acting like an older person and being more independent. They like to do chores they see others do. Today's activity: Give your child a cloth to help dust or clean. Encourage them to vacuum or sweep the floor with a pretend tool. Model a word for the action or tool: broom…
more -
6.199 PLAY: Object Use: Use object for pretend purpose
Your child is learning characteristics of objects like size, shape, color. They like to experiment to find out how things work and what happens when you do things with them. They keep trying if their first attempt to do something doesn't work. They go to a different room to find something they…
more -
6.198 PLAY: Attention to Objects: Keep a treasure box
Your child enjoys sorting through and examining objects, exploring their characteristics and trying out what they do. They're especially interesting if they are new or seen only at special times. Today's activity: Have a container your child can look at during special times. Put in some…
more -
6.197 PLAY: Attention to Objects: Snoop safely
Your child likes to investigate mysteries—What's in this drawer today? They need opportunities to explore but need a safe space to do that. Today's activity: Have child-safe places for your child to explore. Sometimes change what is available for your child to discover. Learn about the parent...
-
6.196 PLAY: Attention to Objects: Search 3 places for hidden object
Play is where your child builds thinking skills and language concepts. Play also motivates your child to engage with the world and participate with others. Keep your activities fun as you share activities together. Object permanence becomes well established during this level. Your child…
more -
6.195 SOCIAL INTERACTION: Affect and Engagement: Offer calming activity or object
Your child will show a preference for an object or activity that helps them feel calm. It may be a soft blanket, a favorite toy, rocking, looking out the window, or being held. Today's activity: Use the object or activity during or before a possibly upsetting event. Offer it when your child seems...
-
6.194 SOCIAL INTERACTION: Affect and Engagement: Use bedtime routine
Once your child knows the bedtime routine, they want to follow it exactly. Sorry, you can't skip that book. Routines help your child feel more secure in knowing what to expect. They can become more independent as they follow these familiar activities. Today's activity: Establish a bedtime routine...
-
6.193 SOCIAL INTERACTION: Affect and Engagement: Show affection in several ways
Your child will show affection with a hug, kiss, pat, They do this with people, pets, and toys. Today's activity: Model affectionate actions and label them with a word: hug, kiss, pat. Use the actions and words when taking turns with toys. Learn about the parent course — Help your child talk: Six...
-
6.192 SOCIAL INTERACTION: Affect and Engagement: Show how to be gentle
Your child does not yet understand how their actions affect others. They need lots of models of how to be gentle. Be alert that a strong reaction is a strong reinforcer. Give lots more attention to soft touch than you give for a mistake. Today's activity: Show your child how to touch gently. At…
more -
6.191 SOCIAL INTERACTION: Affect and Engagement: Redirect willful misbehavior
Your child has a mind of their own. They get an idea and they want to do it, even if you say no. Help them learn that when you give a direction, you expect them to do what you ask. Consistency and support are the key. Today's activity: Give a direction one time. If your child does not respond…
more -
6.190 SOCIAL INTERACTION: Affect and Engagement: Have a plan for tantrums
Your child is becoming an independent thinker. They get an idea and they want to have that or do that. When we say no, they have feelings about that. They need to learn how to manage these disappointments. We can show them things they can do to manage their feelings and accept "no." Remember that...
-
6.189 SOCIAL INTERACTION: Turn Taking: Give toy to get help
Your child will initiate a request—a major achievement! When they need help getting a toy to work, they hand it to you so you can make it go. This is one of the big payoffs for all that turn taking practice you've been doing. Hurray! Today's activity: When you see your child needs help, hold out...
-
6.188 SOCIAL INTERACTION: Turn Taking: Chase the ball
Your child will enjoy a simple game with lots of action and a little competition. Today's activity: Roll a ball, point and say, "Get the ball!" Both of you chase it, but let child reach it first. Pick up child and run back to the starting line to repeat the action. Learn about the parent course —...
-
6.187 SOCIAL INTERACTION: Turntaking: Put cards into a slot
You can add variety to turn taking by using some new materials. Variety adds more interest for your child. Remember, when taking turns you need to wait for your child to take a turn. Avoid saying, "Do this" because you're not doing a direction-following activity. Your child can do what they want…
more -
6.186 SOCIAL INTERACTION: Turntaking: Joint play with a toy
Your child will play together with you, sharing a toy. Don't think of this as "work" because then you will start to think there's a "right" way for your child to play. You can model things to do with the toy, but your child doesn't have to do the same thing. You are PLAYING: go with the flow and...
-
6.185 SOCIAL INTERACTION: Turn Taking: Take this to someone nearby
6.185 SOCIAL INTERACTION: Turn Taking: Take this to someone nearby At this level your child will learn to deliver an object to someone nearby that you name, do joint play with an object, and hand you a toy if they need help to make it work. You can expand the ways your child takes turns with...
-
6.184 SOCIAL INTERACTION: Joint attention: Point and say "put in"
You can extend your child's attention to places far away by pointing to an object of interest. Your child is used to taking turns putting objects into a box near you. Now you can extend that familiar activity to putting away in a location that's farther away. Your child depends on your gestures…
more
We're indexing this podcast's transcripts for the first time — this can take a minute or two. We'll show results as soon as they're ready.
No matches for "" in this podcast's transcripts.
No topics indexed yet for this podcast.
Loading reviews...
ABOUT THIS SHOW
You can help your child learn to talk with speech-language pathologist Joyce Olson of The Interaction Coach. Listen to daily tips that make every interaction a learning opportunity for speech and language development. Whether your child needs to start using words, make longer sentences, or improve social communication, this podcast is for you.
HOSTED BY
Joyce Olson
Loading similar podcasts...
Frequently Asked Questions
How many episodes does The Interaction Coach have?
The Interaction Coach currently has 234 episodes available on PodParley. New episodes are automatically indexed when they're published to the podcast feed.
What is The Interaction Coach about?
You can help your child learn to talk with speech-language pathologist Joyce Olson of The Interaction Coach. Listen to daily tips that make every interaction a learning opportunity for speech and language development. Whether your child needs to start using words, make longer sentences, or improve...
How often does The Interaction Coach release new episodes?
The Interaction Coach publishes regularly with 234 episodes available. Check the episode list for the typical release schedule.
Where can I listen to The Interaction Coach?
You can listen to The Interaction Coach on PodParley by clicking any episode. We provide an embedded audio player for direct listening, and you can also subscribe via your preferred podcast app using the RSS feed.
Who hosts The Interaction Coach?
The Interaction Coach is created and hosted by Joyce Olson.
URL copied to clipboard!