Pratica di Shadowing: How To Teach Autistic Children to Speak Naturally - Impara a parlare inglese con i video

In this video, you'll learn how to teach our autistic child how to speak naturally.

This is a really long conversation.

This would go on for three, four hours, and we can't even scratch the surface of this whole topic because there are so many skills,

but I just want to focus on the high level things

so that you will learn why we're doing something

and get your mindset straight so that whatever you do is not about what's the next thing to teach,

what are the skills, what are the diagnostic criteria of ASD? all these are good, but a lot of people are focusing on those,

you know, eye contact things.

We're focusing on topic maintenance, whatever, getting them to stop stimulating.

But we're not going to go symptom by symptom

and treat the symptoms because that's not the correct way to do things, right?

Without further ado, if you have like around 15 minutes, I'm going to go through this.

And if you want to learn like the tactical know-hows and stuff, we have it on agentsofspeech.com slash course you can go there

and learn about some technical skills that you can do at home

by all means those are all free for you to learn

and let's get started

so the first point is this autistic children they need a goal they need a reason to talk to you

and we've talked about this a lot inside of agents of speech

and you need to understand this language is a means to net we have something

that we want

and that's why we communicate there's a reason why you're taking

time to watch this video it's just me in my house

talking to a camera the reason why you're watching this is

because there's something some information you want to learn okay

so it's the same thing applies to autistic people

or children in general that's why therapy always starts with quote-unquote manding right

that i want fate phrases the uh give me whatever right what can i do to attain x

that kind of situation happens a lot in therapy

and that's a good starting point because

if we don't have anything a reward a screen time toys snacks whatever

that can intrigue a person it's very hard to get them to learn how to communicate

so i'm gonna say

that i know what's gonna happen a lot of people are

gonna say you don't know what you're talking about like

if children don't want to talk then don't let them talk

or whatever you know like the naturalistic way to deal with neurodivergent people

which is a name for like people who are on the

spectrum adh like for us new typical people to give in

and understand them right whilst there are some merits to

that i feel sometimes the larger picture is

that we're all in this world together

and we're teaching why we teach autistic children is

because there's there'll be one day when you the caregiver the adult the parent

whoever's teaching i'm gonna disappear from this world i'm gonna pass

away i'm gonna go i'm gonna be gone no matter how long i live the children

that i've taught before that they're not gonna have someone to advocate

and say yo listen you're not supposed to whatever there's no one to explain for them

so therefore when they're at their own devices they need to be able to take care of themselves of which language

and communication is a huge part of it there's no point

in having a child unable to communicate their needs wants

and also desires and emotions there's no part of them living there really isn't a point

because at the end of the day

if they cannot express those things people aren't going to accommodate for them all right and this might be

advocated in the western world for asians these things are like a far cry right

so let me get back to the topic right now autistic people

or children or any typical children we need to get their attention right

so a lot of parents will say how do we get

our attentions how do we get them like to focus

or whatever that's besides the point you need to have something of value

that they want right and

so like just now you saw a cat a lot of

times to get a cat to want to come to you

the reason why my cat comes to me a lot is

because she's asking for head rubs that's what she's doing right

now right she's asking for a snack she's asking for time

together that's why she enjoys my company that's why she wants to be with me

so i always say and that agents of speech will always say if you have a good relationship with your kid, you can teach the kid anything.

And this is true, not only for children on the spectrum, it's true for everyone.

Okay.

So how do we get them from all those need-based talking to speaking naturally?

The thing is this, I can speak with you naturally right now, but the the moment

that i don't know what you want from me right i don't know what you want from me

and my topic goes from like teaching autistic children to starting

to talk about my own hobbies then that's gonna have a discrepancy

and you're gonna think that i'm pretty strange because i started this topic

so how do we get there the thing is you have to have with an autistic child the same thing

that you guys enjoy together okay the problem is most people

all right i'm saying most as a general term focus on the skill sets the language goals

and they forgot to build a relationship and rapport with the kid okay

so if the autistic child likes you and is able to like sit down

and have fun with you

and i'm like i i get it i get it a

lot of parents are gonna say yeah of course i know

that they stop telling me these things yeah the goals whatever

sentence structures whatever you're trying to teach those aren't the main things

that you should be focusing on

so think about how you can build those contexts together in order for you to have something in common right

so friends or family members

that you have commonalities you guys actually have a better time together no matter

if you can like follow the type of talking pattern you know the cadence the rhythm of someone

allowing them to talk about what they like what they what they really like to do in the weekends

fosters a relationship and this doesn't go away when you're trying to teach autistic children so

the problem is inside of like therapy there are two camps

one is like um you know like anything structured anything

that we push on the child is wrong

and the other way is like i'm gonna set goals for my kid i've got like 10 to 20 goals

and i want to push those onto the kid both are not wrong there's no right

or wrong the thing is who's delivering

that thing can someone make the child understand why they're doing it right

100

so let's talk enough of that

101

and let's talk about some practical stuff how do we get there

102

so the main thing that we should focus on is to create routines

103

and also play sequences you know like something that you can do together

104

that will make your relationship better so

105

that you can use those activities to teach language so

106

that the child can speak about it okay

107

so what do we do we go from

108

if your child can do i want whatever

109

or like they can ask for things from you great use those to teach different things

110

so it might be you can see this mr potato head

111

here we've got some games here as well i'm not going to take it out

112

and show you but what we need to do is can we take these games

113

and we use a reward schedule let them know

114

that after you play with me i will reward you with something right once your child understands

115

that you're into playing it suddenly that becomes a shared experience between you two

116

and you don't need to reward as much

117

and you're fading out rewards right the same as you're going

118

to work right in the beginning it's all about the salary

119

but the more you work i don't know about you

120

but most people are like as they work more

121

and more they get they get friendly with colleagues they like the environment

122

and then going to work becomes something from inside rather than more external all right

123

so you need to set up time to not think about language goals to use the reward schedules

124

and the things that you're teaching already teaching with already

125

and use those to teach new activities and routines that you both can enjoy and that includes being enthusiastic That's number one,

126

because if you don't like it, if you're not enjoying yourself, how do you expect other people to enjoy it?

127

The second point is when you're teaching something, an activity, the rules need to be very clear.

128

It's not even just tell, you have to show.

129

You have to show, tell, explain, multiple times, and keep the rewards going during that time.

130

You cannot just teach something and expect your child to learn.

131

So whenever a parent watches some of our videos, they're like, man, I get it.

132

I'm going to teach them play.

133

And then they're like, they buy a toy and then they just put it on the floor.

134

Your kid's not going to play.

135

It's not automatic, right?

136

If it's automatic, they wouldn't be on the spectrum, right?

137

What's automatic to them is like to put, you know, like things in the line.

138

What's automatic to them is to look at the wheel spin those are the symptoms of autism

139

but the real reason behind it is because there's a lacking of play skills

140

and the play is irregular right not saying it's right

141

or wrong or whether you should allow it

142

or not those things are fine those because

143

if you teach the correct play skills those things will be replaced

144

if they find the other activities more fun

145

and a lot of times what we need to do is to use those stimming activities as the rewards

146

for them after playing appropriately.

147

When I say appropriate play skills, nowadays is a huge note in the community.

148

They're saying, oh, who said that, you know, like spinning a wheel is inappropriate.

149

How can you say that?

150

So I have no thoughts about it.

151

As long as if you can target some language with spinning wheels, then by all means that could be an activity.

152

But the fact is that it's so repetitive, you can't target much.

153

So that's why we have to teach

154

more complex play routines and activities right

155

so what do we what can we teach there's loads of stuff you can teach for instance

156

if your child likes to swing you can go on a swing

157

and enjoy that time together even if your child likes that

158

because that play routine is under your command he's not gonna like it

159

or she's not gonna she's not gonna have it

160

because these routines are the things that he

161

or she likes was for free was without you children on

162

the spectrum are they have rules inside of the brain and they think

163

dude i didn't play this with you why should i listen to you

164

and play your way and this is with everyone to be very honest with you

165

and not just people on the spectrum so that's why you need to incentivize

166

that and show them like after you play it my way

167

or you play it together which is fast it's simple the rules are very clear

168

and afterwards you get rewarded there's no room forever right you teach

169

that i'll maybe swing three times you get a reward

170

so i cannot give you in unlimited examples

171

because it goes goes case by case but i want you to have

172

that in your mind as a principle take the principle of

173

what i told you just now find out what your child likes think of some activities

174

that have some steps involved right those steps are very simple

175

and at the end of those steps you need to reward your kid right with whatever

176

that is a plus grade reward right Right.

177

Rinse and repeat.

178

That activity needs to have a start and an end to have some steps involved, something that your child actually likes already.

179

And then you need to reward with something that they really love.

180

All right.

181

That's how you foster a good relationship.

182

And the word for it is called pairing because you're pairing those positive experiences with yourself.

183

And therefore, you become the reward and you become a reinforcement.

184

You become a positive experience.

185

Right.

186

when you have those then finally you can teach some language right those natural language will come out

187

because you are such a giver your child will think oh

188

if i follow you i will get what i want

189

and more and i will have fun

190

so that's why i'm gonna listen to you

191

when you say something i'm gonna try to repeat it because

192

when you say something you don't expect the kid to talk

193

right but because there's an expectation

194

and then he can already anticipate what's going to happen in the next step

195

because you've done it

196

so many times let's say it's like just one of these toys here that's single

197

or whatever they know they're going to grab the next card

198

when you give the word to the correct context then the link will come

199

and don't get me wrong children on the spectrum are very

200

good with making links with a word to a real word object

201

or event or concept so when you have a very strong routine

202

and the child can anticipate the next step

203

when you say the word it's going to click right and

204

if it does click and when you say something

205

and your child replies then it's very easy to exaggerate

206

or give them more of the activity

207

and have a positive response then your child who is on

208

a spectrum is going to think oh she is praising me for this for repeating

209

and that's why i should say more of it the biggest problem

210

when you hear a child say something you have to praise

211

and go wow you're not the person who he cares

212

or she cares for praise from you know what i'm saying what happens is like parents go into a therapy

213

or teacher voice.

214

Teacher's a word.

215

Maybe he hears a word somewhere from a kid and goes, wow, that's so good.

216

And then you can hear that fake voice going up and down.

217

It's very loud.

218

For some children, they don't like it.

219

And parents don't even know that they're actually annoying the heck out of the kid.

220

So don't get me wrong on this, right?

221

Those things are correct, but you have to have the correct context

222

and who you are to the kid needs to make sense

223

if you're a person who plays

224

and you're very generous with the rewards they're used to taking

225

commands from you they're used to listening to you they're used to having fun with you then

226

when you praise it's a lot more effective that's why you

227

need to change who you are to the kid that's how you get your child to speak naturally with you

228

and this is not even just for autistic people

229

it's about how you operate as a teacher to a child

230

because a lot of times a different person

231

when they say something an important person in child's life says

232

one word it beats everyone else who says multiple like they

233

keep on convincing come on blah blah one person who the

234

child trust that's game over like the child's gonna listen to

235

that guy so you need to be that person because

236

that therapist or

237

that teacher who your child trusts will not go home with

238

you that's the end of the story that's why you have to change okay

239

so long story short how to get a child on the spectrum to speak naturally is

240

that you need to become a better

241

or a different person to your child someone who will give

242

give give give give give give keep on giving right second of all is that

243

you already have a very structured approach to teaching new activities to your kid, right?

244

Third of all is that you have a common context, a common activity that you guys both like, and you guys have the same topic to talk to each other about.

245

And then also is that your child can anticipate what's going to happen in the world, then it's a lot easier to teach language, all right?

246

And that's pretty much it.

247

If you can do that, if you can teach activities and routines

248

with a reward you can get rid of rewards then throw it outside of the house don't care about it

249

right a lot of the parents who we coach inside of

250

agents of speech we don't use rewards anymore we really don't

251

we're just like ah that's good job right that's good just the praise is good enough

252

so you need to get there so a lot of

253

that stuff on the internet is saying oh rewards are bad

254

you shouldn't withhold things from the kid those are kind of true

255

but you need to start there and then slowly get to a point where

256

because your child can be under your instructional command then you can go there

257

so let me give you an example

258

and i don't mean it in a bad way at all okay

259

so if you have a pet you have a dog you have a cat you bring them outside

260

and you don't leash

261

that animal right what's going to happen they're going to run around it's going to be a nightmare to teach

262

but what if you're you have a leash

263

and you have also have treats a lot easier

264

so you see a lot of people who are like have

265

dogs unleashed they're tame they listen they have a clicker instead

266

of using a a reward a treat they didn't start day one like

267

that so it's the same as your relationship with your child the relationship with

268

that pet and the owner has become so good

269

that it's like you don't need anything external and i don't mean

270

that you're the owner of your child i don't mean that

271

it's a totally different relationship but you need to get there somehow all right

272

so that's all for this video thank you for tuning in

273

and spending some time with me i've been rambling i know

274

but if you haven't please go to agentsofspeech.com slash course to get all the free courses

275

that will teach your child from single words all the way

276

from no words in fact all the way to combining words into sentences all right

277

so that's it for today's video and i'll see you later bye

Cos'è la tecnica dello Shadowing?

Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.

Pratica di Shadowing: How To Teach Autistic Children to Speak Naturally - Impara a parlare inglese con i video

Informazioni su questa Lezione

Vocabolario e Frasi Chiave

Consigli per la Pratica

Cos'è la tecnica dello Shadowing?