Example of running
narrative for children with verbal delays
Sandy Kleven, LCSW
This is an example of a
running narrative or "tracking narrative" for use with children who lag in speech and who seem
developmentally behind in other ways.
The idea is to talk
about what they are doing, repeating phrases constantly, sometimes saying the
same thing in slightly different words, using a large dose of praise but also
putting words to the child’s non-verbal gestures.
The teacher should be at
the table or on the floor right next to the child. The commentary
should be about what is happening now. The child should not be asked
questions, except rhetorical ones, if it is known that he doesn’t answer
questions. An example of rhetorical is “Will the piece fit in the
puzzle? Let’s watch. Yes, it does fit. Good
job!”
This approach helps in
these ways:
1) The teacher engages the child “where he’s at.” Sometimes
non-verbal/low-verbal children are left alone in the classroom allowed to do
their own thing because they are quiet.
In some cases, they don’t attract a lot of attention. This exchange brings
the teacher close to the
child, in a rich exchange.
2) It gives vocabulary which may help with speech but over time it
also sets up a common vocabulary for the child and teacher. Soon, he
knows what she calls the round blue thing – a ball – and this applies to more
complicated concepts,too, such as “Done now,” and “Look, it fell down
again.”
3) If anxiety is a contributing element, and if the child does not
have an autistic child’s aversion to close contact, it will sooth the child and
help them feel safe in the school environment. They will make overtures toward
the larger classroom sooner.
This example is given to show the fairly broad
extent of what can be covered in a narrative like this. Teachers run the risk of falling
into the
habit of teaching and asking questions which may be hard for a child like this
to tolerate. Questions asked with the
expectation of a response tend to increase the child’s withdrawal. When using a
tracking narrative, a teacher can easily fall into “teaching” such as
identifying colors, shapes, objects, pictures, because this is customarily what
a teacher would do. The tracking
narrative is a little different and this example shows all of the other areas
open to the commentary. The commentary should mostly focus on naming or
describing what the child is doing.
Example (made up name will be Tobey): I see Tobey playing with
blocks. Look, Tobey is piling them up. You made a big
pile…Tobey, one, two, three. Oh, no, they all fell down. Okay…
now you are starting over. First a blue, then another blue. Two
blue blocks. Now, a red block. One, two, three, it is
getting big again. One more block goes on the tower. It
is big. Will it fall down? It looks like a strong tower. Down
it goes again. Tobey is done playing with the blocks. Good-bye
blocks. See you later. Now, Tobey has a puzzle. There
is a picture. It looks like a horse. I think it is a picture of a
horse. Tobey took out all the pieces. I wonder if they
will fit. (Tobey pushes teacher’s hand away) Tobey does not want
help. Tobey has a big piece. I wonder if it will fit in
the puzzle. Look! Tobey put the piece in. Good
job. What comes next? I wonder. Oh, look you
have another puzzle piece. Where does it go? [It is also
possible to “plant seeds” about the next activity]. Pretty soon,
everybody is going to have some lunch. We will all eat something
good. Look, Jesse is making some lunch. I am so
hungry. I like to eat sandwiches. It is almost time to
eat lunch. It’s clean up time. I will help you put away
the blocks and the puzzle. That’s right. Thank you for
helping me. You are so nice. I am glad you are at
school. You are learning every day. Good job, cleaning
up. Let’s see what Jesse made for lunch.”
Additional praise can be
slipped in such as “You are coming to school now. You are such a big
boy. I like seeing you every day. You are learning new
things at school.”
If the child pushes away
the teacher’s hand when she tries to touch his toys, she should acknowledge
that he wants to “do it all by himself” but every five minutes or so, she
should do it again because the physical connection initiated by the child –
even though it’s rejecting, is still a strong connection and it’s worth
repeating intermittently – but not to the point of annoying the child. .
~~~
One other
issue involved with a special needs child relates to modification of the
rules. We can imagine, above, that when Tobey
left the blocks and got a puzzle, he should have put the blocks away. If a teacher
used this particular moment to
insist that the child put away the last toy before getting the next, the
forward momentum with the child could be lost.
The instructor might be able to accommodate the rule by saying, “I am
putting the blocks away.” Even this might trigger the child, causing any ground
that was gained to be lost. When the
very important objective is to engage and draw out a new child who does not
speak, does not know the rules, who may not be ready to understand the concept
of rules, some latitude should be given.