The inability to use more than two words in a sentence is an indication that Billy has speech and language delay. His condition is a delay in speech because he can understand what another person is speaking and derive meaning from the words spoken. However, he finds it hard to construct sentences to respond to questions; hence he only uses a word to give sense to what he is feeling about the question asked.
A three-year-old child who is appropriately developing can speak well to others and use names to address others, and they are capable of calling themselves by their name. Three-year-old children can tell a story they are told, and they can also use three or more words in sentences. Billy is four years and eight months, but he cannot use more than two words in a sentence, which indicates a delay in his use of speech or language to communicate. To help a child whose speech and language are delayed an educator can use several strategies to improve these skills.
Encouraging Billy to start reading aloud whenever the opportunity arises will improve his ability to construct sentences. This intervention can be done in the classroom with other children or during private instructions with Billy alone. In this strategy, the teacher reads out a story and asks the child to read the same story. The teacher then asks the child to tell the story that he has been reading in his own words while helping out whenever he finds it difficult.
The second strategy to help Billy improve his language and speech is by using more comments and fewer questions. Children with delayed speech and language find it hard to put together several words that give meaning to what they want to say. In the process, they use the best word that can communicate what they want to say. The teacher uses comments to share with Billy; instead of asking questions, the teacher comments on the activity. By commenting on activities, the child can associate the action with what the teacher is saying, hence if asked, they can repeat what the teacher says.
Working with a professional speech-language therapist help billy improve on his use of words is essential in the intervention. As a teacher, it’s vital to have open communication with the therapists because it allows the teacher and therapists to develop strategies. Providing the therapist with information on Billy’s observation will help in faster diagnosis and start of treatment.
Billy’s family can help improve his situation by reading aloud to each other at home during storytime. His parents can read him his favorite story and encourage him to read the story. The second activity involves parents allowing the child to ask for what they want before giving them; this Billy can start using more than a few words to ask for something. Billy’s parents can encourage him to ask for things; if he has trouble constructing the sentence, they can ask him to repeat what they say.
After identifying the problem that Billy has, his parents must become more involved in the intervention strategies. Informing the parents of the situation should be at the beginning before starting to help him improve in his speech and language. Parents should be invited to the school and informed of the case providing information about what is happening.