SEQUENCING

Speech/Language Activities for Home/Classroom Use

Susan Bastardo, M.S. CC-Sp

Before setting out to do a few errands, tell your child where you are going. After making each stop, ask if he remembers where you will be going next.
Play games like “Super Market.” The first player has to think of an item of food that he would purchase at the market. The second player thinks of his own item and adds it to the list. Continue the game until someone forgets an item. You can play with a variety of items (clothes packed in a suitcase, animals seen at the zoo, etc.) This is a good game to play on long car trips.
Use words like “first, next, then, before, last,” when giving directions. These concepts are difficult for some children when they are out of familiar contexts (e.g. when they are used in a story) so it is helpful to reinforce them in natural conversations (Brush your teeth before you go to bed.” or “You can go out after you eat your lunch.”)
When you give a direction that involves sequencing of 2 or more steps, have the child repeat the direction back to you.
Visualization: Teach your child to either glance at the places where he will need to go to follow a direction or try to picture the places in his mind before setting out to follow a direction.
Read a familiar story to the child and ask if he remembers what will happen next before you turn the page.

It is necessary for a child to understand logical sequences before he can perform thinking skills such as predicting the outcome of an action (cause and effect.) The next set of suggestions goes beyond sequencing known information to predicting outcomes.

Read an unfamiliar story and talk about what could happen on the next page. Work with your child to come up with a variety of outcomes - some that are probable and some that would be a bit absurd. Do the same when a problem needs to be solved at home or in the classroom. Encourage the child to guess, especially in the real-life situation, when there is no “right” answer waiting on the next page!
Model thinking aloud. Present a problem situation that you encountered and describe the thoughts that went through your head: the possible solutions, the reasons why you judged those solutions to be good or bad choices, the steps you tried, your successes and failures. etc.
If a child has a hard time verbalizing a response to a prediction question, try having him (and the other children if at school) draw a picture of their guess.
If a child is slow to respond to these types of questions (brainstorming, predicting,) impose a “wait time” on the entire group. Do not allow anyone to respond until most children have thought of an answer and raised their hands. If there are children who are unable to think of an answer, ask them to listen to the group and raise their hand when they choose the answer that they would like to give. Allow all children to share their ideas; not just those who have a ‘different’ idea.
Use cooperative learning strategies. Have a small group brainstorm together while sharing materials and practicing social skills, etc., with the reporting role eventually given to the child who needs to practice verbal participation.