While self-talk like “Now we are buckling you in the car seat so we can go to the store” is common parental practice, this book shows how teachers, parents, and therapists can take this to higher levels to advance learning potential. Based on neuroscience and their own innovative work, the authors provide the rationale and a step-by-step process for using intentional self-talk and think-aloud methods to improve both language and cognitive development in normal and language-delayed children, as well as in older individuals with disabilities. Stories are sprinkled throughout the text to demonstrate mediated self-talk in action and the remarkable results achieved with real children. With clear guidelines for delivery, content, and timing, the crucial core of the process is to narrate thinking, action, and emotion in the presence of children without requiring their response.


Book Features:




Addresses the growing numbers of children entering school with “language poverty.”
Describes the concept of mediated soliloquy (MSL), or self-talk, with individuals or classrooms—who should use it and when, where and how it can be applied, and expected outcomes.
Illustrates the use of MSL for specific language disorders and to improve both language and interpersonal function with children exhibiting delays, disabilities, spectrum behavior, and social/emotional difficulties.