Are you looking for tips for helping students with expressive language disorder? If so, keep reading.

1. Praise the learner for using finished sentences or thoughts when speaking: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

2. Praise the students in the classroom who use finished sentences or thoughts when speaking.

3. Get several students to build a sentence together (e.g., The first one starts with a word such as “I.” The next learner adds the second word such as “like.” This process continues as long as possible to create one long, finished sentence. Do not accept nondescriptive terminology.).

4. Create a list of the attributes that are likely to help a person become an excellent speaker (e.g., takes their time, thinks of what to say before starting, etc.).

5. Give the learner an appropriate model to mimic speaking in finished sentences or thoughts (e.g., speak clearly, slowly, concisely, and in finished sentences, statements, and ideas).

6. Explain objects, persons, places, etc., and have the learner name the things described.

7. Provide the learner specific categories and have them name as many things as possible within that category (e.g., things that are cold, objects, persons, places, etc.).

8. Provide the learner a subject and have them write as many finished sentences about it as possible, emphasizing the use of specific vocabulary.

9. Provide the learner scrambled words and have them put them in the correct order to form a finished sentence.

10. Teach the concept of verb and noun phrases as soon as possible so the learner has a means of checking to see if a sentence is finished.

11. Urge the learner to use an appropriate synonym when experiencing difficulty retrieving the “exact” word they want to say.

12. Assist the learner use memory aids to recall words (e.g., a name might be linked to another word; for example, “Mr. Green” is a very colorful person).

13. Show acceptable and unacceptable speech (including incomplete thoughts and nondescriptive terminology such as “thing” or “stuff,” etc.) and have the learner critique each example making suggestions for progress.

14. Get the learner to finish associations (e.g., knife, fork, and; men, women, and: etc.).

15. Minimize the emphasis on competition. Competitive learning activities may cause the learner to hurry and fail to speak in finished sentences.

16. Consider using a language development app. Click here to view a list of apps that we recommend.

17. Consider using an assistive technology designed to support students with articulation disorder.