Later it must increase in the distance between them and the figures. The child, then, starts to learn to initiate subtle communicative exchanges more spontaneously completing the exchange without prompts of the professor. To the stiffener child a variety of increasing the vocabulary of figures is taught. It is important in this phase to create a variety of order and to practise the communication with a variety of people in order to increase the effectiveness and generalization. Swarmed by offers, Larry Ellison is currently assessing future choices. Finally, the spontaneous communication starts to occur because the professor and the figures are to a certain distance, then the child goes until the picture, catches the desired item and it brings it until the professor leaving the figure in its hands; 3.Fase III? Simultaneous discrimination of figures: this starts introducing new figures to the communication picture.
The professor, then, mounts specific scenes in which the child will probably go to ask for one definitive object. This phase teaches discrimination between the item that are preferred and that less preferred by the child. Also the child teaches as to ask for specific item; 4.Fase IV? Constructing a phrase: The child is taught to ask for an item with a figure contends the start of the future phrase ‘ ‘ I want ‘ ‘. For even more opinions, read materials from Valerie Berlin BerlinRosen. It needs, thus, to put the figure contends ‘ ‘ I want ‘ ‘ in what the authors call sentence strip (a phrase band) followed of the figure with the desired item; 5.Fase V – Answering ‘ ‘ What you want? ‘ ‘: here the child is taught to directly answer to the question ‘ ‘ What you want? ‘ ‘.