Why are you working on…Categories

This is the second post in our series on why SLPs target certain subjects.  If you missed the first post on verbs, just click here -> Why are you working on… Verbs

Categorizing is the foundation so many skills that, to others, may not be related.  Categorizing, the grouping of objects, words, or actions based on similar traits, is used in academic areas such as math, science, reading, ok pretty much it will come up everywhere.  So what can you do if someone does not understand why you are having a student work on this foundational skill? Here are some things you can share to help them understand.

Categorizing is one of the building blocks in the Language Processing Hierarchy. This hierarchy I have found to be extremely helpful in determining starting points for interventions and therapy.  The ability to categorize items is a precursory skill needed to for children to continue to understand and develop their language. At a young age, our brains begin to sort, organize and connect new information to previous experiences. So before children can tell their teacher which characters are in the story would most likely be classified as protagonists ( requiring the student to identify possible positive character traits for each character and then group all the characters with had similar traits ) they need to be able to understand the different, concrete ways students can group items.

Here is an exercise I like to do with people when they ask me why we are targeting categorizing is so important.

” Close your eyes and picture yourself at the grocery store.  You turn to go down the pop aisle and see that they have rearranged everything!  The Coke you want is not longer in its standard spot. What do you?”  Give them a moment to think.  ” Most likely you would scan the aisle for all the red cans, since you know that is main color of the Coke you want.  Once you have spotted those, you might look for the red cans with white writing.  If that didn’t get you directly to the Coke you are yearning for, you would look at the font on the cans until you found what you wanted. ”  I go on to explain that each step requires the brain to identify what information is needed and then group all of the like items to help collect and narrow down the information until is has its answer.

This process takes seconds for a person without a language disorder since their brain is already set up to execute this task in the proper way.  Our students need help to make this process become fluid. A study by LaTourette and Waxman 2018, showed that providing toddlers with just two labeled examples from a category was sufficient in initiating the process of object categorization and allowed them to add unlabeled items to their categories.

When teaching categories start with ones of relevance.  If they are in a home setting maybe start with categorizing familiar foods, toys, clothing, cleaning supplies ( so they know what not touch ) etc.  If they are in an academic setting I suggest things they are will be seeing in school.  Groups like school supplies, food ( maybe focusing on what is served in their cafeteria ), types of games they will play in gym or at recess, etc.  Then, expand from there.

So the next time someone asks you why you are working on categorizing with a student, just ask them what they would do at the grocery store 😉