Tuneville is a fun place for kids to visit, to the extent that learning seems a side benefit that the adults in their lives secretly celebrate. Yet for children with language disabilities, Tuneville is a such serious intervention that it merits a protocol:
- Play only the first version of a song until a student is thoroughly familiar with all the lyrics. Then move on to the second version of the lesson. This way, the missing lyrics will be an obvious omission and a student may feel immediately compelled to fill-in. If not, classmates, caregivers, siblings or teachers should model the missing lyrics. Keep in mind that fading these verbal prompts will be crucial for independence.
- Once a student is regularly filling in missing lyrics with the music, move quickly to the third version of the song. If necessary, make an occasional return to the second track as a reward for listening to the third.
- After a student is thoroughly familiar with the third version of the lesson, move on to the fourth. Again, modeling fill-ins may be necessary initially.
Wherever your student is on the protocol, continually expand the student's abilities through the following techniques:
- Apply the song’s content to everyday situations. Create situations if necessary and sing the song during that activity.
- Sing or chant lines of a song out of order and alternate between singing and speaking lyrics in an everyday voice.
- If your student has provided fill-ins before, sung or spoken, expect a response.
- Give plenty of time for processing and praise every step of success.
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