This is a simple exercise that can be modified to increase the level of difficulty. Begin by reading a short story or statement to the learner such as "David went to the store yesterday," and ask the listener when David went to the store. Gradually increase the length of the story and make your questions more specific and/or ask more questions. This is a good way to test memory and the listener's ability to process information. The longer the phrases become, the more the learner's attention span is challenged.
Working with children who have receptive language difficulties may mean changing the way you deliver information. After determining if the child knows you expect a response, try kneeling or sitting to place yourself on the same level as the child. Repeat your statement deliberately and a little slower, while ensuring eye contact. If there is still no response, or the response is inadequate, simplify your message by making it shorter or using easier words.
People who have trouble with receptive language may practice avoidance, leading others to label them as lazy or uninterested. In dealing with autistic children, try augmenting basic commands like "get up," "let's go" and "wait" with simple sign language. With more continuous activity, like preparing to leave the house, start by showing a picture of the destination or a car. Let them know the activity starts soon. Show the picture again when it's time to leave, and use simple sign language to indicate direction.
Using word finding exercises is a good way to practice on-the-spot recall of information and assign words to pictures or objects. Although naming objects is generally thought of as an expressive language behavior, mentally associating objects and names is receptive. Cut out pictures from magazines and ask the listener to point to specific objects. For a more challenging exercise, ask the listener to point to the picture that portrays different emotional states like sad or disappointed.