Wind-up toys create opportunities for your children to ask for the toy be wound up. These toys set up the communicative environment so your child will need to ask for help to use. Remember not to anticipate the child’s needs before s/he has tried to communicate them to you. Look expectantly when your child should verbalize so s/he learns to verbalize during the pause time.
Sabotage techniques set up situations, which require your child to communicate with others. For example, arrange the situation so when the wind-up toy stops s/he needs to request the toy to continue. These toys stop suddenly and are motivating, as the child needs to ask for help for then to continue to hop, scurry or whatever. Even placing the fun toy out of your child’s reach can create a need to communicate. Then, WAIT for your child to initiate, request or comment. Allow your child plenty of processing time and remember don’t jump in too soon and save your child.
Wind-up toys encourage a fun and communicative environment. Since you have your child’s undivided interest use rich language when talking about the toys. Rich language is at and slightly above the child's listening and spoken language level and should be redundant with frequent rephrasing and elaboration.