Section 5 – Speech, Language & Communication - Solent NHS Trust

53920_7section_5_speech_language_and_communication.pdf 127

Section 5 -

Speech, Language &

Communication

Schools

Therapy

Resource

Pack 128
5a Communication Friendly Environments 129
130

Understanding and Following Routines

Using Visual Support to Help Your Child's Understanding Many young children benefit from seeing photos/pictures to help them understand what is happening during the day. 'Now' and 'Next' This type of visual support can help a child to start following an adult directed activity by showing them that it will be followed by a favoured activity. Show the child the two photos/symbols and say 'now puzzle, next computer'. Keep repeating this. It may be that the time spent on the first activity is initially very short, however the aim would be to gradually increase the time spent at the first activity.

Visual Timetables

As the child gets used to using visuals, they can be expanded into visual timetables to show the child what will be happening throughout the day. These can be presented horizontally or vertically with more than two photos. Some children cope with photos/symbols representing the whole day, other children can only cope with the morning or afternoon activities in one go. The child should be encouraged to go to their timetable, look at what the next activity is, go to the activity, return to the timetable at the end of the activity, take the photo/symbol off and put it in a 'finished' box next to the timetable. An 'oops' card can be introduced to prepare the child that something has changed within their timetable for example if they can't go outside because it is raining. 131
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5b Understanding Spoken Language

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General activities for following instructions and spoken language Acknowledgement The following information is based on aspects of the Derbyshire Language Scheme These activities are for children who find it hard to follow instructions and understand language

It͛s really important that you adapt these actiǀities to use objects the child is really

interested in.

What Is An Information-carrying Word?

Information-carrying words (ICW͛s) are the words which haǀe to be understood in order for the child to:

͙ follow a conǀersation

͙ follow an instruction

͙ answer a Ƌuestion

͙ understand a story

An ICW has important information (not a little word like ͞the", ͞put", ͞a", etc). Children are often very good at working out what you are saying from the context as well as from the language. For example, if you are putting on your coat ready for playtime and say: ͞Go and get your coat, we͛re going out to play", the child has probably already followed and anticipated the command from the situation. In order to teach language, bear in mind the need to take away clues so the child has to understand the language.

Edžample͗ ͞Put teddy on the table"

This is a one information-carrying word phrase if the child has a choice of a teddy and a rabbit with a table; or a teddy with a table and a bed. This is a two information-carrying word phrase if the child has a choice of a teddy and a rabbit with a table and a bed. This is a three information-carrying word phrase if the child has a choice of a teddy and a rabbit with a table and a bed knowing that he can put it on or under. 134

Developing Understanding at a Two ICW Level

Two Nouns Together

Resources Ask A. baby, teddy, chair, table ͞Put baby on the chair", ͞put bear on the table", ͙ etc. B. baby, teddy, some objects (for example, spoon, car, brick) ͞Give the brick to baby", ͞give the car to Teddy", ͙ etc. C. Po (Teletubby), dolly, sponge ͞Wash Po͛s hair", ͞wash dolly͛s nose", ͙ etc. D.

Baby, Teddy, toothbrush,

hairbrush ͞Brush baby͛s teeth", ͞brush teddy͛s hair", ͙ etc. E.

Po with his cup and plate,

baby with her cup and plate. ͞Where͛s Po͛s cup?", ͞Where͛s baby͛s plate?" ͙etc. F.

Picture of a man, lady, teddy,

dolly or dog ͞Where͛s the dogs ears?", ͞Where͛s the man͛s foot?" ͙etc. G.

animals, shed ͞bodž" and field ͞Put the cow in the field", ͞the horse in the box" ͙ etc.

H.

dolly, teddy, clothes for each ͞Where are dolly͛s socks?", ͞Where͛s teddy͛s jumper?" ͙etc.

Negative and a Noun

There are several stages a child goes through in learning the negative.

First S/he learns the meaning of ͞no" and later ͞not" before S/he will understand ͞don͛t" or

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