Transcript Presentation

Developing Communication
& Interaction Skills
By
Clare Langton
Communication & Interaction Manager and Psychotherapist,
Curriculum Support Faculty, Priestnall School, Stockport
15th May 2012
What is going to happen …
• To raise awareness of what happens at Priestnall
• To highlight impact of developing language and
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communication with students on the autistic
spectrum
Provide an opportunity for staff to develop skills
with regard to language and communication
Offer ideas and resources for use in your own
environment
Speech, Language & Communication Needs
• Almost everything we do involves speech, language &
communication:
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Making ourselves known
Expressing our likes and dislikes
Interacting with others and building relationships with others
• These are skills that many of us take for granted but for
some children and young people these skills are much
harder to grasp than for others
They have speech, language & communication
needs (SLCN)
Difficulties with SLCN can impact on:
• Being able to understand what’s happening and take
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part in lessons
Learning to read and write
Being able to think things through
Being able to manage your feelings
Every child or young person with SLCN is different, so it is
useful to look at the nature and impact of their difficulties
rather than the labels they may have. People with SLCN
may have other diagnoses such as autism spectrum
condition or Dyslexia.
SLCN Difficulties with Speech
Possible difficulties can include:-
• Speech is difficult to understand, which might include
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difficulty making different sounds
Problems discriminating between speech sounds, so
‘conscious’ and ‘conscience’ might sound the same
Stammering or stuttering where sounds or words are
repeated or may be difficult to produce without effort
Difficulty using intonation to add meaning to words
SLCN Difficulties with Language
• Using sentence structures more appropriate for someone
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younger
Problems linking sentences with words such as ‘so’ ... ‘and’ ...
‘but’ ... ‘then’ ...
Difficulties sequencing sentences to make meaningful
narrative
Problems learning new words
Difficulties finding the right words at the right time
Limited vocabulary for emotions, thoughts and feelings
Difficulty understanding complex sentences
Difficulty understanding idioms such as ‘don’t hit the roof’
SLCN Difficulties with Communication
• Limited eye contact
• Poor turn taking and difficulty with starting and ending
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conversations
Difficulty getting a conversation back on track after two people
have talked at once
Difficulty understanding and responding to feedback from the
listener, not noticing when someone is bored or doesn’t
understand
Difficulty staying on topic
Problems using language to negotiate in discussions or
arguments
SLCN may not always be identified
• What is not seen
Undetected SLCN
• What is seen
Behaviour, emotional and social problems
Literacy difficulties
Children and young people who have behavioural,
emotional and social difficulties or literacy difficulties
may have SLCN/autism that has not been identified.
How do Students Learn?
• The 5 Key Components for Learning are?
Listening / Attention
Memory
Motivation
Learning Style
Language Skills
Identifying student needs and
solutions:• Primary Transition and early identification
• Provision of Speech & Language support
within school
• Resources available
• Group work
• 1-1 support
Planned Programmes of
Intervention at
Priestnall…
Speech & Language Therapy
programme - Appendix 1
• In conjunction with a Speech & Language
Therapist this programme was designed to help
students to identify emotions, feelings and how to
make and join in conversations appropriately.
There were 2 x 30 minute sessions per week with
the exception of the first and last session, which
lasted 1 hour. Students were encouraged to use
the strategies they had learned, with both adults
and peers.
Feelings & Emotions
Aims of the programme:
Student …
• is able to recognise and understand their own emotions and
feelings.
• is able to recognise and understand others emotions and
feelings.
• is able to recognise what makes good and bad conversations.
• is able to initiate, maintain and end a conversation
appropriately.
• understands how to join a conversation appropriately.
• is able to talk about themselves and know how to show interest
in others.
• has increased confidence talking to peers and adults.
Listening & Responding
Useful Tips Supporting Listening and
Attention Skills
Practical Strategies:
• Focus attention before giving instructions
• Use appropriate level of language
• Have focused bursts of works alongside ‘learning breaks’
• Encourage students to explain what they have heard
• Vary activity: alternate listening with doing
• Reward good listening skills
• Reduce distractions where possible
• Review what has been learnt
Following on from 6 Week
Programme
• 1-1 bespoke intervention
• Paired group work – bespoke intervention
• Identify areas of interest – Manga / Anime
after school clubs i.e. Drama, sports
• Tap into resources available in school –
IT, Photoshop, Art Department etc
Manga Club
Discussion Group
Deep Learning
Day including
producing a
Manga Comic
Notions of Self Film
• Video - http://www.youtube.com/watch?v=Oj0EwWNtk3A
To review session aims …
• Should have raised awareness of what
happens at Priestnall
• Highlighted the impact of language and
communication on students
• Provided an opportunity for staff to develop
skills with regard to language and
communication
• Developed ideas / strategies for your school
environment
Thanks for listening...remember if you have
any further questions – please come and
ask – if I don’t know, I can find out.....
Clare Langton
Communication & Interaction Manager
and Psychotherapist
Curriculum Support Faculty
[email protected]