We've preselected "All levels" for you, but you can change your study level at any
time by choosing one of the options on this menu. Changing your study level will return
you to the beginning of the module.
Watch the film clip in which Leanne, a teaching assistant, tries to establish how
Alice expresses that she likes or dislikes something.
Q
What are the benefits of knowing how a non-verbal child expresses their preferences?
Click for the answer
A
Understanding the facial expressions, body language and non-verbal behaviours of
children with no speech, establishes a basis for communication.
Pre-verbal
skills
Consider the film clip that you watched in the previous slide.
Take a look at the list below.
Did you notice any of the following pre-verbal techniques being used?
Showing an interest in others and a wish to communicate with them.
Demonstrating that they know that one thing can stand for another.
Indicating that they are able to listen, not just to hear.
Able to use their voice to attract attention and to make their needs known.
Which of the pre-verbal skills does Alice show?
Answers
Answers
Showing an interest in others and a wish to communicate with them.
Turn taking.
Eye contact.
Monitoring gaze.
The timing of utterances.
Return
Building
on a routine
Watch this video clip in which Steve, a deputy headteacher, explains how he builds
on a shared and enjoyed routine to encourage interaction with Amber who has PMLD.
Building
on early interaction
Q
How does this play build on the early types of interactions discussed earlier (eg
eye contact, gaze monitoring, turn taking etc.)?
Click for the answer
A
Caregivers continue to build on the foundations of turn-taking and reciprocal
involvement.
Their interactions are increasingly 'conversational' – they will instinctively
play a game that involves repetition and is dependent on the child regulating their
behaviour vocally or through a gesture or expression.
The
importance of rituals
Q
In reference to the earlier clip, why do you think that rituals are important?
Click for the answer
A
Peep-bo is a global ritual and encourages early language and communication.
When a carer plays a game with a toy or item of interest to a child, that object
becomes the focus of shared attention. This is a great time for the caregiver to label
the item ('It's a brick!') or provide a word for the child's action ('Crash!').
Ritualised
play
Take a look at the film clip of Alla, a child with PMLD.
Q
Why is she signalling and what does this say about the importance of ritualised
play?
Click for the answer
A
Alla is learning to indicate that she wants more bounces on the trampoline. It
is hoped that, later, she will use this signal in other contexts.
In this case, the foundations of communication are being laid through ritualised
play and other learning and development will build on this.
Early communication
When communicating with children with learning difficulties, we can gain some useful
ideas from looking at the way parents interact with their young children.
Talk
to the child as parents do!
Parents instinctively talk to their children in a positive way and school staff
should imitate this when building a child's communication skills.
It is important to spend time getting to know a child's likes and dislikes and
what they are capable of.
Talk and listen to the child.
Ask open questions, not questions that can be answered with 'yes' or 'no'.
Expand the child's statements into a longer, more correct form.
Check that you understand the child's meaning.
Name things in the environment.
Use good English – finish sentences.
Read to the child.
Make
it like a conversation!
Follow the child's lead.
Always assume the child is trying to communicate.
Always respond to the child's attempt to communicate.
Only respond positively, praise their effort.
Talk with the child, avoid giving instructions and directions.
Support the child and treat them with respect.
Don't blame the child for inaccuracy - instead, use a mistake as an opportunity
to clarify what the child meant:
Child: 'wah wah'
Adult: 'You want some water, do you?'
Child: 'Wah wah' – pointing
Adult: 'Oh yes! It's a dog, isn't it?'
Problems viewing video whilst online may be the result of controls on the network
you are using to access the SALT materials.
Should problems viewing video persist, it is recommended that users download the video
using the link provided.
Problems viewing video whilst offline?
If you are using Firefox or Internet Explorer, you may find that some video resources
will not play in your browser when you’re
working offline. We’ve supplied a link with each video to open it in your default
media player if this happens.
The mp4 videos on this site are not compatible with older versions of Windows Media
Player. If you want to watch the videos
offline, please download an alternative such as QuickTime or RealPlayer, and set this as your default media player. You will also need to do this if you
want to download videos from the materials’
‘Further reading’ area.
Alternatively, you may choose to work through the materials in Chrome or Safari.
Please go to your browser settings and turn on JavaScript to make full use of this site.
