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 PriestnallTo highlight impact of developing language and communication with students on the autistic spectrumProvide an opportunity for staff to develop skills with regard to language and communicationOffer ideas and resources for use in your own environment

Speech, Language & Communication NeedsAlmost everything we do involves speech, language & communication:Making ourselves knownExpressing our likes and dislikesInteracting 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 othersThey have speech, language & communication needs (SLCN)

Difficulties with SLCN can impact on:Being able to understand whats happening and take part in lessonsLearning to read and writeBeing able to think things throughBeing 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 SpeechPossible difficulties can include:-

Speech is difficult to understand, which might include difficulty making different soundsProblems discriminating between speech sounds, so conscious and conscience might sound the sameStammering or stuttering where sounds or words are repeated or may be difficult to produce without effortDifficulty using intonation to add meaning to words

SLCN Difficulties with LanguageUsing sentence structures more appropriate for someone youngerProblems linking sentences with words such as so ... and ... but ... then ...Difficulties sequencing sentences to make meaningful narrativeProblems learning new wordsDifficulties finding the right words at the right timeLimited vocabulary for emotions, thoughts and feelingsDifficulty understanding complex sentencesDifficulty understanding idioms such as dont hit the roof

SLCN Difficulties with CommunicationLimited eye contactPoor turn taking and difficulty with starting and ending conversationsDifficulty getting a conversation back on track after two people have talked at onceDifficulty understanding and responding to feedback from the listener, not noticing when someone is bored or doesnt understandDifficulty staying on topicProblems using language to negotiate in discussions or arguments

SLCN may not always be identifiedWhat is not seenUndetected SLCNWhat is seenBehaviour, emotional and social problemsLiteracy 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 / AttentionMemoryMotivationLearning StyleLanguage Skills

Identifying student needs and solutions:-Primary Transition and early identificationProvision of Speech & Language support within schoolResources availableGroup work1-1 support

Planned Programmes of Intervention at Priestnall

Speech & Language Therapy programme - Appendix 1In 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 SkillsPractical Strategies:Focus attention before giving instructionsUse appropriate level of languageHave focused bursts of works alongside learning breaksEncourage students to explain what they have heardVary activity: alternate listening with doingReward good listening skillsReduce distractions where possibleReview what has been learnt

Following on from 6 Week Programme1-1 bespoke interventionPaired group work bespoke interventionIdentify areas of interest Manga / Anime after school clubs i.e. Drama, sportsTap 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 FilmVideo - http://www.youtube.com/watch?v=Oj0EwWNtk3A

To review session aims Should have raised awareness of what happens at PriestnallHighlighted the impact of language and communication on studentsProvided an opportunity for staff to develop skills with regard to language and communicationDeveloped ideas / strategies for your school environment

Thanks for listening...remember if you have any further questions please come and ask if I dont know, I can find out.....Clare LangtonCommunication & Interaction Manager and PsychotherapistCurriculum Support Faculty

clare.langton@priestnall.stockport.sch.uk

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