Borough of Swindon
Communication and Interaction - ASCProvisionGeneralProvision of a structured language programmeEnsure Quality First teaching and communicative friendly environments which may include signing/symbols as well as other visual supportTasks and homework differentiated to accommodate the speech, language and communication needs of the pupilProvision of targeted support if necessary e.g. to check comprehension or for unstructured timesProvision of separate work space if appropriate, to help pupil to concentrate and complete activitiesIndividualised arrangements put in place for enhanced transitionSocial development, interaction and playExplicit teaching of important skills and rules of social interaction, with modelling.Buddy/befriender system at break and lunchtimesPositive reinforcement of good behaviour, with individualised motivatorsPositive redirection to stop inappropriate behaviours e.g. “Sit down” “Give me the pencils”Use of visual support to define areas and structure the day , e.g. visual timetable, drawers labelled with pictures as well as words, language jigs, social stories, emotional thermometersOpportunities to access structured social skills groupsGive pupil a specific role in group work and support the interaction with peers or consider providing an alternative individual task to complete if group work is proving too difficultUnderstand and manage health and safety considerations, e.g. lack of awareness of danger about running away/off site or using certain equipmentSupport for interpersonal problem-solving to promote assertiveness and negotiation e.g. categorising the relative importance of problems, visual supports to express feelings, comic strip conversationsDevelop pupil’s awareness of situations that may be difficult and encourage pupil to use appropriate strategiesAttention and listeningUse of pupil’s name and if appropriate physical prompts to gain attentionUse of visual/aural support to gain class attentionEstablish clear expectations of activities with visual cues Specific activities to encourage attention and listening skillsUse of specific positive reinforcement for good listening behaviour; label the behaviour and not the child. Use visual supports to back up good listening e.g. widget symbolsTeaching areas kept uncluttered and pupil seated in the best place to reduce distractionUse of learning breaks to develop students ability to focusIncorporate the pupil’s special interests/obsessions to focus attention and increase motivationUse of a reward system if necessary, which is clear, visual and consistentUnderstanding language and communicationAnticipation of and planning for difficulties in listening and understandingRegular checks of understanding by asking the pupil to show you or explain the instructions in their own wordsUse of visual support for the pupil to indicate when s/he has/hasn’t understood e.g. a traffic light systemEncourage pupil to indicate when s/he has not understood and model how to do this if necessaryAllow processing time i.e. give the pupil more time to respond If the pupil is unable to respond, offer an alternative method to communicateUse multi-sensory approaches to teach new vocabulary and concepts and opportunities for repetition and reinforcement Use of clear, concise language with information given in small ‘chunks’Explanation of expressions idioms, metaphors, similes etc.Relating aspects of work to the pupil’s direct experience whenever possibleDifferentiate level of questioning to suit individual children and allow thinking timeExpressive (spoken) language and communicationProvide opportunities to talk without interruption, and talk to adults/in small group rather than in whole classModel use of language in social contextsUnderstanding between home, school and professionals to be consistent wihen correcting and developing language for combined approach.Being aware when introducing new vocabularyFlexibility of thoughtPreparation for changes to routine and activityProvide structured environment with clear routines and expectations and visual support and/or timetable e.g. for entering the room or group work/snack timeExtra support and identified strategies to manage time limited tasks, transitions and unexpected events e.g. use of timer, additional time, surprise card, first-next boardTeach strategies to deal with stressful events and identify strategy if pupil needs to be withdrawn e.g. a selection of anxiety reducing activitiesBe prepared to reduce choiceSensory processingKnowledge of the pupil’s sensory profile and possible triggers, including developing the pupil’s self-awareness. This may be appropriate to share with students along with adults in a sensitive manner.Anticipation of impending sensory overload in order to intervene at an early stage, or allow the pupil to remove themselves from the situationDiscussion pupil and with parents/carers about how sensory overload is managedPrepare pupil for new or unusual sensory experiencesHave systems in place to allow pupils to remove themselves when they are not coping. Try to develop self-monitoring strategies so that pupils can indicate to staff when they need to do thisAdapt the classroom to reduce visual or auditory distraction if necessaryProvide alternative acceptable items to meet pupils’ sensory needsProvide an appropriate space for time out or sensory breaksSub-area of needS&L - ASCAssessmentsAET Progression Framework (for assessment of children) Competency Framework (for assessment of staff skills) Standards (for whole school assessment)‘Talk About For Children’ Book by Alex Kelly assessmentsB SquaredResourcesGeneral:Blob Books and CardsThe Bears (like blob cards but for younger children)Friendship Farm – soft toys with rucksacks holding discussion cardsSocial Skills Role Play Cards – Sue Jennings and Sarah Miles (fan cards)Feelings Detective Game – Franklin Learning SystemsSmart Kids Board Games – Social Skills, Personal and Emotional SkillsThe Question Conversation Starter CardsChoices (in a jar)What would you do … (in a jar) Daily Dilemmas for childrenMaggie Johnson Posters (Good sitting, Good listening, Good talking etc…)White boards for communication and choicesThe Conversation Train Emotion/feeling fansVisual timetablesTimers Wobble cushion Exercise BallsResistance bandsScreens to reduce distractionEar defendersPencil gripSensory RoomsSensory BoxesBooks to support adults:Jennifer O’Toole ‘Asperger Kids’ How to Support Pupils with ASC in Primary School – Lynne McCannEngaging Learner with Complex Learning Difficulties and Disabilities – Barry CarpenterTourette Syndrome and OCD Checklist – Susan ConnersUnderstanding Pathological Demand Avoidance Syndrome in Children – Phil Christie et al.Kids in the Syndrome Mix of ADHD, LD, Aspergers, Tourette’s, Bipolar and More – Martin L KutscherSurvival Guide for Kids with ADHD – John F Taylor - subscription ?16 per year for 4 magazines – Debbie EllisSocial StoriesThe New Social Skill Story Book – Carol Gray (social stories on a disc)Stories That Explain (Social Stories for children with ASC in Primary School) – Lynn McCann (social stories on a disc)Social Skills101 Games for Social Skills – Jenny Mosley and Helen SonnetLanguage For Thinking – Stephen Parsons and Anna BranaganRelaxation/SensoryThe 50 Best Games for … Sensory Perception – Andrea ErkertThe 50 Best Games for …Relaxation and Concentration – Rosemarie Portmann101 Relaxation Games – Allison BartlThe Yoga Adventure – Helen PurperhartOnce Upon a Story…Story Massage for Children – Mary Atkinson and Sandra HooperSensory Circuits – Jane HorwoodSensory and Motor Strategies – Corina LaurieManaging EmotionsHelping Children to Cope with Change, Stress and Anxiety – Deborah M. PlummerForest of Feelings – Jo Browning Wroe and Carol HollidayZones of Regulation – Leah KuypersSocial Behaviour Mapping - Michelle Garcia WinnerAnxietyHelping Children who Bottle up their Feelings – Margot SunderlandHelping Children who are Anxious or Obsessional – Margot SunderlandHelping Children with Fear - Margot SunderlandHelping Your Anxious Child – Ronald M RappeSelf-EsteemSelf-Esteem Skills to Build Self Worth – Amelia RuscoeHelping Children with Low Self-Esteem - Margot SunderlandRegulation of AngerHelping Children Locked in Rage or Hate – Margot SunderlandHelping Children who have Hardened their Hearts or Become Bullies – Margot SunderlandPuberty/Growing UpUsborne – What’s Happening To Me? – Male and Female versions to support conversations about pubertyTaking Care of Myself – Mary Wrobel (Healthy Hygiene, Puberty and Personal Curriculum for Young People with Autism)Work Book Style Approaches to use with children:Social SkillsTalk About for Children range of books by Alex Kelly Superflex – A Superhero Social Thinking Curriculum - Michelle Garcia Winner You Are A Social Detective – Michelle Garcia WinnerBecoming a STAR Detective – Susan Young (Also a Facilitator Manual to go with it)Bereavement and LossLove Will Never Die – Clare ShawMuddles, Puddles and Sunshine – Diana CrossleyManaging EmotionsAt Times I Get These Feelings – Clare ShawHow To Be a SuperHero Called Self-Control – Lauren BruknerThe Kids’ Guide to Staying Awesome and in Control - Lauren BruknerCoping Skills for Kids Workbook – Janine HalloranA Volcano in my Tummy – Whitehouse and PudneyAnxietyStarving the Anxiety Gremlin (5-9 years) – Kate Collins-DonnellyStarving the Anxiety Gremlin Cognitive Behavioural Therapy Workbook – Kate Collins-DonnellyWhen My Worries Get Too Big – Kari Dunn BurronBereavement and LossBadger’s Parting Gifts – Susan VarleyThe Bog Baby – Jeanne WillisThe Heart and the Bottle – Oliver JeffersSelf-EsteemThink Good – Feel Good – Paul StallardFine MotorWrite from the Start Teadorescu Perceptuo- Motor ProgrammeStory Books to use with children:Emotes range of books – Cant Loses His Cool, Boom The Anger Tamer, Mixy’s Quest (confusion)Meet the Scared Gang – Eadaoin BhreathnachEverybody Feels….. (Angry, Sad, Scared, Happy) – Holly SterlingAnxietyHuge Bag of Worries – Virginia Ironside (story book)Scaredy Mouse – Alan MacDonald and Tim WarresSilly Billy – Anthony BrowneAlone in the Woods – Ian BecksThe Paniosaurus – K.I Al-GhaniSelf-EsteemSomething Else – Kathyrn Cave and Chris RiddellAngerAngry Arthur – Hiawyn OranNot Now Bernard – David McKeeTemper Temper – Norman SilverPenguin Small – Mick InkpenEvil Weasel – Hannah ShawThe Red Beast – K.I Al-GahaniThe Grudge – Glenn DakinStrategiesIndividualised planning and assessment systemsIndividualised reward systemsQuiet work spaces in classBreak out areas – sensory and physicalMovement breaksTime out (processing)Language of choiceUse of language – training of staff to be aware of the language they use e.g. clear, functional, direct, literalClear structured routines with managed transitionsVISUALS: (See SALT Year of the Visuals Resources)Visual cuesVisual TimetablesNow and Next BoardsVisuals on a king ringChange cards/ Surprise cardsFlow ChartsSocial storiesUse of emotion cards, scales, thermometersPhoto evidenceUse interest to engage learning‘Deals’ – first do this, then thisFocus on the child’s strengths Teaching of model phrasesTasks broken down into manageable steps The use of visual prompts Regular sensory/movement breaksPlanning in advance for anything for things that may be found difficult Designated space for the childCalm and consistent approach to learning behaviour Alternative recording methodsInterventionsSocial skills and engaging in communityAutism awarenessComic strips ConversationsGreatwood (gaining confidence working with animals)Lego TherapyCircle of FriendsTalk aboutSPARKSPECS (Picture Exchange Communication System)Music therapyClicker 6Time to talkTalk BoostSocially SpeakingReciprocal reading (for reading comp)Use of pets e.g. Guinea pig groupNumiconGozoneSocial storiesTherapeutic StoriesLego social skills groupMindfulness Sensory play and activitiesExplicit teaching of social skillsFurther Support - Communication & .uk/government/publications/what-works-interventions-for-children-and-young-people-with-speech-language-and-communication-needsThe Better Research Programme reviews interventions for children and young people with speechand language and communication needsSupport in Wiltshire for Autism School Strategies.uk/sen-autism-school-strategies.pdfHosts Wiltshire’s SWASS document that contains a wealth of information and strategies to support planning for children and young people with Autism.I-CAN.uk/evidenceAccessible research papers on a range of issues affecting children and young people with speech,language and communication needs in educationThe Communication Trust.uk/whatworksEvidence based interventions for communication and interaction needsThe Autism Education Trust.ukProvides training, resources and AET standards, competency framework and progression framework.Majority of materials are free to download and supported by DfE and OfstedThe Autism Education Trust Transition Toolkit Knowledge.ukBrings together information and research evidence on augmentative and alternative communication(AAC) in one place. Provides different ways of finding out more about AAC. Funded by NationalLottery- Big Lottery FundThe American Speech-Language-Hearing Association (ASHA) Compedium of EBP Guidelines andsystematic reviewsSpeechBITE TMDatabase providing open access to a catalogue of Best Interventions and Treatment efficacy acrossthe scope of speech pathology practice.The RALLI campaignrallicampaignCreated to raise awareness of Language Learning Impairment (RALLI) and includes videos thatexplain what a language impairment is, the impact it can have and how to get helpNational Autistic Society.ukAmbitious about Autism.ukThe British Stammering AssociationDyspraxia Foundation.uk/groups/speech-languageAfasic.uk/professionalsPicture Exchange Communication System.ukBabcock LDP Communication and Interaction Support Team Gray (Social stories) development programme search NASEN’s SEND Gateway by need ................
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