Social Communication
| SKILL | WHAT TO DO FIRST Identifying and supporting need | ASKING FOR HELP Starting Assess, Plan, Do, Review | WHEN MORE HELP IS NEEDED Targeted support |
| Social Communication Pupils with social communication needs can often have sensory processing differences – please also see the Sensory and/or Physical Needs section | Whole School: Schools to have access to a robust, consistent symbol-based system to support all children and provide communication opportunities. Examples of these include Boardmaker, Twinkl and Widget (cost included to purchase) Follow ISCAN Speech and Language Therapy team’s Language and Communication Standard for Reception aged children: Language and Communication Standard Access Mainstream Schools Forum for general advice and strategies Access Early Years Forum for general advice and strategies (for reception children) School staff to refer to specialist services (ISCAN SALT) for any immediate concerns e.g. breakdown in placements, risk of exclusion, complex safeguarding issues. Classroom: Establish consistent and predictable routines. Refer to advice and visual resources to support routines and transitions as a full class approach: Using visual supports such as first-then boards and visual schedules Transition cues (verbal warnings, transition songs, timers, traffic lights) Ensure expectations of tasks are clear. Prepare for upcoming changes to routine, supported by visual aids (e.g., symbols, photos, drawing) Encourage a total communication approach and accept all forms of communication (e.g., spoken, gesture, signs, written word, Alternative and Augmentative Communication, AAC). Recognise that ‘good listening’ and ‘good looking’ may look different for everyone. Don’t expect eye contact or sitting still. Sensory or movement breaks are incorporated into lessons. Try to avoid the use of non-literal language (e.g. idioms and sarcasm) and explain any abstract concepts in as concrete a way as possible (e.g. with pictures or objects). Refer to advice sheets and resources for interaction and communication strategies and embed into all classroom activities. Visuals available for: Creating communication opportunities: Creating opportunities to communicate Activity specific communication boards for aided language modelling: Visuals pack – symbols and photos for aspects of the routine and areas in school: Helping children interact: Individual Pupil Consult with key people in the child’s life (e.g., parents, carers, previous settings, professionals currently involved) to understand individual current communication skills, preferences, strengths and challenges. If struggling to embed and apply strategies, or more personalised, bespoke communication systems required, consider accessing further help from SALT team. Consider referral to ISCAN Speech and Language therapy for further support: Children’s Speech and Language Therapy :: Tameside Children and Young People | Provide a personalised curriculum allowing flexibility in the organisation of the learning environment and the school day. For example, you could offer access to a low stimulus, distraction-free base either within or outside of the classroom for certain tasks. Adapt group and individual activities in line with the individual’s sensory needs and communication and interaction profile. Consider carrying out targeted interventions in individual or small groups to support interaction and communication: Attention AutismHome – Attention Autism Ltd | UK & Irelandan intervention model which aims to develop natural and spontaneouscommunication through the use of visually based and highly motivating activities. Blacksheep Press resources BSP, speech & language resources for schools, therapists & parents Resources around building inferencing, situational and social awareness. TalkAbout a programme aimed at developing self- esteem, as well as social and friendship skills. Lego Therapy, an intervention to help improve social competence while conducting fun, naturally rewarding Lego clubs. Speech and Language offer training on Lego Therapy: Social Stories – can be created to provide children with a concrete way to prepare for future situations, or better understand social situations. It is important that these follow the official and recommended format. Consider consultation with ISCAN SLT for further support in generating these. Comic Strip Conversations: can be used as a visual teaching tool to explore situations and others perspectives: Zones of Regulation is an intervention that supports the development of self-regulation and emotional control. Speech and Language offer training on Zones of Regulation The Incredible Five Point Scale – a tool to explore emotional regulation and tools to support this. Language for Thinking an approach aimed at developing the verbal reasoning and thinking skills of children aged 4-11 through drawings, written scenarios, and questions. Language for Behaviour and Emotions – practical, interactive resource to be used individually or in groups to support language, social and emotional development. Use of personalised visuals (e.g. objects of reference, photos and symbols, now/next, choice boards, activity boards, traffic lights, sand timers). Consider seeking further advice from the SALT team regarding personalisation and implementation of visuals. For all students requiring access to alternative communication systems, referral to ISCAN Speech and Language Therapy is required. Additional resources and support for aided language modelling, choice boards and core word teaching are available on: The Ace Centre: Resources | Ace Centre AssistiveWare: AAC Resources – AssistiveWare Use of a Sensory Checklist – and environmental adaptations to minimise impact of sensory distractions and sensory processing differences (e.g. opportunities to work in quieter spaces with reduced distractions when completing focused activities, access to tailored sensory activities or resources). Consider referral to ISCAN Speech and Language therapy for further support and advice around targeted resources Children’s Speech and Language Therapy :: Tameside Children and Young People Consider referral to EPS for developing a personalised support plan. | Provide a more personalised curriculum allowing increased flexibility in the organisation of the learning environment and the school day, (e.g. offering access to additional adult support to enable the child to participate in the less structured parts of the school day such as break time, and provide access to a quiet, distraction-free place in school if a child feels anxious, ensuring access to a safe and trusted key person). Regular staff briefings, linking in with families where possible, centred around the child’s strengths and support needs, particularly if multiple staff members are involved in support (e.g. sharing and updating the One Page Profile, discussing therapy plans, ensuring training completed). Multi-agency assessment to identify persistent and complex needs (e.g. access advice from external services such as SEN TSOSS, Children’s Speech and Language Therapy :: Tameside Children and Young People and the Tameside Educational Psychology Service), to tailor programmes and activities to support their communication development. Multi-agency assessment to highlight any onward referrals required (e.g., diagnostic multi-disciplinary teams such as MAAT, Paediatrician) School staff deliver and support daily, individualised targeted interventions, based on support and guidance from external services. Certain interventions may require specialist training from the ISCAN Speech and Language Therapy Team. Use of a robust, bespoke high or low AAC system, embedded within all routine and learning activities, accessible at all times to the student with specialist training, targets and support from the ISCAN Speech and Language Therapy Team. ISCAN SLT may complete onward referral for external specialist services (e.g., The ACE Centre). PECS (Picture Exchange |
