Understand the speech language and communication needs of children and young people with behavioural social and emotional difficulties Learning Outcome 1 Understand the links between language ID: 264782
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Slide1
CY POP 22 and Unit 304:Understand the speech, language, and communication needs of children andyoung people with behavioural, social and emotional difficultiesSlide2
Learning Outcome 1
Understand the links between language,
behaviour
, emotional and social development difficultiesSlide3
Speech, language and communication – a reminderSlide4
Pre-session activity:Ages and stages of language development Talk with a child or young person you work with. Try to observe them in two different situations. Note down examples of their speech, language and communication
Using an ‘ages and stages’ resource, decide if their speech, language and communication skills are as you would expectSlide5
What are speech language and communication needs (SLCN)? Most children follow the expected pattern of development for their speech, language and communication at the expected times. Some, however, do not. These are described as having speech, language and communication needs (SLCN)Slide6
What are behaviour, social and emotional difficulties? Children and young people may be:
Withdrawn or isolated
Disruptive and disturbing
Hyperactive and lacking concentration
Irrational
Over familiar
Impulsive
Self-harming
Unable to interact appropriately
Facing complex special needs
Anxious or frightenedSlide7
Attention Deficit Hyperactivity Disorder Autistic Spectrum disorderAttachment DisorderConduct disorderDepression Tourette syndromeSocial/ school phobia
They may have a diagnosis:Slide8
Associations between SLCN and BESD Slide9
How SLCN may affect behavioural, emotional and social development in children and young people
You need language to;
understand emotions and
emotion words
understand other people
’s thoughts and feelings
think things though
and decide what to do
help with
self control Slide10
Over fifty per cent of children who have SLCN develop behaviour, social and emotional difficulties and mental health difficulties of all kinds.
Children and young people with SLCN are at risk of developing BESDSlide11
Choose one of the examples of a difficulty with speech, language and communication. You could use other examples if you prefer. In groups, discuss what you think the impacts of this need might be on a child or young person’s behaviour, social and emotional development.
Activity 1a - Children and young people with SLCN are at risk of developing BESDSlide12
Activity 1b - How could difficulties with the social use of language impact on interactions?How could difficulties with the social use of language impact on interactions?
After the activity discuss;
What are the implications for children with these sorts of communication difficulties?
Consider the effects on their social interactions, friendships and school work.
What might other children think of them and what effects could that have?
Slide13
For example:When a child or young person doesn't follow instructionsIf they don’t explain themselves well (it might seem like they’re choosing not to but perhaps they can’t)If they have poor social communication skills, (the listener maybe offended or confused)
SLCN can appear to be BESDSlide14
Why is behaviour a form of communication? We influence people and our environment through communication
So what if we can’t use words to do that?
What if the ways we communicate are not acceptable to others?
What if we can’t understand what others are trying to say to us? Slide15
Children and young people with BESD are more likely to have SLCN
The number of children with BESD and communication problems seems to be
ten times higher than in the general population
And their SLCN is often unrecognised Slide16
Incidence of SLCN in children with BESDSlide17
How many CYP you work with have BESD?Given the incidence of SLCN in BESD, how many of them might have SLCN which has not been unidentified? What could you do to help identify them?
Activity 1c
How many have BESD+SLCN in your setting? Slide18
How behaviour difficulties can affect speech, language and communication developmentChildren and young people with BESD;
Might either
withdraw or be rejected
so they have fewer opportunities to learn to interact.
Often have
limited attention skills
, so all learning including learning language can be affected
Often experience
powerful feelin
gs which can impair thinking and learning Slide19
CYP with BESD might be particularly likely to have difficulty with social communication skillsSlide20
Activity 1d: The effect of behaviour, social or emotional difficulties on speech, language and communication development
Work in pairs:
You should each think of a child or young person you know and make a note of their behaviour, social and/or emotional difficulties, being as clear as you can.
Swap your outlines with each other.
Now consider how these difficulties might affect each child or young person’s speech, language and communication development.Slide21
Associations between BESD and SLCNThe first sign of many mental health conditions is that language is slow to develop
CYP with
ADHD
and
Conduct Disorder
often have social communication difficulties
CYP with
ADHD
may need extra time to understand complex language
In
ASD
; SLCN is part of the diagnosis Slide22
So SLCN+BESD can result in:Frustration
- ‘I can’t get people to understand me!’
Being
misunderstood
- ‘they think I won’t explain, but I can’t’ or ‘they want me to join in, but I don’t know how’.
Not being able to explain
how they feel-’I’m OK’
Problems
thinking
about what to do, considering consequences and stopping just reacting e.g. ‘if I hit him it’ll hurt and I’ll get in trouble.’
Not being able to join in
and learn better communication and interaction skillsSlide23
Activity 1eLook at the activity in the learner materials.
Consider if any the statements relate to a child or young person you are working with.
Can you think of any other reasons why children and young people with SLCN may develop difficulties with their behaviour, social or
emotional development?Slide24
Transfer into practice 1One thing I'll think differently about...
Something I'll tell someone else...
Something I'll do differently....
Transfer into practice 1Slide25
Learning outcome 2
Understand how to support positive speech, language and communication development for children and young people with behavioural, emotional and social difficulties
Slide26
Activity 2a:SLCN barriers to learning behavioural, social and emotional skills
From what you have already learnt
Why might children and young people with SLCN find it difficult to learn behavioural, social and emotional skills?
Consider barriers within
Learning
Making friends
Interactions with adults
Interactions with peersSlide27
What sort of interactions help children and young people learn communication, behavioural, emotional and interaction skills?In a small group, look at the interactions listed in your learner handbook. Decide which of these are effective adult strategies to develop communication, behavioural, emotional and interaction skills?
Activity 2b:
Positive interactions? Slide28
Effective adult strategies to develop communication, behavioural, emotional and interaction skills
Positive and warm interactions; smiles humour and eye contact
Talking about emotions as they happen, e.g.” he looks upset look at his face”
Taking equal turns
Listen and follow CYP’s lead
Talking about what CYP are interested in
Comment on what the CYP is doing
Accept their ideas Slide29
Modelling the language and behaviour you’d like to seeSpecific praise for pro social behaviour, e.g. ‘great you gave him a turn’
Praise for effort, strategies or choices
Explaining why a behaviour is not OK and what you’d like them to be doing, e.g. “ no, that hurt him, say, ‘can I have a go”
Contingent consequences, immediate and relevant to the situation, e.g. “If you snatch you can’t have the toy”
Effective adult strategies to develop communication, behavioural, emotional and interaction skills 2Slide30
Developing communication skills in children with BESDSlide31
Activity 2c Developing communication skills in children with BESD- How could you put these into practice?
How could you put these ideas into practice?Slide32
Promote on-task verbal interaction between CYP. Set co operative goals and offer joint problem solving
activities.
Provide opportunities to
work with individuals with good social communication
skills
Make
rules explicit
; “its important to take turns, because.....”
Notice and
prompt
e.g
“does J want to make a point?”
Helping children and young people learn how to interact with each other Slide33
Rephrase or restate if there is a problem, e.g. “I think x meant”Assign specific roles e.g. with LEGO; architect, finder and builder
Positive peer reporting; work towards a whole group reward for
noticing a peer’s positive behaviour
Helping children and young people learn how to interact with each other Slide34
Activity 2d: Communication friendly? True of false?
?
Lighting is irrelevant
Lots of chatter makes for a stimulating environment
Background music can help children focus
Encourage listening skills by avoiding visual support
Have visual displays which define and illustrate key vocabulary
Be explicit about routines and expectations Slide35
Activity 2d: possible answers
Lighting is irrelevant
Lots of chatter makes for a stimulating environment
Back ground music can help children focus
Listening skills develop when you avoid visual support
Have visual displays which define and illustrate key vocabulary
Be explicit about routines and expectations
Slide36
Observe in context or on video:Adult strategies to develop communication, behavioural, emotional and interaction skillsOpportunities CYP have to learn communication skills
And how to
interact with each other
How the environment facilitates communication
And the direct effects of these on CYP
Activity 2e:
What happens in your setting to support CYP with SLCN and BESD? Slide37
Transfer into practice 2
Following your observation
Which area would you like to develop?
How could you do this
In collaboration with......?Slide38
Learning Outcome 3
Understand how to adapt strategies and approaches to behavioural, emotional and social development to meet speech, language and communication needs Slide39
Effective approaches to BESD/mental health difficulties
Systemic
Considers child/young person in context of family, school, wider system of people who support them and how they all interact.
Behavioural
Assumes behaviour is learnt through reinforcement, so modifies behaviour through rewards and sanctions and identifying triggers.
Cognitive
Recognises
how thoughts influence feelings and actions. Reframes negative and unhelpful thoughts,
there is a focus on the here and now
Therapeutic
Attachment theory, how past experiences can continue to affect us, the conscious and unconscious effect of emotionsSlide40
Activity 3aEffective approaches to BESD/mental health difficulties
Which are used in your setting?
Which do you find most useful?
Are they modified for CYP with BESD+SLCN?Slide41
Behaviour policies: e.g. De-escalation; managing behavioural issues as they occur; Debriefing behavioural incidentsPlanning: e.g. opportunities to develop communication skills; incorporating speech and language therapy targets into planning; adult interaction strategies
Observations
e.g. developing adult skills in interaction
Activity 3b - How are the needs of CYP with BESD+SLCN reflected in....Slide42
Can adult communication contribute to BESD?Think of a young person or observe;
When the language is complex
Do they complete the work successfully ?
How do they behave?
How well do they listen?
If you simplify the language does anything change?Slide43
Teach clarification skills....
If someone
Speaks too fast
Can you say that a bit slower?
S
peaks too quietly
Could you say it louder please?
Doesn’t give us enough time
Can you say that again please?
Uses complicated grammar
What does that mean?
Doesn't give enough information
Which pen do I use?
Gives an instruction that's
I can't remember all that
too long
Uses unfamiliar words
What does that word 'precipitate' mean?
We could say…Slide44
Activity 3c:Managing behaviour
Think of a recent situation where a CYP was not behaving as you would expect
What did you do or say....Slide45
Activity 3c:If the CYP had SLCN these might have helpedListening and giving them plenty of time to think about what you said.
Using vocabulary and sentences which they can understand.
Providing visual support to help them understand the sequence of events or actions and consequences.
Giving opportunities to ask for clarification for example teaching questions such as “I don’t know what ‘consequence ’ means”
Explaining what you wanted them to do or say
Demonstrating open questions Slide46
Transfer to practice: 3 Are there any areas of practice, systems or policy you’d like to amend to reflect the needs of CYP with SEBD+SLCN?
Planning?
Observation?
Behaviour policy ?
Teaching the skills to behave well
Managing behaviour as it occurs?
Debriefing behavioural incidents ?
What is the first step towards this?
Slide47
Learning Outcome 4Know how to work with others in order to support the speech, language and communication development of children and young people with behavioural, emotional and social development needsSlide48
Activity 4a List the stresses there might be on a family with a CYP who has BESD+SLCNSlide49
Working in collaboration with families Listen carefully
Liaise with families, involve them as equal partners
Use appropriate forms of communication, verbal and non verbal, in managing relationships, conflict and negotiation
Respect their situation, be non judgemental
• Inform families of progress and any potential problems
NB
Consider the range of family structures and backgrounds in your setting and the importance of respecting and valuing diversity
NB
Remember how family beliefs, attitudes and values may affect behaviour, self-reliance and identitySlide50
Activity 4b Who does what?
Aims to reduce psychological distress and to enhance and promote psychological well-being.
Assesses using a variety of methods including psychometric tests, interviews and direct observation
Supports children who lack confidence or self-esteem as well as having poor social and/or behaviour skills
Develops evidence-based SLCN intervention plans
Assesses speech language and communication skills
Works with groups of children with BESDSlide51
Activity 4b Who does what – possible answers
Speech and Language Therapist
Clinical
Psychologist
Behaviour Support Worker
Assesses speech language and communication skills
Assesses using a variety of methods including psychometric tests, interviews and direct observation
Supports children who lack confidence or self-esteem as well as having poor social and/or behaviour skills
Develops evidence-based SLCN intervention plans
Aims to reduce psychological distress and to enhance and promote psychological well-being.
Works with groups of children with BESDSlide52
Many others could also be involved...People Learning mentorsTeaching assistants
Home-school worker
Behaviour support teacher
Education welfare officer
Social workers
Educational Psychologists
Services
Behaviour and Education Support teams
Youth offending teams
Child and adolescent mental health teams
Police services
Youth services
Voluntary agenciesSlide53
What opportunities are there to learn from other professionals and share your own expertise?ObservationDemonstrationJoint supervision Discussion about roles and expectations Joint problem analysis, action planning and implementation
Time to reflect?
How might this benefit CYP and their families ?
Activity 4c
Increasing collaboration ?Slide54
Who would you like to understand better? Who would you like to meet with to find out more about their role/situation? How could you set up meetings with a professional or a family and perhaps spend some time with them?
Transfer to practise: 4 Slide55
2011 is the National Year of Communication‘Hello’ is a national campaign run by The Communication Trust, complementing the Government’s commitment to support children with speech, language and communication needs.
Please visit
www.hello.org.uk
for more information on how you and your setting can help improve the communication skills of children and young people – so that they can live their life to the full.
Hello