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Topic “Strategies”
This sheet contains strategies. Strategies are things that either person in a communication can do to make that communication go better: they aren't necessarily about developing a new communication skill.
Using strategies to deal with strong emotions
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Calm Cards | 1. Print out the calm card resource. 2. Find a time when your child or young person is regulated and calm. Discuss that we can do different things when we are feeling strong emotions. You could give examples of emotions and how you feel in different situations. 3. Talk about finding ways to help feel better when you feel strong emotions. Look through the cards and try some of them out. 4. Talk to your child or young person about what they feel might hep them - you do not have to stick with what is on the cards, you could make some of your own cards. 5. You could make a key ring with some cards on for your child/young person to keep. 6. Encourage your child or young person to try some of the cards they have identified when they are starting to feel strong feelings. |
Producing individual speech sounds
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Learning to say a new sound |
- What is auditory discrimination? Information sheet - To be able to listen to the difference between sounds in words 2. Before you start, read the information sheet for the sound you are working on - see link in materials section. 3. Talk to your child about what you do with your mouth to make the sound. Ask them to watch you. 4. Give lots of praise for all attempts at making the sound. 5. Practice little and often. If your child is finding it challenging, stop and try again at another time. 6. Consult your speech and language therapist for further advice if your child is continuing to find it challenging to make your target sound. |
Recall a sequence of three or more activities in the right order
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Recall what happened in a lesson The materials you had in the lesson. Picture prompts for the activities that were carried out. Piece of card to stick the prompts onto as you do the activities in the lesson. |
| You can work on recall of the main activities in the lesson, for example:
Strategies you could use if the student is finding this difficult: At the end of one activity say we were "listening", next we will draw a picture. Show a prompt card for each - so the student can see the progression from one activity to another. Ask them about these two activities at the end of the second one. |
Starts to greet familiar people using a reward chart system
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Says ‘Hello’ to 3 familiar people
If you don't already have a symbol for "hello" you can find one in the Commtap Symboliser.
|
| The length of these instructions show that this is quite a difficult routine to learn! The object of the activity is give the child conventional politeness. Allow time to develop this skill.
|
Learn new words
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Exploring words Written word with a picture Written sounds for beginning/ end of each word Visuals for the story Dictionary (maybe)
| Ideas you can use to help word learning - you do not need to use all of them, and some will work better than others for different children. 1. Introduce the written form of the word; 2. Say the word to the child and ask for repetition; 3. Ask the child to clap syllables on your or their hands, use prompting if necessary. Or alternatively they could tap the syllables out on pictures of drums (say four arranged in a row); 4. Ask if any other words rhyme with this new word (think of examples yourself) - you could take this in turns in a group; 5. Ask for beginning and ending sounds; 6. Tell the child a short story or anecdote, including the word as the main feature if possible - or work with the child to work a story out; 7. Give an explicit definition (school dictionary maybe - some dictionaries are more helpful than others for this!) and give context(s) preferably first one being the one used in the story as it’s familiar but make sure to offer other contexts; 8. Ask the child if they can put the word in a sentence/ tell a short story including the word; 9. If ability allows, ask the child if they know of any word which means a similar thing. | These activities help to build a child’s vocabulary with solid representations of words. It gives a child strategies to use when learning and remembering new words. It builds the child’s confidence on a topic, especially if taught before the relevant lesson. |
Initiate a request for items to do a task
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Impossible task! Materials as needed, for example:
| Ask the child to carry out tasks without giving them the equipment they need. For example:
| If a child does not request anything, you can try to motivate the child to correct you or "help you", for example:
See also suggestions here: make a choice at snack time |
Make a choice using two switches
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Establishing motivators Items/activities the student may be interested in. Items/short activities the student is not interested in. |
| Don't use two things which are motivating for the student as you won't be able to tell whether they've succeeded in expressing a choice or not. |
| Establishing the switches to use Appropriate switches to use Typically you might start off with a couple of large recordable buttons (for example "Big Macs". You may have already established this with single switch work and established that they can make something happen with a single switch). | You may need to work with an occupational therapist to establish what type of switch a student can use - particularly if they have complex physical difficulties. | |
| Making choices Pair of switches Motivating and un-motivating items/activities (see the activity "establishing motivators" above) | If they don't press a switch you may need to:
Consistency of pressing Do they appear to be pressing one switch more than another, or do they appear to be choosing the switch randomly? Swapping the switches around from time to time will help you to know this. If they aren't consistent, you could try making the switches more different, for example:
You could also try:
|
Make a choice between snacks
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Snacks A small choice of snack items to choose from - in small pieces - for example banana, apple, orange, crisps (the idea of having the items in small pieces is that it gives lots of opportunities to practice the request); Something uninteresting - e.g. a piece of paper; Pictures of the food items. |
| Key strategies - you may need to come back to these as and when necessary: Introduce each food item; Check which ones the people are interested in; Demonstrate the asking for and getting of an item - e.g. with another member of staff; Wait - give time for the person to respond or initiate; Offer a "forced alternative", e.g. "apple or orange?" - swap around the order in which you give the alternatives to check that the person is not just saying the last thing you say; Make it difficult for the person to communicate by pointing by having the choices close together and out of reach - so if they point you actually don't know which one they pointed to; Be sensitive to if the person is getting frustrated - think of ways to help them get it right first time - e.g. by reducing the choice down to one item (temporarily). Using forced alternatives: Always give the person the thing they said/signed for. If they are having difficulties with this - for example they always say the last thing in the alternative, try the following: Have one of the forced alternatives being something uninteresting (e.g. the piece of paper); Have the last alternative as something the person doesn't want (if the person always says the last thing); Give more emphasis to the desired item, e.g. "Banana or paper?", you could also try only signing the desired item. Over time, reduce the difference in emphasis. Improving clarity Sometimes the person may say/sign what they want, but you don't feel it is clear enough (perhaps you can understand it in this context but might not be able to in another situation). To try and improve this, you can try: Saying 'pardon?' or something equivalent; Look confused and say, for example '(Do you mean) apple or banana?' (saying and signing these) - this will often encourage the person to produce a clearer version; Simply re-inforce with the clear version, e.g. you say "Oh, banana" (saying and signing it then passing it over); Try to avoid simply asking the someone to repeat after you as there is no communication and it's not a natural way to communicate - by asking someone to repeat you have shown them that you have understood, and so this is now a different repetition activity (and perhaps a bit insulting!) - it also has the danger that it could reduce the accuracy of what they originally said or signed as they didn't get a direct result from this. |
Make a choice at snack time
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Snack activity Food items - in small pieces - which the children like, for example banana, apple, orange, crisps; Something uninteresting - e.g. a piece of paper; Pictures of the food items. |
| Key strategies - you may need to come back to these as and when necessary: Introduce each food item; Check which ones the child is interested in; Demonstrate the asking for and getting of an item - e.g. with another member of staff; Wait - give time for the child to respond or initiate; Offer a "forced alternative", e.g. "apple or orange?" - swap around the order in which you give the alternatives to check that the child is not just saying the last thing you say; Make it difficult for the child to communicate by pointing by having the choices close together and out of reach - so if they point you actually don't know which one they pointed to; Be sensitive to if the child is getting frustrated - think of ways to help them get it right first time - e.g. by reducing the choice down to one item (temporarily). Using forced alternatives: Always give the child the thing they said/signed for. If they are having difficulties with this - for example always say the last thing in the alternative, try the following: Have one of the forced alternatives being something uninteresting (e.g. the piece of paper); Have the last alternative as something the child doesn't want (if the child always says the last thing); Give more emphasis to the desired item, e.g. "Banana or paper?", you could also try only signing the desired item. Over time, reduce the difference in emphasis. Improving clarity Sometimes the child may say/sign what they want, but you don't feel it is clear enough (perhaps you can understand it in this context but might not be able to in another situation). To try and improve this, you can try: Saying 'pardon?' or something equivalent; Look confused and say, for example '(Do you mean) apple or banana?' (saying and signing these) - this will often encourage the child to produce a clearer version; Simply re-inforce with the clear version, e.g. you say "Oh, banana" (saying and signing it then passing it over); Try to avoid simply asking the child to repeat after you as there is no communication and it's not a natural way to communicate - by asking the child to repeat you have shown them that you have understood, and so this is now a different repetition activity - it also has the danger that it could reduce the accuracy of what the child originally said or signed as they didn't get a direct result from this.
|
Request a desired item
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Snack time
|
See the comments on the right as to how to respond to some typical situations. | What to do in common scenarios The person points at or tries to take the item. Hold or place the items in such a way that they can't easily take them and so that even if they point it is not clear which one they are choosing (once you know - and the person knows you know - which one they want simply now asking them to repeat what you had hoped they would have requested is much less powerful for learning). The person always asks for the last thing you said (e.g. always asking for a crisp): Try reversing the order of the choice you give them; If they don't seem to care which one you give them, give them a choice of a desirable item and a boring item - saying the boring item last - then respond to their request for the boring item. To stop frustration, you might need to quickly follow this up with another go where you only offer them one item (the desirable item); Encourage them to point to a picture to show you which one they want - then reinforce this by signing and saying the word. General strategies Model the asking and requesting with someone (e.g. other staff) to show what you are hoping people to do. |
Aware of changes in daily routine
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Usual timetable Picture symbols which represent each activity in the day (and/or use words if the child understands these) with velcro on the back; Velcro board to stick them to; A normal day! You can find picture symbols with the Commtap Symboliser. |
| This activity is about ensuring that the child understands their usual timetable. Do this activity on a 'normal' day (or at least one that is likely to be normal). The child should be able to understand the pictures or words you use for the timetable. If not, you should spend some time showing the child the picture symbol word when they are doing the activities in the routine. See also: "Use a visual timetable" on the Commtap site. If a whole day is too much, you could do this over a part of the day - for example the morning or the afternoon. |
| Timetable - day which is different Picture symbols which represent each activity in the day (and/or use words if the child understands these) with velcro on the back; Velcro board to stick them to; A day which is different. You can find picture symbols with the Commtap Symboliser. | Ideally, the child should already be able to construct the timetable for the 'normal' day with minimal prompting. |
Use single words signs or symbols
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Feely bag Bag Familiar objects |
Variation: Sing a short phrase ( 'what's in the bag, what's in the bag, Harriet take a look, Harriet take a look') before each child's turn. | Give the child time to name the object. Help them by giving a prompt (e.g. a forced alternative, the first sound. or the word or sign to repeat). |
| Secret picture Pictures of everyday objects You could use photos, or create using symbols | The child gets a picture which they say or sign the name of before showing the others. | Give the child time to name the object. Help them by giving a prompt (e.g. a forced alternative, the first sound. or the word or sign to repeat) |
| Shopping games Everyday objects Shopping bag Table | One child sits at the 'shop'. Another is asked to go and buy an object. | A picture card can be used to help the child remember what they are going to shop for. |
| Posting games Pictures of everyday objects Post box For pictures of everyday objects, you could use photos, or create using symbols | Give the child time to name the object. Help them by giving a prompt (e.g. a forced alternative, the first sound. or the word or sign to repeat). | |
| Fishing game Pictures of objects with paper clips attached Magnetic fishing rods (e.g. each made out of a magnet, string and a pencil, or bought) 'Pond' e.g. a flat box For the pictures of objects, you could use photos, drawings, or create using symbols | Give the child time to name the object. Help them by giving a prompt (e.g. a forced alternative, the first sound, or the word or sign to repeat). | |
| Strategy: giving choices Use this with any activity | ||
| 'Hide the fish' Eight picture cards; Small piece of paper with a fish drawn on it For the picture cards, you could use photos of objects, or create using symbols | ||
| Non directive play Play equipment such as tea set, teddies, dolls; cars, bricks, play people etc. Could also be done with outdoor play equipment or in any other play situation. | Don't expect the child to say anything in this activity. The purpose of the activity is for them to get used to hearing key words, which directly relates to what they are doing. | |
| Commenting in everyday situations No specific materials. Activities could be: painting, walking around the school, play. | Don't expect the child to say anything in this activity. The purpose of the activity is for them to get used to hearing key words, which directly relates to what they are doing. |
Activities to develop using a sign or word to indicate 'more'.
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Using "go" after "ready steady" Any simple activity that the child enjoys for example: - marble or car run - rolling a ball - rolling a ball at some skittles - pushing the child in a swing | For example for the marble run: 1. Hold a marble at the top of the run; 2. Say "ready steady go" (using a sign for "go" at the same time) and let the marble go; 3. Repeat a few times; 4. Now: say "ready steady" (but don't say "go") and wait, if the child makes any noise (or sign), interpret that as "go" and say and sign "go" clearly letting the marble go at the same time; 5. If after a time the child has said or signed nothing, say and sign "go" clearly and let the marble go anyway; 6. Repeat as necessary. | The activity must be motivating and interesting for the child, otherwise it won't work. Be sensitive to how long you need to wait before saying "go" for the child and doing the action. You need to wait long enough to give the child an opportunity to make a response, but not so long that they get frustrated or lose interest. |
| Saying or signing "more" Any simple activity that the child enjoys for example: - bubbles - balloon - marble run - rolling a ball - rolling a ball at some skittles - pushing the child in a swing | The activity must be motivating and interesting for the child, otherwise it won't work. Be sensitive to how long you need to wait before saying "more" for the child and doing the action. You need to wait long enough to give the child an opportunity to make a response, but not so long that they get frustrated or lose interest. |
Activities and strategies to develop a student's ability to ask for clarification/help/repetition
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Barrier games - 2 identical black and white pictures. - Pens/pencils - A barrier (e.g. a large book) | 1. Play a barrier game:
2. Give a confusing instruction so that the others need to ask for clarification. For example, ask them to colour something that is not on the sheet, to use a colour that is not available. 3. Watch their reaction - if the student lets you know that the instruction is impossible, praise them for this. If the student does not say anything, ask them if there is a problem and talk about hte words that they could use to let you know. | |
| Alien game - Picture of an alien - Some everyday objects |
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