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Topic “School”
The school subject or topic being taught to the class or group in which the child or adult with communication difficulties finds themselves in.
In a reactive environment, repeats actions which obtain sensory feedback
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Cause-and-Effect Sensory Play – Toys that respond to actions (e.g. pop-up toys, switches, musical buttons, sound books, light up toys). | 1. Present one cause-and-effect toy within easy reach. 2. Model the action once and allow your child to explore freely. 3. Pause and wait for your child to repeat the action to gain the sensory feedback. | Ensure the sensory response is immediate and clear. Avoid prompting other than modelling. |
| Sound-Making Exploration – Objects that create sound when acted upon (e.g. shakers, drums, crinkly materials). | Keep the environment calm and uncluttered. Accept repetition as purposeful exploration. Avoid demanding variation too early. | |
| Visual Feedback Play – Light-up toys, mirrors, or reflective surfaces. | Keep the environment calm and uncluttered. Accept repetition as purposeful exploration. Avoid demanding variation too early. | |
| Bouncing Exercise ball or trampoline | Use minimal language when giving instructions |
Shifts Attention to another Task or Activity
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Attention Shifting Through Imitation – Familiar toys or materials the child enjoys. | 1. Imitate your child’s current play. 2. Slowly introduce a small change in your own play (e.g. moving to a different toy). 3. Wait to see if your child notices and follows the shift. | Changes should be small and predictable. |
| Sensory Bridge Activity – Two activities with shared sensory features (e.g. water play to bubbles, textured toys). | Linking sensory experiences supports smoother transitions. Observe sensory regulation carefully. Withdraw if the child becomes distressed. | |
| Side-by-Side Activity Change - Two simple activities placed next to each other (e.g. puzzle and blocks). | Model interest rather than instructing. Avoid verbal demands. Accept partial attention or brief glances as successful shifts. |
Uses special interests to engage positively in activities
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Incorporate characters or special objects into learning Character toy or laminated print out of favourite TV or film character | Incorporate your child's favourite character into free flow learning, e.g. 1) If you are learning "We're going on a Bear Hunt", allow the character to go through the grass, mud river etc. 2) If you are learning Three Little Pigs and playing with toy houses, allow the character to visit the houses. 3) If you are learning transport, using a train set, use a laminate of the character and blu tac to allow them to ride the train. | Try to retain elements of the whole class learning so that your child is having new experiences related to the theme. |
| Special Interest Play Session – Toys, objects or media linked to the child’s special interest (e.g. trains, dinosaurs, animals, letters, numbers, cars). | Follow your child’s lead and do not direct the play. Use the interest as motivation for shared attention and enjoyment. Avoid removing or changing materials too quickly. | |
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Engages in interactive play with an adult
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Tactile toys Different materials, fabrics and textures, e.g. feather duster, vibrating massager, fake fur, hand fan | 1. Show your child one of the objects, allow them to explore it, then use their hand or arm to show them how it feels. 2. Look for signs that your child is enjoying/not enjoying the interaction and then continue or stop as appropriate.
| Use minimal communication to reduce demands and allow sensory exploration. Ensure objects are suitable to be mouthed if you think your child may do this. |
| Messy sensory play Use, for example, one of the following sets of items: Sand tray with spades, pots etc. Water tray with pots, sieves, pourers etc Rice tray with pots and pourers etc | Allow your child to explore the objects any way that is safe. Don't ask questions and allow them to spend as much or as little time on each object. | |
| Peek-a-boo - A piece of material - this could be a blanket, a muslin, a cloth, a scarf. | Sit on the carpet or at a table dependent on where is most comfortable for your child. Your child may not respond to their name so you may need to make an interesting sound to get their attention. |
Engages in interactive play with an adult
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Interactive Music Play - Small instruments like a drum, tambourine, or shaker. | 1. Sit with your child and play an instrument together. 2. Encourage the child to make sounds and watch your response. 3. Respond enthusiastically to the child’s sounds by smiling, clapping, or mimicking the sound. | - Pause and imitate the child’s actions to reinforce interaction. - If the child loses interest, pause and reintroduce the activity later. - Avoid using much language |
| Peek-a-Boo / Hide and Seek Game Hands, scarves, or small objects to hide behind. | - Reinforce attempts at interaction immediately with attention and enthusiasm. | |
| Action Imitation Play - Everyday objects like a ball, toy car, or cup. | - Watch for anticipation behaviors, such as the child looking at you before performing an action. - Respond positively to even small attempts at interaction to reinforce engagement. | |
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Refuses an item or activity using body language or gesture
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Texture Touch Refusal Variety of textures (foam, lotion, slime, fabric) | 1. Show your child the texture. 2. Touch a small amount to your child’s hand or arm. 3. Pause and wait. 4. Remove the texture when your child shows refusal (wiping hand, pulling away). | Gently introduce the textures Allow your child to control the duration Honour your child's refusal when they request an activity to stop |
| Offering object during sensory play or sensory story Fan Water spray Bubble wand Vibrating toy Tickles | Pause to wait for your child's response Honour your child's refusal when they request an activity to stop | |
| Unwanted Item Presentation Non-preferred toy, food, or object | Pause to wait for your child's response Honour your child's refusal when they request an activity to stop | |
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Investigates items and activities
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Sound-Making Toy Exploration Toys that make sounds (rattle, bell, crinkle toy) | 1. Briefly activate the toy to gain interest, then pause. 2. Let your child explore by shaking, tapping, or squeezing. 3. Use single-word comments linked to your child’s actions or sounds. 4. Continue while your child remains engaged. | Follow your child's lead Avoid over modelling and asking questions |
| Object Exploration Basket Basket with a variety of everyday objects (spoon, cup, ball, soft toy, lid) Objects should be safe and easy for the child to manipulate | 1. Place the basket within reach and wait for your child to choose an item. 2. Allow your child to handle, turn, bang, mouth, or visually inspect the object. 3. Observe and follow the child’s lead, positioning objects so they are easy to see and reach. 4. If child loses interest, take another object out of the box, showing excitement to try to regain attention. | Allow your child to explore the objects any way that is safe. Don't ask questions and allow them to spend as much or as little time on each object. |
| Household Object Play Safe household objects (cups, spoons, lids, boxes) | Let the child control which object is explored and for how long. Avoid showing the “correct” use of the item too quickly. Pause and wait to allow independent investigation before introducing a new object. | |
| Cause-and-Effect Toy Play Simple cause-and-effect toys (pop-up toy, push-button toy, spinning toy) | Give the child time to experiment through trial and error. Do not overprompt; investigation is more important than success. Repeat actions only if the child shows continued interest. | |
| Sensory Tray Investigation Tray or bin with sand, rice, water, or jelly Small objects hidden inside (cups, animals, blocks) | Allow messy, hands-on exploration. Follow your child’s preferred sensory actions. Avoid rushing your child to find all objects. | |
| Container Play Containers with lids, boxes, bags Small toys or objects to place inside | Exploration is more important than completing the task. Let the child attempt problem-solving independently. Keep language simple and responsive. |
Explores toys or objects
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Sensory Play - Sensory toys and materials for messy play (e.g. trays with sand/ cornflour and water/jelly). - The best toys are those that the child can manipulate easily to produce a result. | 1. Guide your child's hands and visual attention to toys/trays of material(s) that they can touch and look at. 2. Let your child explore the toys/materials in the tray and encourage them to investigate all their properties, stimulating all of the child's senses as far as possible (colour, smell, texture). 3. You may need to draw the child's attention back to the activity if the child becomes distracted. Use your voice to regain their attention (e.g. a drawn out "ohhhh!", or an intake of breath). | Do not continue with something the child has lost interest in, but wait a while before introducing another object. |
| Textured Toy Play Toys with different textures (soft, bumpy, smooth, squishy) | Allow your child to explore the objects any way that is safe. Don't ask questions and allow them to spend as much or as little time on each object. | |
| Household Object Play Safe household objects (cups, spoons, lids, boxes) | Allow the child to lead the play. Let them play with the objects in the way they choose, they do not need to use the objects functionally. |
Using a target sound in a single word - activities/games set 1
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Sound Dominoes |
| If your child is able to do this activity you might like to try moving on to: saying a small phrase with the target word in, e.g target word = 'car', your phrase could be, 'a red car'. Some phrase level activities can be found by clicking here.
If your child is finding this activity challenging, try the following steps: - If your child finds it challenging to say the sound, praise them for trying and say the word back with the sound used correctly for them to hear. - Talk about the sound the word starts with, e.g. 'cat' starts with a 'c' sound. - Have a go at breaking the word up for the child to copy, e.g. 'let's try and say this together, 'c' 'at'. |
| 4 in a Row! - Printable template with playing board and counters. - Words containing your child's target sound - click here for printable word cards. | If your child is able to do this activity you might like to try moving on to: saying a small phrase with the target word in, e.g target word = 'car', your phrase could be, 'a red car'. Some phrase level activities can be found by clicking here.
If your child is finding this activity challenging, try the following steps: - If your child finds it challenging to say the sound, praise them for trying and say the word back with the sound used correctly for them to hear. - Talk about the sound the word starts with, e.g. 'cat' starts with a 'c' sound. - Have a go at breaking the word up for the child to copy, e.g. 'let's try and say this together, 'c' 'at'. | |
| Washing Line - Strong string or rope - pegs - Words containing your child's target sound - click here for printable word cards. - small bag to put picture cards in | If your child is able to do this activity you might like to try moving on to: saying a small phrase with the target word in, e.g target word = 'car', your phrase could be, 'a red car'. Some phrase level activities can be found by clicking here.
If your child is finding this activity challenging, try the following steps: - If your child finds it challenging to say the sound, praise them for trying and say the word back with the sound used correctly for them to hear. - Talk about the sound the word starts with, e.g. 'cat' starts with a 'c' sound. - Have a go at breaking the word up for the child to copy, e.g. 'let's try and say this together, 'c' 'at'.
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| What's in the bag? Guessing Game - Words containing your child's target sound - click here for printable word cards. - bag | If your child is able to do this activity you might like to try moving on to: saying a small phrase with the target word in, e.g target word = 'car', your phrase could be, 'a red car'. Some phrase level activities can be found by clicking here.
If your child is finding this activity challenging, try the following steps: - If your child finds it challenging to say the sound, praise them for trying and say the word back with the sound used correctly for them to hear. - Talk about the sound the word starts with, e.g. 'cat' starts with a 'c' sound. - Have a go at breaking the word up for the child to copy, e.g. 'let's try and say this together, 'c' 'at'. | |
| Kim's Game - Words containing your child's target sound - click here for printable word cards. - A blanket or tea towel | If your child is able to do this activity you might like to try moving on to: saying a small phrase with the target word in, e.g target word = 'car', your phrase could be, 'a red car'. Some phrase level activities can be found by clicking here.
If your child is finding this activity challenging, try the following steps: - If your child finds it challenging to say the sound, praise them for trying and say the word back with the sound used correctly for them to hear. - Talk about the sound the word starts with, e.g. 'cat' starts with a 'c' sound. - Have a go at breaking the word up for the child to copy, e.g. 'let's try and say this together, 'c' 'at'. |
Encouraging eye gaze communication (no tech)
Helping a child to use/begin to use an eye gazing to communicate choices or an action they would like you to do - with pictures and (optionally) a perspex eye gaze frame (i.e. sheet of clear plastic you hold up between you and the child to fix communication pictures on).
Encouraging looking at an appropriate picture
In this situation you know what the child wants - e.g. they want the mirror chimes, or they want you to spin them, but they are not looking at the appropriate picture or picture symbol. This can happen if the child is new to this communication method, or you've put pictures in a different position on the frame in front of the child, or you are presenting new picture symbols.
Try
Simple topic maintenance
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| My interests |
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| Topic introduction
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| Talk about it
| Optional:
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| Likes and dislikes Something to record the students responses on (e.g. paper/pen) which can later be used as a prompt; Soft ball or beanbag. | To make it harder, you can go around again asking for favourite drinks - so that everyone now has to remember a food and a drink for each student when they pass the ball (e.g "Tim - (you like) carrot cake and tea"). You could use favourite games, favourite places to go, etc. instead. | |
| What have you done today? Way of recording students responses - e.g. paper/pen, whiteboard/marker; Soft ball or beanbag. |
Strategies for eliciting single words/short phrases/gestures
| Activity name/materials | Instructions | Comments |
| Wrong picture names! Materials: Set of pictures of everyday objects - these should be cards that the child knows the names of |
Select a picture on an eye gaze frame
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Picture pairs Plastic perspex sheet with hole in the middle, around 40cm x 30cm (e.g "E-tran frame"); Two sets of everyday picture cards - or whatever the student is interested in. |
| If the student has difficulties, you can try pointing it at each position on the frame - starting from their top left and working across and down - say "is it here" at each position ("no!") - until you get to the right position, say "yes" "here's the....". Say "look at the....", then ask them and say "where was the....?" - taking your eyes slowly to the position - trying to take the student's eyes with you. When you get there, take it off, pretend to eat it (for example) and then put it on the "done" pile with the other card. More ideas about this here from Call Scotland. Going further When a student can do this with one picture, try adding more pictures on the frame (distractor pictures). Start with two, then three/four (one on each corner), then gradually up to seven (each corner and the middle of each side except the bottom side. Put the target card - the one you are working on - in one of the positions you are using. |
| Find the picture/item Plastic perspex sheet with hole in the middle, around 40cm x 30cm (e.g "E-tran frame"); Two sets of everyday picture cards - or whatever the student is interested in. | If the student has difficulties, you can try pointing it at each position on the frame - starting from their top left and working across and down - say "is it here" at each position ("no!") - until you get to the right position, say "yes" "here's the....". Say "look at the....", then ask them and say "where was the....?" - taking your eyes slowly to the position - trying to take the student's eyes with you. When you get there, take it off, and pretend to eat it/drive it etc. More ideas about this here from Call Scotland. Going further When a student can do this with one picture, try adding more pictures on the frame (distractor pictures). Start with two, then three/four (one on each corner), working up to seven (each corner and the middle of each side except the bottom side. Put the target card - the one you are working on - in one of the positions you are using. | |
| Confirmation using a "special spot" Plastic perspex sheet with hole in the middle, around 40cm x 30cm (e.g "E-tran frame"); Two sets of everyday picture cards - or whatever the student is interested in. | The idea of this activity is for the student to learn how they can confirm a choice. It is necessary to have some way of them confirming a choice because:
All these will make it difficult to be sure what they are trying to communicate. The "special spot" (which could for example be a red circle stuck in the bottom middle of the frame) can be a point that a student to look to to:
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Responds to who what and why
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| The who/what/why sheet Sheet with 3 columns, one headed "who?", one headed "what?", one headed "why?" Brick cube 'Wh' word symbols You can make these resources using the Commtap Symboliser for PowerPoint. |
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Responds to why questions
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Emotions picture cards Picture cards with emotions Optional - choice of pictures showing possible reasons - for example a picture of a boy who has fallen over to go with a picture of a boy who is crying. |
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| Why is it.... One or more pictures showing scenes - for example someone running away, a hot beach. Or... Pictures in a book. | ||
| A desirable and a non-desirable toy Two toys one desirable and one not. |
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