Topic “Making Relationships”  

• Digital camera
• Velcro
• Laminated sheet of paper
• Stickers
• Laminated symbols for  ‘Hello’

If you don't already have a symbol for "hello" you can find one in the Commtap Symboliser.

1. Agree with 3 familiar people that the child is going to start greeting them by saying ‘Hello’.
2. Explain to the people you have selected that the child is learning to greet another person and there are a number of steps to this.
3. Explain that the child will get a sticker reward for starting to say ‘hello’.
4. Ask the people you have selected to respond to the child’s greeting by making eye contact and saying ’hello’ with a welcoming gesture.
5. The steps for greeting include:
• Stopping
• Looking
• Gesturing
• Handing over a symbol of ‘Hello’
• Saying/signing ‘Hello’
6. Take photos of the people you want the child to greet and laminate.
7. Put the photos on a laminated sheet of A4 paper using velcro.
8. Next to each photo velcro on a laminated symbol of ‘Hello’.
9. As you approach the target person they need to stop and get down to make eye contact with the child and say and gesture ‘hello’. It is best to use just one word.
10. Help the child identify the person in the photos by pointing to the photo.
11. You model saying ‘Hello + name + welcoming gesture. As you do this point to the person’s photo and then point to the ‘hello’ symbol.
12. Support the child to do the same if needed.
13. The child gets a sticker for stopping / looking / gesturing / saying ‘Hello’ verbally.
14. As the child learns the routine slowly give fewer and fewer prompts for greeting targeted adults.
15. Keep giving stickers for as long as the child needs this reinforcement.

Laminated A3 sheet divided in half with a line, with an "I like" symbol on one side and an "I don’t like" symbol on the other side (symbols could be a smiley face and a sad face);

Assortment of pictures of food, animals, cartoon characters, games etc.;

Use Velcro or blue-tak to attach pictures to board.

You can also get picture symbols from the Commtap Symboliser.

1. Talk through the "I like/ I don’t like" board with the child. 
2. Start with a picture of food – as most children have clear ideas about what foods they like and dislike!
3. Choose a food picture and show the child, asking "X, do you like broccoli?" 
4. Attach the picture to the correct side of the board, depending on the child’s response.
5. Once the child has responded for 6-8 pictures, review the board. E.g “You like apples, chocolate and pasta, but you don’t like broccoli, oranges or ice-cream." 
6. Take the pictures off the board and support the child to ask another adult/ peer "Do you like..." questions.

Large plastic hoop.

Assortment of pictures of food, animals, cartoon characters, games etc. (if needed).

Action toys

Action nursery rhymes

1. Use any toy which you need to post or press a key or push a part to make something happen e.g. rolling marbles down a kitchen roll holder, catching fish with a magnet and putting into a pond, press a button and the toy pops up. Set the toy up and take turns to have a go.

2. Play round and round the garden type games. Start the game and pause before the exciting end part and wait for the child to indicate he/she wants you to continue by the child looking at you or moving your hand to show he/she wants more.

Soft toys

Comfy bean bags and favourite book

What's wrong pictures (e.g. LDA, Colorcards)

Pen and paper

1. Choose a picture (or let the child choose one). Both people look at it. Take it in turns to describe the picture and say how it should look. Make sure you have a new picture to describe each time.

2. Take it in turns to choose a picture, which you keep hidden from the other person. Describe the picture while the other person tries to draw it based on your description. Compare the drawing to the original picture and say how the picture should look. If the drawing does not look very much like the picture, say why this went wrong.

Large composite pictures (e.g. "passages a decouvrir").

Score sheet (2 columns - one with your name at the top, the other with the child's)

Pen

Bag

Set of objects which the child understands the names of

1. Take the objects out of the bag one at a time, for each item say to the child "It's a [name of object]" for example "It's an apple". Look to the child for confirmation that it's an apple (as if you are not quite sure). Then, with certainty, say "Yes, it's an apple";

2. After a few items, start to get the occasional item wrong (use exactly the same not-quite-sure facial expression you used before). E.g. "It's a pencil" (but it's a toy car). Can the child tell you that it isn't? If not, have a look at the item again and pretend to suddenly realise you were wrong, say "(oh) No, it's not a pencil. It's a car.

3. Repeat.

Two toy animals or dolls (each with a name)

(Optional) things that the dolls can use, e.g. tea set

Marble run

Waiting cards (as required)

1. Set up the track and pass the marbles round the children. When everyone has had one go say 'Who's turn next?' You want the children to name the next child in the circle and to pass the marbles with as little prompting as possible. Some children may need handover hand modelling to pass the marbles.

2. The target child may need to hold a waiting card to support waiting for their turn.

A bag with a selection of appealing toys inside.

A variety of stickers or a variety of small pieces of fruit

Explain that each child will choose a sticker/piece of fruit to give to another person in the group.

Give each child an opportunity to do this

Playground

1 or 2 other children

1. When your child comes to you, talk about what the other children in the playground are doing.

2. Ask your child what looks 'fun'.

3. When your child decides say to them "Let's go and join them".

4. Take your child over and encourage them to join in with your support.

5. Next time, repeat steps 1 to 4 but after you've encouraged them to join in, stand back and let them play independently.

6. Next time, repeat steps 1 and 2 and then say "Let's go and ask to join in."

7. Take the child over and encourage them to say "Can I play" and then let them play independently.

8. Next time, repeat 1-2 and then say "you go and ask 'can I play'. I'll watch from here".

Another child

An easy errand

Sit 2/3 children round a table

Prepare the things to eat in advance e.g. biscuits on a plate broken into small bits and juice and mugs near to hand.

Offer the child the plate of biscuits and support taking one piece only. Say 'Good choosing'.

Move onto next child.

Follow same routine for drinks.

Fun toys

Drum

A choice of 2 simple turn-taking games such as:

lotto,

marble run,

bricks or cups to stack,

simple inset jigsaw puzzle,

colouring activity.

1. Choose a fairly able classmate to work with the child.

2. Show the child the two activities you have selected and ask him to choose one of them.

3. Take both children and the activity into a quiet location.

4. Set up the activity.

5. Show the children how to play the game if it is unfamiliar.

6. Encourage the children to take turns by prompting with "Ernest's turn", "Masoud's turn".

A ‘HELP’ picture symbol 

Container the child can see into but can't open e.g. screw-top jar/zip-top bag etc which contains a motivating reward e.g. crisp, raisin, sticker.

You can get symbols with the Commtap Symboliser.

1. Put the ‘Help’ symbol in front of the child.
2. Put the motivating reward into the container.
3. Shake the container and get the child’s interest.
4. Give the container to the child, so they can try to get the item out of the container.
5. Make sure the child can give you the container for you to open it for them. At first you may need to take the container from them, open the it, and give it back to them for a few goes.
6. When the child can do this, when they are going to give you the container, redirect the child to the ‘Help’ symbol and hold out your hand to receive the ‘Help’ symbol. Say ‘Help …… I want help.’
7. Wait for the child to say ‘Help’ or hand you the ‘Help’ symbol.
8. If this does not happen help the child to hand over the ‘Help’ symbol. Say ‘Help’ as the child gives you the symbol.

Container the child can see into but can't open e.g. screw-top jar/zip-top bag etc which contains a motivating reward e.g. crisp, raisin, sticker.

Make sure you know the sign for help before doing the activity (e.g. Signalong, Makaton).

Materials as needed, for example:

• Pictures for cutting out e.g. old Argos catalogue
• Scissors
• Simple board game
• Blunt pencil
• Pencil sharpener
• Paper
• Equipment for an activity the child enjoys
• Bubbles