Topic “Individual”  

These are the main instructions for the activities. Use this with the games below.

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.

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.

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.

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.

Ideally, the child should already be able to construct the timetable for the 'normal' day with minimal prompting.

Making it easier:

Have a set of pictures of ingredients which are appropriate for what you are making, and some other ingredients. Get the children to choose the appropriate ingredients.

Even easier:

Have a set of pictures for the ingredients, and some further pictures which aren't food (e.g. pictures of furniture, clothes). Help the child to choose those which are food items.

Harder:

Get the children to draw and/or write down the ingredients themselves.

On subsequent occasions, you can pretend that you have a really bad memory, and you need the children to help you to remember what to take. If they don't remember everything, you can look a bit confused, and say something like "I'm sure we need to take something else...".

You could also use ideas based on the comments in "Deciding on the ingredients".

If the children are familiar with cooking this item, but they sequenced the pictures for doing the activity incorrectly at the beginning, you don't necessarily have to correct them straight away - you can correct it at the point when it becomes a problem - e.g. if you get to the putting the pizza in the oven bit before you've put the sauce and toppings on (look very confused!).

Sketches for the sequence - these do not need to be accurate at all - they will be useful for this activity no matter what level of drawing ability you have. The children can also help with this.

You can incorporate a number of maths concepts into the activities, for example: "full", "empty", "more", "less", "hot", "cold".

Safety. Clearly you will need to manage any dangerous aspects of the cooking process as appropriate for the children you are working with (e.g. use of knives, the cooker).

If it is a familiar story to the child you could just give them time to remember it instead of telling it yourself first.

This works best as a group activity.

This activity compliments the "What happened?" work from the Black Sheep Press Narrative Pack.

You need two adults for this activity - or alternatively you could have two puppets. One of the puppets goes away whilst the other one does something a bit naughty. The children then have to tell the puppet who went away what happened.

Having the children describe what happened to a person who didn't see is more natural than asking them to talk to someone who also saw the event. It gives them a reason to communicate.

To start with, have Molly do one or two things while the adult is out of the room. As the children become more used to the activity, increase this number. This gives them more to remember.

If working with a mixed ability group, the more able children can be asked to use the language of sequencing (e.g. "first", "second", "then", "next", "last" etc.)