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Topic “Communication and Language”  

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

 

Makes a choice when offered (items)

Activity/strategy name and materials required How to do the activity Key principles for doing the activity and comments
Choosing Between Toys

- Desired and undesired toys, other objects

To begin with hold out a liked toy and a neutral object like a piece of paper - encourage the child to reach for what they want.

When they can do this consistently hold out two toys - encourage the child to reach to choose.

Vary which side you hold the toys out to ensure that the child doesn't always reach in one direction.

Occasionally, when the child has been reaching for what they want swap the toys around and see whether they still reach for the same one.

Always label what they choose for example "snake ... you want the snake...".
Choosing Between Food

- Two types of food

As above

Always label what the child chooses or reaches for.

For example:

'Oh, rice, mmmm'

Make appropriate sounds like 'mmmmmm', 'yum yum' etc.

Requests help or other actions

Activity/strategy name and materials required How to do the activity Key principles for doing the activity and comments
Sabotage! - supported with a picture symbol

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.

When the child has successfully indicated they want help, give them that help - otherwise the child will become extremely frustrated.
Sabotage! - supported with a sign

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).

When the child has successfully indicated they want help, give them that help - otherwise the child will become extremely frustrated.

Over time you will want to encourage the child to use a clearer indication that they want help. You can do this by:

  • waiting - leave time for the child to make some kind of an indication;
  • appear confused and model the sign and say the word ("Help?"), to see if they can try to be a little more accurate;
  • be sensitive about how long you can wait, and how precise their request is before opening the container for them.
Impossible task!

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

See also: https://en.commtap.org/language-communication/initiate-request-items-do-task

Note, for most of these examples the child could potentially ask you for a specific item, or ask you for help - both are valid!

You can easily integrate this into many classroom activities without the need for any extra equipment.

Makes a choice when offered (items)

Activity/strategy name and materials required How to do the activity Key principles for doing the activity and comments
Choosing between food items 1
  • Small pieces of desired food
  • Small pieces of less desired food
  1. Find a quiet place to work and sit opposite the child.
  2. Get the child's attention by calling their name or stroking a cheek or clapping your hands.
  3. Present pairs of food items the child must choose from (one desired and one less desired item).
  4. Put them on a small tray and place the items as far apart as possible.
  5. At first give choices between favoured and hated food items e.g. crisps and raw onion!
  6. Draw the child's attention to both the options. You may need to take the child's hand and reach their hand in the direction of the options. Say "Look ... ... crisps ... ... onion. Choose".

Give child time to settle and see the items to choose from.

Work for short bursts.

Give lots of praise for making a choice or starting to make a choice.
Choosing between food items 2

Small pieces of 2 different desired foods.
Choosing between toy items 1
  • One desired toy
  • One undesired toy.
Choosing between toy items 2

Two desired toys

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