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My Child
...doesn't talk
...can't hear
...doesn't listen
...doesn't understand
...can't speak clearly
...has a tongue tie
...dribbles
...stammers
...is learning two languages
...has Special Needs
...needs Speech and Language Therapy?
'Drop-in' to see us
Referral to Speech and Language Therapy
Parent Workshops
Pathways in Speech and Language Therapy
At School
How to Refer
'Descriptors and Responses'
for Early Years
for KS 1 to 4
For Complex Needs
For Social Communication and Interaction
Pathways
Under 3 years old
Language Difficulties at KS 1 + 2
Language Difficulties at KS 3 + 4
Speech Difficulties at Foundation Stage and KS 1+2
Speech Circles
Speech, Fluency and Voice Difficulties at KS 3+4
Classroom Management and the IEP
At Special School
Who's Who
Working Together
Parent/Carer
Early Support Team
Children's Centres
Speech and Language Therapist
Speech and Language Therapy Assistant
Class Teacher
Teaching Assistant
Specialist Teacher
SENCO
Educational Psychologist
Visual Impairment Service Teachers
Activities, Ideas and Info
Child Development: Ages and Stages
Language Development Pyramid
Development of Attention Skills
Comprehension and Expression from birth
Development of Speech Sounds
Interactions: speech, language, social development
Language on entry to ‘Early Years’
Language development beyond the Early Years
Language development 5+ years
Guide to Typical Development from 5 to 12+ years
Language becomes sophisticated
What can go wrong?
Bloom and Lahey’s model
Stackhouse and Wells’ model
English Sounds and How They are Made
At Home
Attention and Listening
Listening: Awareness of Sounds
Listening: Location of Sounds
Listening: Discrimination between Sounds
Receptive Language
Ways to Nurture Language Development
Giving a little more information
Teaching verbs (Action words)
‘Here and Now’ language
Talk as you walk
Use everyday routines
Questions with alternatives
Expressive Language
Making language fun
Lots of repetition
Try to be consistent
Encouraging naming
Providing a good example
Reinforcement and praise
Giving a little more information
Questions v. comments
Choices
Use of gesture
Encouraging use of verbs (action words)
‘Gone’, ‘all gone’ and ‘bye bye’
Encourage the use of ‘more’
Encourage your child to say ‘go’
Encourage the use of ‘up’ and ‘down’
Favourite pictures
Nursery rhymes
Putting words together
Sentence closure
Books
Dummies
Speech
Helping sounds to develop
Working with your child
Working with speech sounds
Listening for speech sounds
Ideas for speech games
Working with a Specific Speech Sound
Social Interaction
Early Communication
Play
Play with Language
Play with Objects
Play with Social Materials
Play with Motion and Interaction
Playing alongside
Techniques to encourage communication
Building conversational skills
Pre-School
Pre-School Resource Pack
What is Speech and Language Therapy?
Top Tips for Talking
Pre-verbal and Early Interaction Skills
Attention and Listening
Further Ideas for Attention and Listening
Developing Understanding
Information-carrying words –‘key’ words
Understanding 2 key words
Understanding 3 key words
Understanding 4 key words
My First 100 words
Single Word Naming
Linking two words or ideas
Developing Action Words
Extending Sentences
Supporting Speech Sound Development
Speech Sound Awareness
What is Stammering?
‘Talking Boxes’
Primary School
Attention and Listening
Helping Children to listen in the classroom
Receptive Language
Vocabulary/Concepts
Being able to tell a story
Sequencing
Understanding
Verbal Reasoning
The role of memory in language development
Supporting Memory skills
Expressive Language
Talking
Use of Grammar
Speech
Children with unclear speech
Supporting Speech Difficulties
Speech/Phonology
Phonological Awareness
What is Stammering?
Social interaction
‘Semantic’ and ‘Pragmatic’ Language Difficulties
Conversational Skills
Language and Social Skills
Other
Language and Self-Regulatory Behaviour
Language and Behaviour
Secondary School
Attention and Listening
Helping students to listen in the classroom
Receptive Language
Vocabulary Development
Narrative
Understanding
Verbal Reasoning
Sequencing
The Role of Memory in Language Development
Supporting Memory Skills
Expressive Language
Spoken Language
Use of Grammar
Speech
Students with Unclear Speech
Helping Students with Unclear Speech
Speech Phonology
What is Stammering?
Social Interaction
Semantic and Pragmatic Skills
Conversational Skills
Language and Social Skills
Other
Language and Self-Regulatory Behaviour
Special School
Total Communication
Intensive Interaction
PECS
Alternative and Augmentative Communication(A.A.C.)
Special Educational Needs
Training
Earlybirds, N.A.S. Parent Support Programme
A.A.C. Workshops
Elklan
Talking Partners
Spirals
Specialist Areas
Alternative and Augmentative Communication (AAC)
Autism
Hearing Impairment
Stammering
Speech difficulties
Eating and drinking difficulties
Bi-lingualism
ADHD
Cleft palate
Language difficulties
Links
Glossary
Contact
»
At School
>
'Descriptors and Responses'
>
For Social Communication and Interaction
Wednesday, May 16, 2012
Home
My Child
...doesn't talk
...can't hear
...doesn't listen
...doesn't understand
...can't speak clearly
...has a tongue tie
...dribbles
...stammers
...is learning two languages
...has Special Needs
...needs Speech and Language Therapy?
'Drop-in' to see us
Referral to Speech and Language Therapy
Parent Workshops
Pathways in Speech and Language Therapy
At School
How to Refer
'Descriptors and Responses'
for Early Years
for KS 1 to 4
For Complex Needs
For Social Communication and Interaction
Pathways
Under 3 years old
Language Difficulties at KS 1 + 2
Language Difficulties at KS 3 + 4
Speech Difficulties at Foundation Stage and KS 1+2
Speech Circles
Speech, Fluency and Voice Difficulties at KS 3+4
Classroom Management and the IEP
At Special School
Who's Who
Working Together
Parent/Carer
Early Support Team
Children's Centres
Speech and Language Therapist
Speech and Language Therapy Assistant
Class Teacher
Teaching Assistant
Specialist Teacher
SENCO
Educational Psychologist
Visual Impairment Service Teachers
Activities, Ideas and Info
Child Development: Ages and Stages
Language Development Pyramid
Development of Attention Skills
Comprehension and Expression from birth
Development of Speech Sounds
Interactions: speech, language, social development
Language on entry to ‘Early Years’
Language development beyond the Early Years
Language development 5+ years
Guide to Typical Development from 5 to 12+ years
Language becomes sophisticated
What can go wrong?
Bloom and Lahey’s model
Stackhouse and Wells’ model
English Sounds and How They are Made
At Home
Attention and Listening
Listening: Awareness of Sounds
Listening: Location of Sounds
Listening: Discrimination between Sounds
Receptive Language
Ways to Nurture Language Development
Giving a little more information
Teaching verbs (Action words)
‘Here and Now’ language
Talk as you walk
Use everyday routines
Questions with alternatives
Expressive Language
Making language fun
Lots of repetition
Try to be consistent
Encouraging naming
Providing a good example
Reinforcement and praise
Giving a little more information
Questions v. comments
Choices
Use of gesture
Encouraging use of verbs (action words)
‘Gone’, ‘all gone’ and ‘bye bye’
Encourage the use of ‘more’
Encourage your child to say ‘go’
Encourage the use of ‘up’ and ‘down’
Favourite pictures
Nursery rhymes
Putting words together
Sentence closure
Books
Dummies
Speech
Helping sounds to develop
Working with your child
Working with speech sounds
Listening for speech sounds
Ideas for speech games
Working with a Specific Speech Sound
Social Interaction
Early Communication
Play
Play with Language
Play with Objects
Play with Social Materials
Play with Motion and Interaction
Playing alongside
Techniques to encourage communication
Building conversational skills
Pre-School
Pre-School Resource Pack
What is Speech and Language Therapy?
Top Tips for Talking
Pre-verbal and Early Interaction Skills
Attention and Listening
Further Ideas for Attention and Listening
Developing Understanding
Information-carrying words –‘key’ words
Understanding 2 key words
Understanding 3 key words
Understanding 4 key words
My First 100 words
Single Word Naming
Linking two words or ideas
Developing Action Words
Extending Sentences
Supporting Speech Sound Development
Speech Sound Awareness
What is Stammering?
‘Talking Boxes’
Primary School
Attention and Listening
Helping Children to listen in the classroom
Receptive Language
Vocabulary/Concepts
Being able to tell a story
Sequencing
Understanding
Verbal Reasoning
The role of memory in language development
Supporting Memory skills
Expressive Language
Talking
Use of Grammar
Speech
Children with unclear speech
Supporting Speech Difficulties
Speech/Phonology
Phonological Awareness
What is Stammering?
Social interaction
‘Semantic’ and ‘Pragmatic’ Language Difficulties
Conversational Skills
Language and Social Skills
Other
Language and Self-Regulatory Behaviour
Language and Behaviour
Secondary School
Attention and Listening
Helping students to listen in the classroom
Receptive Language
Vocabulary Development
Narrative
Understanding
Verbal Reasoning
Sequencing
The Role of Memory in Language Development
Supporting Memory Skills
Expressive Language
Spoken Language
Use of Grammar
Speech
Students with Unclear Speech
Helping Students with Unclear Speech
Speech Phonology
What is Stammering?
Social Interaction
Semantic and Pragmatic Skills
Conversational Skills
Language and Social Skills
Other
Language and Self-Regulatory Behaviour
Special School
Total Communication
Intensive Interaction
PECS
Alternative and Augmentative Communication(A.A.C.)
Special Educational Needs
Training
Earlybirds, N.A.S. Parent Support Programme
A.A.C. Workshops
Elklan
Talking Partners
Spirals
Specialist Areas
Alternative and Augmentative Communication (AAC)
Autism
Hearing Impairment
Stammering
Speech difficulties
Eating and drinking difficulties
Bi-lingualism
ADHD
Cleft palate
Language difficulties
Links
Glossary
Contact
For social communication and interaction
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Descriptors and responses for children who have social communication difficulties
Title
Description
Size (Kb)
Social communication descriptors and responses
132.50