Child Communication
Speech and Language:
For many parents, noticing a delay in speech is often the primary reason for concerns about the development of their child. It is around this time when these concerns are brought to a doctor, public health nurse and local early intervention team. It can however, be difficult to establish whether a child has a delay in language, or maybe they are just 'slow to speak'.
Every child is different, and each child who has speech and language difficulties may develop different ways of communicating with their families to get what they need. These can be:
- Pulling a person to an item or object.
- Finding a way of getting things themselves i.e. dragging a chair to stand on, and helping themselves.
- Using approximations or sounds relating to what they want.
They may develop negative behaviours - such as:
- Grabbing objects and chasing
- Tantrums
- Social withdrawal
In 'Teaching Language to Children with Autism and other Developmental Disablilities' (1998) Sundberg writes:
"Increased rates of self-stimulation and social withdrawal can also be a by-product of defective language skills. Language, after all, brings a child to interact with others in the environment and usually brings a child a large amount of attention and specific reinforcement from parents."
Children who do not develop language skills can learn some communication skills through alternative techniques. Speech is the primary goal, and where speech is not present, professionals will advise you where to begin developing communication skills. These might be through using:
- Sign language (go to sign language)
- Picture exchange systems (go to PECS)
Remember, these two techniques often give children skills, build confidence in communicating, and assist in developing speech. Don't assume that your child may become reliant on PECS or signing, and not develop speech. When used appropriately, these techniques can lead to speech.
Children who already have some speech will benefit from a language intervention programme that can be carried out at home or in school.
Teaching language is a complex and detailed intervention carried out after an appropriate assessment. Our 'Learning Together' course is designed to assist parents and teachers where a language intervention programme is in place or being developed. It is not designed to replace a programme that has been put in place after your child has been professionally assessed. It is recommended that our course is used alongside a training or therapeutic programme as a resource aid.
Go to our Links page for further information on speech and language.
Picture Exchange Communication Systems (PECS)
Where a child has limited speech, or uses words that not everyone can understand, offering a picture to a person will get the child what it is they want, and thus developing person-to-person communication. The child has to seek an adult to give them the picture, and this is what I find is the useful strategy in developing communication. It develops the notion that useful communication involves two people.
PECS can be introduced even at a young age, and it is a useful way to help families to assess their every day routines and communication. Almost anyone can understand PECS, which is why some people prefer PECS to sign language.
PECS are a visual strategy for learning communication skills. This protocol was developed by Bondy and Frost in 1994 and is widely used.
Where language and communication skills are absent or slow to develop, teaching children to give a picture of a desired item when they are asked 'What do you want?' is a simple and effective strategy.
Using PECS to develop speech:
A good place to start is with specific items of food and playthings that your child enjoys. You can then add more varied pictures, including songs, places, people etc.
Laminate your pictures - there are endless images and texts relating to PECS pictures in books or online, or ask your speech and language therapist to advise you.
Be sure you display your pictures at an appropriate height for your child, and attach sticky-back Velcro to keep them in place.
Encourage your child to give a picture in exchange of the item.
For example:
Prompt with stimulus - i.e. ball chute without the ball and the picture of the ball present. Hold the ball in your hand. When your child moves to take the ball, prompt them to give you the picture. When they give the picture - give them the ball immediately with praise. Remember to say Ball when your receive picture and again when you give the ball. This will encourage attempts to vocalise the word at later attempts. It puts the label on the image too.
As your child begins to attempt to repeat the word, practise using the word and the picture together. You can then begin to fade out the use of the picture exchange, when language skills develop.
For more information on PECS, ask your speech and language therapist, or look up PECS online at www.pecs.org.uk
TEACH KEY SOCIAL SKILLS
