1. Hidden communication Needs Glenys Heap Head of Research, Educational Development and Policy

2. Aims What communication skills are Relationships between communication and behaviour The impact of communication needs How to work with young people with communication needs Importance of communication skills for YOTs Communication

3. Verbal Communication Spend two minutes talking to the person next to you about: One thing you want to do in the next 10 years. What skills do we need to communicate?

4. Verbal Communication listening taking turns interpreting body language Responding to feedback finding & selecting words forming sentences memory confidence eye contact grammar

5. Communication

7. Communication needs can lead to feeling:

8. Frustrated

9. Tired

10. Stupid

11. Angry

12. A lack of self-worth

13. Withdrawn

14. Disaffected

15. Panicked

16. All of these impact on behaviour.

17. Communication Behaviour Communication Confusion Frustration Unable to explain clearly why something happened Unable to understand emotion words Unable to verbally reason cause and effect

18. Language learning link Everybody stand up – you are going to work with the person next to you. You will be shown a set of questions on the next slide Look at the questions and between you try to solve 2 of them, then sit down to show you’ve finished

19. Questions Glenn is standing behind Mary and at the same time Mary is standing behind Glenn. How is this possible? In the Tour de France, what is the position of a rider after he has passed the second placed rider? Take the letters ERGRO. Put three letters in front of it, and the same three letters behind to make a common English word The following number has a special characteristic, what makes it unique? 8,549,176,320 Would you rather a crocodile attack you or an alligator? A hunter aimed his gun carefully and fired. Seconds later, he realized his mistake. Minutes later, he was dead. Why?

20. How did it feel?

21. Communication needs impact on:

22. Attainment

23. Emotional development

24. Self-esteem

25. Literacy

26. Sequencing

27. Organisation

28. Skills for work

30. Impact Difficulties with words will have a big impact on engagement with YOT Word difficultyExamples of words which may be difficult Understanding frequently used words (spoken and reading) Participate, adequate, appropriate, immediate, intention, remorse. Being able to say wordsLong words like ‘significant’, ‘aggression’. Learning new wordsCustodial, reparation, rehabilitation, provocation. Using words appropriatelyBeing formal in court or when filling in forms Different meaningsVictim, authority, order.

31. Difficulties in Disguise Behaviour – Not attending appointments Disengagement? www.flickr.com/photos/83649951@N00/2902046724/

32. Possible Hidden Reasons Behaviour – Not attending appointments Organisational skills Sequencing Verbal planning Misunderstanding consequences of actions Concept of time

33. So what could you do to help?

34. Difficulties in Disguise Behaviour – Minimal responses to questions Rudeness? www.flickr.com/photos/42788859@N00/318947873/

35. Possible Hidden Reasons Behaviour – Minimal responses to questions Understanding the question Expressive language difficulties Organising ideas, formulating sentences How much detail? Other people’s perspectives Autistic Spectrum Difficulties

36. So what could you do to help?

37. Difficulties in Disguise Behaviour – Refuses to fill in forms Awkwardness? www.flickr.com/photos/48023467@N00/1226688029/

38. Possible hidden reasons Behaviour – Refuses to fill in forms Literacy difficulties? Understanding content Speed of processing

39. So what could you do to help?

40. Attention, Concentration Planning and regulating Interpretation in context Social significance Words, sounds, Memory and sequencing Attention Deficit Disorder Dyslexia Dyspraxia Spatial Awareness Motor-skills and co-ordination Autistic Spectrum Disorders Communication Needs Specific Learning Difficulties – Hidden Communication Needs

41. Situations that might cause difficulties

42. Giving Instructions

43. Give overview first

44. Keep language simple

45. Break up sentences into smaller chunks

46. Avoid ‘difficult to understand’ words

47. Check understanding by getting the young person to tell you the information back in their own words

48. Reading information that the young person is asked to agree to.

49. Organisational issues – dates, time etc.

50. Home visits and family members

52. gheap@dyslexiaaction.org.uk www.dyslexiaaction.org.uk