1. Interventions to Support Communication Development
Emily Smith
Specialist Speech and Language Therapist
Churchfields Language Facility

2. Aim of the Session:
To understand how to implement interventions to support communication development.
It’s a bit of a whistle stop tour of interventions and you may feel you require more information / training before carrying out these interventions in your schools but hopefully this will give you a good idea of what is out there.
I’ve tried to put the interventions in the order of the communication pyramid and how communication skills develop but there is a lot of overlap in terms of the skills targeted by the interventions.

3. Bucket Time
Present Bucket Time – stages 1 - 2

4. Bucket Time
WHAT IS IT?
Group intervention based on Attention Autism, an approach by Gina Davies.
“Inspiring the children’s attention by offering an irresistible invitation to learn.”
Inspires and develops shared attention as a foundation for communication.
Supports the children in developing the want to interact.
Links to EYFS curriculum e.g. learning and development, positive relationships.
Follows developmental progression of early communication skills.
• Group intervention based on Attention Autism, an approach by Gina Davies.
• Gina talks about “Inspiring the children’s attention by offering an irresistible invitation to learn.”
• Inspires and develops shared attention as a foundation for communication.
• Creates a situation which children want to interact and communicate with you and each other.
• Supports the children in developing the want to interact.
• Links to EYFS curriculum e.g. learning and development, positive relationships.
• Follows developmental progression of early communication skills including:
-shared attention
-eye contact
-how to read facial expressions
-how to take turns
-how much fun communication is

5. Bucket Time: Stages
Stage One - The Bucket: aim is to focus attention using a range of motivating items.
Stage Two - The Attention Builder: aim is to sustain attention.
Stage Three - The Interactive Game: aim is to shift attention.
Stage Four – The Table Top Activity: aim is to transition; to shift and refocus attention for an activity and then back to the group.
The Bucket time follows 4 stages over 6-8 weeks, sessions are recommended to take place daily.
Stage 1 - The Bucket: aim is to focus attention using a range of motivating items.
The children cant see what’s inside, and the adult starts the session with a whiteboard, drawing on the bucket symbol, she then sings the song I’ve got something in my bucket. The adult tried to build in some anticipation but keeps it short and snappy with just 3-4 items
The children do not take turns yet, and there is limited engagement with the child. The adult aims to show first and then add words, then gives time for thinking and stays quiet. She must show enjoyment of the toys.
Stage 2 - The Attention Builder: aim is to sustain attention. The adult carries out an activity that has a sequence – needs to have a clear beginning and end (e.g. let the children watch you set up and then put the activity away at the end).
Continue to use the visual timetable. She mustn’t talk too much as this will put the children off. It is important for her to position herself so that everyone has a good view.
3. The Interactive Game: aim is to shift attention. The child learns how to shift their attention to their own participation and then back to the group.
Activities must have a clear structure and each turn must be really fun. The lead adult chooses the supporting adult for the first turn. Aim for the child to accept the offer to move to the right place and then reseat themselves independently
Random turn taking. Lead adult chooses who has next turn. If child does not want a turn, move on quickly. Let anxious children watch several turns.
You can practice not getting a turn – get supporting adult to model correct response.
Stage 4. The Table Top Activity: aim is to transition, to shift and refocus attention for an activity and then back to the group.
The children watch the lead adult demonstrate, they are then given their own kit to take over to a table top to complete themselves (with some support) then returning to the group. They refocus in the group for the celebration / review of what they have done.

6. Bucket Time Children with attention and listening difficulties.
WHO IS IT FOR?
Children with attention and listening difficulties.
Children with social communication difficulties.
Children with delayed receptive or expressive language skills.
Children learning English as an additional language.
Try to include 6-8 children in the group.
Children with attention and listening difficulties for example have difficulty focusing on small group activities.
Children with social communication difficulties for example limited shared attention, difficulty taking turns and interacting with peers.
Children with delayed expressive language skills who could benefit from repetitive, simple language.
Similarly, children learning English as an additional language.

7. The Listening Programme

8. The Listening Programme
WHAT IS IT?
A programme that teaches children what is meant by good listening and how to achieve it.
Uses visual prompts including a visual timetable and Makaton signs to support this.
The children play games to practise their good listening.
Focuses on positive reinforcement e.g. ‘Good sitting Jack!’ rather than ‘no fidgeting!’
Focuses on a different skill each week e.g. good sitting, good looking, good listening etc.
The children are rewarded with stickers at the end of the session. The child is asked why they deserve a sticker, and what they need to do to improve.

9. Good Listening Assessment Grid
This also gives entry and exit scores so measures the outcome of the group

10. The Listening Programme
WHO IS IT FOR?
Children who find listening on the carpet difficult.
Children who interrupt on the carpet.
Children who have difficulties following instructions.
Children who fidget or find it hard to maintain balanced sitting.

11. Box Clever

12. Box Clever
WHAT IS IT?
Box Clever uses a box full of topic related toys, which are laid out on the floor by the adult. The adult then supports the child/children to play with the toys.
Box Clever aims to provide play experiences at the same time as language stimulation, helping to develop vocabulary, story telling ability and social skills.
The adult uses the following strategies:
-following the child’s lead
-modelling/ extending the child’s play
-commenting on play at a suitable level
It creates opportunities for children to play with peers

13. Box Clever
WHO IS IT FOR?
Children with difficulty attending to more structured therapy activities.
Children with delayed play and social skills.
Children with difficulties following instructions and understanding concepts.
Children who use few words or just simple phrases.

14. Language for Thinking

15. Language for Thinking
WHAT IS IT?
The child is read/ supported to read a short story with a corresponding picture. They are then asked questions about the story and supported to answer these.
It teaches children verbal reasoning skills in a structured and systematic way.
Helps children develop language from the ‘here and now’ to the ‘how and why’.
Follows the ‘Blank’ Model levels of questioning - language for thinking, levels A, B and C refer to Blanks levels 2, 3 and 4.
Enables children to apply their language skills to reading comprehension.
Can be used flexibly with the whole class as the basis for a literacy lesson, small groups or individual children.
Gives children the opportunity to hear a good model of language.
Follows the ‘Blank’ Model levels of questioning: children start with the most concrete language at level 1 and move to the most abstract at level 4. Most children proceed through these stages as their language skills develop, but some need extra support.

16. Language for Thinking
WHO IS IT FOR?
It is useful for all children from 4 – 7 years, or older if they have language difficulties or EAL
Children who have delayed language skills, Specific Language Impairment, ASD (including Aspergers), Pragmatic Language Impairment or Moderate Learning Difficulties.
Children should have some understanding of wh- questions, have at least 3 word level understanding e.g. ‘put dog under table’, and an ability to speak in short phrases.

17. Colourful Semantics

18. Colourful Semantics WHAT IS IT?
A programme developed in the UK by Speech and Language Therapist Alison Bryan and is now used all over the world.
A method of teaching children how to understand and construct sentences.
A therapy technique that uses colour-coded symbols that ‘show’ the structure of a sentence; each symbol represents a word or part of a sentence.
Develops the child’s understanding about key words in sentences (oral/written).

19. Sentence Components Who? (Agent/Subject/Noun) – ORANGE
What doing? (Action/Verb) – YELLOW
What? (Object) – GREEN
What like? (Descriptor/Adjective) – BLUE
Where? (Location) – RED
When? (Times) – BROWN e.g. yesterday, last month, summer
Linking words / Conjunctions (e.g. ‘because’, ‘so’ ‘although’) – PURPLE

20. How does it work?
STEP 1: Child looks at ‘big’ picture (no sentence strip yet!) and adult asks “What’s happening?” Child responds.
STEP 2: Adult says: “Now let’s make a sentence.”
Adult uses question prompts (wh- question & sign) for each sentence component and gives the child a choice of symbols.
Child answers the wh-question and places the card on the matching position on the sentence strip.

21. STEP 3: When all the symbols have been placed on the sentence strip, ask the child to tell you the sentence, encouraging them to point to the symbols as they name them.
STEP 4: Step up by using pacer board.
STEP 5: Use as a literacy strategy for example supporting children in their writing of sentences, and learning new vocabulary.

22. Colour Coded Mind Map

23. Colourful Semantics
WHO IS IT FOR?
Children with delayed expressive language who perhaps use short phrases, or just the key words in phrases but not all the words e.g. ‘is’ and ‘the’.
Children having difficulty understanding wh- questions – benefit from the visual and verbal choice.
Children who don’t know what to write.
Children who use sentences that don’t make sense, or contain grammar mistakes.
Children who produce brief sentences without details.
Children who have trouble expanding on ideas.

24. Narrative Group

25. Narrative Group WHAT IS IT?
Follows the Black Sheep Press Narrative pack – lots of activities with corresponding colourful resources.
Targets children’s understanding of wh- questions including who, where, when and what happened.
Works on children’s ability to follow a narrative and then use one.

26. Narrative Group WHO IS IT FOR?
Children who have difficulties understanding wh- questions.
Children who are using sentences but have difficulty linking their sentences.
Children with difficulty following or using a narrative for example to retell a familiar story or tell you about an event that happened in the playground.
Generally children in a narrative group are at the SVOL level in Colourful Semantics.

28. Any questions?