Language

Communication workshop - Let's get communicating workshop: Helping your child’s communication to develop (41 minutes)

Early Interaction workshop: Helping your child's interaction skills (15 minutes)

Top tips for talking (three minutes)

Using visual support (3 minutes)

Communication boards (7 minutes)

Language and communication needs are very common, affecting about 10 per cent of children.

It’s important that children with language needs are able to make good progress with their learning. We support by:

• making sure early years settings are accessible for children with language needs
• working with a child to improve their communication skills.

How do different agencies in East Sussex work together?

In East Sussex there is language and communication support available from many different agencies.

Health visitors can provide general advice and signposting on communication. They can help parents and carers identify whether or not their child’s language development is progressing as it should.

Early years settings practitioners are at the heart of everyday support for children’s communication development alongside parents and carers. We recommend all practitioners access extra training on speech, language and communication as part of their continuous professional development (CPD). The Communication Trust has an excellent free online course. We contribute to CPD events as well as offering language training such as ELKLAN.

The Children’s Centre Early Communication Support Workers help with early speech, language and communication development and have extra knowledge and skills on early communication. They are supervised by CITES speech and language therapists. You can access them through your local children’s centre.

The East Sussex Early Years Service support children from birth to five-years-old with special educational needs and disabilities where there is a significant barrier to learning or inclusion. This often involves supporting early communication, for example visuals and signing.

What can we do for you?

Sometimes a more detailed understanding of a child’s language and communication is needed, for example to work out which communication system will work best for a non-verbal child. Sometimes the therapist may be needed to introduce a therapeutic approach, such as intensive interaction. A CITES speech and language therapist can help with these types of communication needs.

How we work together

Most support for language and communication can be provided by the early years setting or an early communication support worker with extra signposting and advice available through health visiting. If you’re a parent or carer reading this, find out what your child’s setting is doing to help with communication so that you can share resources and work on the same things together.

A speech and language therapist can help where a child needs a detailed assessment or a specialist approach that the setting cannot provide.

We work very closely with our East Sussex Early Years Service partners and if a child is already known to East Sussex Early Years Service they will be able to advise about referral to a speech and language therapist.

Settings, parents and carers are always welcome to ring in to our Therapy One Point if they need advice or think a child may need a referral.

What is language and communication?

Early interaction

Some children need support to develop their early communication skills before learning to talk. They might have difficulty with:

• eye contact
• taking turns
• joint attention
• listening.

Play

Some children find it hard to develop their play skills. They might:

• find it hard to play cooperatively and share toys
• mostly enjoy cause/effect toys or repetitive play
• organise or line up toys rather than playing with them
• find it hard to use their imagination or problem-solve.

Understanding language

Some children find it hard to understand what people say to them. They might have difficulty with:

• understanding words and sentences
• following instructions
• answering questions
• understanding stories.

You may hear this called comprehension or receptive language.

Using language

Some children find it hard to get their message across to other people. They might have difficulty with:

• using single words
• using different kinds of words, for example naming words, actions, descriptive words
• putting words together into sentences.
• word finding difficulties
• telling stories or relating events

You may hear this called expressive language.

Using visual supports

Some children use visual supports to help them communicate and understand the world around them. Visual supports can include:

• signing (such as Makaton)
• gestures
• pictures and symbols
• objects.

You may hear this called AAC, which stands for augmentative and alternative communication and covers all the ways we might communicate outside of using speech.

Social skills

Some children find it hard to use communication in social situations. They might have difficulty with:

• making eye contact
• understanding and using facial expressions and body language
• taking turns in conversations
• following someone else’s lead in play and conversation.

You may hear this called social interaction.

Early Years Helpful websites and links

Using visual supports

Makaton 
This website has information on Makaton, links to training opportunities and some free resources to use.

Makaton YouTube and Facebook
Watch and learn Makaton sign of the week plus many more.

BBC website 
Something Special featuring Mr Tumble for Makaton signs, songs and activities.

Practical AAC 
This website has many tips and resources for children using alternative and augmentative communication.

General information/resources

Speech and Language Link Parent Portal 
Speechlink and Languagelink are websites used by schools across the county to support children’s speech and language development. There are lots of activities and resources on the parent portal – scroll down to the bottom to see the language activities organised by age group.

Humber Children’s Language Resources 
Here you can find a selection of downloadable resources specifically designed to help with children's language.

Leeds Speech and Language Therapy Toolkit 
Contains advice, activities and general resources to help with the development of children and young people's speech, language and communication skills.

Hungry Little Minds 
There are lots of ideas on this website for activities to do with young children, organised into age groups, to help with general development including communication.

East Sussex Early Years SEND Service
Information on the ISEND Early Years Service, what it does and how to make a referral.

ICAN 
This is a children’s communication charity which provides advice and support. There is lots of information available, such as what to expect at different ages, what developmental language disorder is, and strategies that you can use with young children.

Small Talk 
This website has lots of ideas for supporting children in the areas of talking/communicating, playing, and reading. All activities are organised into age groups. There are quick videos which have ideas and written information, and the information is available in some other languages (Punjabi, Urdu, and Polish).  

Tiny Happy People 
This BBC website has lots of information for how you can support children’s communication development, including how you can do this during everyday activities. Many of the suggestions are provided in easy to watch videos, and there are also more in depth articles to read.

What is language and communication?

Attention and listening

Some children find it hard to listen and concentrate at the level expected for their age. They might have difficulty with:

• focusing for long periods of time
• processing and following instructions
• ignoring distractions
• shifting their attention from one activity to another.

Play

Some children find it hard to develop their play skills. They might:

• find it hard to play cooperatively and share toys
• mostly enjoy cause/effect toys or repetitive play
• organise or line up toys rather than playing with them
• find it hard to use their imagination or problem-solve
• find it difficult to communicate effectively while playing.

Understanding language

Some children find it hard to understand what people say to them. They might have difficulty with:

• understanding words and sentences
• following instructions
• answering questions
• understanding stories
• understanding non-literal language such as phrases
• using higher level language skills such as inference.

You may hear this called comprehension or receptive language.

Using language

Some children find it hard to get their message across to other people. They might have difficulty with:

• putting words together into longer sentences
• learning new and topic specific vocabulary
• using complex grammar
• telling stories or relating events.

You may hear this called expressive language.

Using visual supports

Some children use visual supports to help them communicate and understand the world around them. Visual supports can include:

• signing (such as Makaton)
• gestures
• pictures and symbols.
• Objects

You may hear this called ‘AAC’. This stands for Augmentative and Alternative Communication and covers all the ways we might communicate outside of using speech.

Social skills

Some children find it hard to use communication in social situations. They might have difficulty with:

• Making eye contact
• Understanding and using facial expressions and body language
• Taking turns in conversations
• Following someone else’s lead in play and conversation
• Understanding when it is appropriate to talk about certain topics

You may hear this called ‘social interaction’.

Strategies for supporting language and communication

Choice board

What is it?

A choice board is a board with a selection of visuals that your child can choose. These could be visuals of foods at snack time or toys for free play time. They are a great way to encourage increased independence and communication.

Why is it important?

• encourages your child to try to communicate
• encourages your child to imitate or repeat sounds, words, and gestures / actions
• helps to improve your child’s vocabulary
• teaches the concept of cause-effect (something your child does causes something else to happen)
• helps in finding out what your child likes/dislikes
• encourages interaction
• gives children the chance to have more control in their world (especially for children who have difficulties talking).

How to use the choice board

• start with a choice of two pictures – one motivating and one not motivating
• name the pictures as you offer them one at a time such as: Would Jack like teddy (show teddy) or boat (show boat)?
• encourage your child to point or touch the picture they want
• give the item to your child immediately after they have made their choice
• frequently move pictures to different positions on the board
• gradually increase the number of choices as they become better at making choices
• encourage your child to say the word as they make a choice. If your child is not using the word for the item the adult should label it for them.

Now and next boards

What is it?

Now and next visuals are two activities presented in the sequence that they are going to happen. They can be represented as objects, photos, pictures or symbols. This is a useful strategy to use as it visually communicates and reinforces instructions, routines or expectations to a child.

How to use a now and next board

See our tutorial on how to create and use a now and next board:

• start by introducing the now and next concept by choosing two activities your child enjoys. This is a gentle and fun way of teaching it
• try to only have the activity that you are doing first accessible and remove it immediately before you begin the second activity. This helps the child to focus on one activity at a time
• once your child understands the concept of now and next, you can use the now box to represent an activity which is less motivating and the next box to represent a preferred activity. This can help them complete the first activity with the second activity acting as a reward
• show your child the visuals. Point to and name each activity using simple language such as now puzzle and next bubbles
• if at first your child is having difficulty accepting the now activity, don’t spend long on it. For example, the now activity can be fitting together just two pieces of puzzle rather than completing all 12 pieces, next moving on to bubbles. You can then build up the time spent on the now activity as they become more tolerant.

Helpful tips

• the type of visual or symbol you use will depend on your child’s level of understanding. A speech and language therapist can help you choose the best type of visuals such as objects, photos, pictures or symbols
• always have the board accessible and where your child can see it throughout the activities. Keep referring back to it as much as they need
• use Velcro or sticky tack to secure pictures as they can be removed easily
• laminated pictures will last longer
• use your child’s interests in the design of the board that the symbols are stuck on to such as a butterfly with a picture presented in sequence on each wing. This helps to keep it personal and motivating for your child.

Traffic lights and key ring symbols

Why use traffic lights?

• traffic lights are a form of communication/behaviour support that supports change and transitions by the use of coloured cards.

They give a warning to children who do not pick up on adults’ social cues or environmental cues that an activity is about to finish. If a child is engaged in an enjoyable activity they may become upset if this suddenly stops.

• this system helps adults use consistent instructions; the language used is structured and predictable. It also helps adults use shorter instructions and repeat instructions less.
• as the cards are on a keyring, it is a convenient and accessible system.

Who to use traffic lights with?

• children who have difficulties with transition, even if they understand the language. Too much language can overload children
• children who seek negative verbal attention from adults
• children who do not understand single word instructions.

How to use?

• everyone involved with the child must have a set of these cards readily available, for example attached to an extendable keyring.
• everyone involved with the child must use the cards in the same way.
• everyone involved with the child must use the agreed colours for each card (see below)
• everyone involved with the child must use specific language with each card (see below)
• everyone in contact with the child should use at all times needed when an activity changes for example in class, at break times and on educational visits.

Card colours and language

Green card: now or activity now to use to indicate the beginning of an activity or transition.

Amber card: nearly finished or activity nearly finished to use to indicate that an activity is about to end.

Red card: finished or activity finished to use to indicate activity is finished.

Purple card: rest time to use when a child needs a time out or rest. This is the only one of these cards that children can potentially use themselves to indicate they need rest time.

Word webs

Word webs are an evidence informed way of developing vocabulary skills. They support comprehension and recall of new words through exploring features of the word, such as its meaning, its categories, the first sound in the word, the number of syllables, where you would find it.

Additional links

Shape Coding Information on the shape coding system with links to training and resources.

Using visual supports

Makaton This website has information on Makaton, links to training opportunities and some free resources to use.

Makaton YouTube and Facebook Watch and learn Makaton sign of the week plus many more.

BBC website Something Special featuring Mr Tumble for Makaton signs, songs and activities.

Practical AAC This website has many tips and resources for children using alternative and augmentative communication.

Intensive Interaction

• Intensive Interaction at Kingfisher Special School
• Intensive Interaction - NHS
• Intensive Interaction handbook

General information/resources

Speech Link and Language Link This website has links to all the assessment/intervention packages available as well as links to the blog and other information. There is also a parent portal which has links to lots of activities for children at different ages.

Humber Children’s Language Resources Here you can find a selection of downloadable resources specifically designed to help with children's language.

Leeds Speech and Language Therapy Toolkit Contains advice, activities and general resources to help with the development of children and young people's speech, language and communication skills.

CLASS (Communication, Learning and Autism Support Service) Information on CLASS as a service, what they do and how to make a referral.

ICAN This is a children’s communication charity which provides advice and support. There is lots of information available, such as what to expect at different ages, what developmental language disorder is, and strategies that you can use with young children.

Black Sheep Press Loads of resources for all aspects of speech and language work, available for purchase.

Carrie Hughes resources This independent speech and language therapy website has loads of reasonably priced, downloadable resources for lots of aspects of speech and language available to buy.

Children’s Integrated Therapy and Equipment Service (CITES) and Education East Sussex Communication, Learning, Autism Support Service (CLASS) have created a resources list to help school professionals to support children and young people to develop their communication and language skills. Resources on these lists are not accredited by either service, the purpose is to highlight their availability and where to get them.

Attention, listening and auditory memory

• Auditory Memory 2nd Edition
  KS1+, 5yrs. – 7yrs+
  Clear illustrations assist attention focus. For one-to-one and group setting for drill and practice.
  Auditory Memory - Black Sheep Press
• Auditory Memory Skills
  Mark & Katy Hill. Primary.
  Photocopiable activities divided into 10 aspects of auditory memory and auditory sequential memory enabling focused practice of particular skills.
  ldalearning.co.uk
• Memory Magic
  Janie Booth. Key Stages 1 - 3.
  The CD-ROM provides the Assessment together with the relevant pictures, Worksheets containing over 600 pictures in both colour and black and white and handouts to enable teachers and therapists to print out as many as they need. The programme consists of 63 fun packed and graded activities which are divided into 7 “Magic Tricks” that help children discover how to support their working memory and learning: Focus/Rehearse/Group/Picture It/Map/Link/Your Spell.
  Memory Magic (elklan.co.uk)
• Short Term Memory Difficulties in Children
  Joanne Rudland. Primary.
  A practical resource providing a complete programme of ideas for developing short term memory skills. A structured programme for individuals or groups.
• Active Listening for Active Learning All ages. A mainstream resource to promote understanding, participation and personalised learning in the classroom. The principles of this approach can be used effectively at KS3/4 to promote independence and inclusion in the classroom.
  Active Listening for Active Learning | Qedpublications
• Sensory Circuits
  A sensory motor skills programme for Children. Primary.
  A programme of physical activities that provide regular and controlled input to specific sensory-motor systems enabling children to be energised or calmed so that they can get the best out of their day. Includes information on: Sensory integration theory, key sensory-motor terminology, sensory observation detective guidance to support identification of appropriate participants, how to set up a Sensory Circuit, a review process as well as the paperwork and photocopiable resources needed.
  AEMT11364 - Sensory Circuits Book | LDA Resources (ldalearning.com)

Receptive and expressive language

• Language for learning in the Primary School; Language for learning in the Secondary School.
  • Language for Learning in the Primary School: A Practical Guide for Sup (routledge.com)
  • Language for Learning in the Secondary School: A Practical Guide for S (routledge.com)

Fully revised and updated, Language for Learning in the Primary School, 3rd edition, comes complete with a wealth of photocopiable and downloadable resources, giving teachers and teaching assistants the confidence to help children with SLCN more effectively in mainstream settings. Helps:

• Identify children with speech, language, and communication needs (SLCN)
• Understand speech, language, and communication skills
• Consider roles and responsibilities at primary school
• Plan a differentiated and adapted curriculum
• Consider the language demands across subjects
• Adopt a whole-school approach
• Make use of a wide range of positive strategies to support children in the classroom
• Empower children to access the curriculum.

Language for learning in the secondary school includes practical suggestions on how to support students with speech, language and communication difficulties. Helps:

• Identify students with speech, language and communication needs
• Understand how language is processed
• Consider roles and responsibilities at secondary level
• Plan a differentiated curriculum
• Consider the language demands across the subjects
• Adopt a whole school approach
• Make use of a wide range of positive strategies
• Empower students to access the curriculum.
• Language Steps
  Amanda Armstrong. Primary.
  A language resource aimed to develop both comprehension and expression in spoken language. Focusing on early language skills from a One to Four word level, it is based on the Derbyshire Language Scheme principles and provides a photocopiable programme for speech & language therapists, assistants, teachers, nursery nurses and parents to develop the number of information carrying words in an utterance. Vocabulary, basic concepts and grammar have been kept to a minimum. Contains clear instructions and over 70 pages of picture material.
  Language Steps (elklan.co.uk)
• Rhodes to Language
  7-16 years.
  Specifically created to teach and develop children’s language comprehension. Skills which a child can gain include: Improved language comprehension; Improved spoken & written language; The book is based around 179 pages of games and activities that can be used for 7-16 Yr. olds.
  Rhodes to Language (elklan.co.uk)
• Color Cards
  All ages.
  Boxes of colour cards to support development of aspects of language, e.g. Basic Sequences, 4 Step Sequences, Cause and Effect, Problem Solving what’s Wrong?, What’s Inside?
  https://www.winslowresources.com/
• Black Sheep Press
  All ages.
  Black Sheep Press produce illustrated worksheets and assessments that are effective and fun. Products assist the development of children’s speech and language. The worksheets have drawings that are attractive to children. Teachers, therapists, parents or carers can use complete programmes, or select material to supplement individual work in clinic, school or home. Worksheets are available as PDFs, delivered as downloads or on CD. Examples include: Language in Pictures 8 - Why Because; Concepts in Pictures 5 - First/next/last
  blacksheeppress.co.uk
• Colourful semantics
  A resource for developing children’s spoken and written language skills by NHS Forth Valley. KS 1+. This comprehensive resource pack, developed in conjunction with education staff, draws on the principles of Alison Bryan’s original Colourful Semantics approach to provide professionals with an engaging, dynamic way to support children’s language development. By coding sentences using colour, symbols and signs, this visual approach aims to: Teach understanding of question words; develop vocabulary and increase sentence complexity; increase range and complexity of verbs (children with delayed or disordered spoken language skills often overuse simple verbs such as do, go or get); improve children’s written language skills. This practical resource consists of three parts: a printed book containing ready-made session plan ideas, black and white vocabulary cards and worksheets; an online version using the current Colourful Semantics colour coding system, and an online version using the colour coding system used by Speech and Language Therapists from NHS Forth Valley. This is an essential pack for teachers and professionals looking to work on language development with children aged four to nine. The flexible session plans can be used with individuals, small groups and whole classes, and can be easily adapted by Speech and Language Therapists, teachers and other practitioners.
  Colourful Semantics: A Resource for Developing Children’s Spoken and (routledge.com)
• Language link and speech link
  Infant, Infant and Junior, Secondary
  Multi-media packages to screen for developmental speech and language difficulties. Includes appropriate support programmes and strategies. Schools are empowered to manage straightforward speech and language delays and to prioritise children who need referral for more specialist support. www.speechlink.co.uk

Vocabulary

• Word Aware 1, Word Aware 2
  KS1, KS2, KS3 (KS2 book with adaptations).
  These comprehensive and practical books provide an ideal platform for the provision of effective vocabulary development in children of all abilities. This rigorously tried and tested approach is an outstanding resource that will be an essential addition to any school and classroom and is also an important addition to the materials used by speech and language therapists. It provides a structured approach to promote vocabulary development in all children. It details a comprehensive and structured approach to learning with a multitude of activities and lesson plans. It adopts a whole school approach but is equally effective for specific classes and groups or individual learners. It is an effective tool to teach children who speak English as an additional language. It particularly suitable for Key Stages 1 and 2.
  Word Aware 2: Teaching Vocabulary in the Early Years - 1st Edition - S (routledge.com) Word Aware 1: Teaching Vocabulary Across the Day, Across the Curriculu (routledge.com)
• Pre-teaching Vocabulary
  All ages.
  Symbols are used to encourage children to think about the different features of a word, tapping into their semantic, phonological and perceptual word knowledge.
  Widgit Symbol Resources | Pre-teaching Vocabulary
• Vocabulary Enrichment Programme
  Vikki Joffe. 8 to 18years.
  Focuses on enhancing the understanding and use of vocabulary in secondary school students and young adults. This book provides effective strategies for word learning to encourage independent word learning skills. It teaches an effective, efficient and realistic use of the dictionary as a tool for word learning and explore the role of the thesaurus in enhancing oral and written work.
  Vocabulary Enrichment Programme: Enhancing the Learning of Vocabulary (routledge.com)
• Tall tales to Invest in Vocabulary
  Kim Merry. Year 5 and above 12.
  Short quirky stories based on true stories sourced from newspapers and the internet from ‘Angry Cat Crashes the Car’ to ‘Footballing Fish’ provide rich material for developing vocabulary and non-literal language.
  Tall Tales to Invest in Vocab (elklan.co.uk)

Narrative and sequencing

• Early Years Narrative Bundle
  3 to 5years.
  Provides a complete set of lesson plans to support development of speaking and listening skills through narrative. Includes the Narrative framework of ‘Who’ ‘Where’ ‘When’, ‘What happened next’ and includes a section on handling ‘the end’ story component with younger children. The sessions and activities mirror nursery topics; addresses the poor listening and language skills of early years children; lesson plans, along with carry over ideas for use in the classroom.
  Early Years Narrative Bundle - Black Sheep Press
• Reception Narrative Pack
  Reception +; 4 to 6years+
  Reception Narrative pack contains lesson plans, activities and picture resources to teach the Narrative framework to children entering reception class.
  Reception Narrative, narrative skills for age 3-5 years - Black Sheep Press
• Speaking and Listening through Narrative
  Ages 5-7 - KS 1.
  Includes varied, coloured resources to teach the concepts of ‘Who’, ‘Where’, ‘When’, ‘What Happened Next’ and ‘The End’; a complete set of lesson plans to introduce and develop Narrative skills in young children. The Narrative framework can be applied to many classroom activities e.g. story planning, story comprehension, retelling events, explanations in verbal and written form. Suitable for small group or whole class teaching.
  Speaking and Listening through Narrative, ages 5-7 - Black Sheep Press
• From Oral to Written Narrative
  KS 2+; 7 to 11 years+
  The ideas in this pack are aimed at facilitating children’s understanding of a more complex story ‘blue print’ compared to the simple ‘who’, ‘where’, ‘when’., ‘what happened’ and ‘the end’ introduced in the KS1 pack. Resources are provided to further develop children’s use of descriptive language for character and setting. The pack includes complete lesson plans, worksheets and illustrations to introduce concepts. Differentiated activities are provided to suit differing ability levels. Suitable for whole class or small group teaching.
  Oral to Written Narrative, ages 7-11,Black Sheep Press
• Secondary Talk Narrative
  KS 3 ,4.
  Provides information about how oral narrative underpins written language and why using narrative frameworks can help pupils with poor levels of oral narrative to have more success in written tasks.
  Secondary Talk Narrative, KS3-4 - Black Sheep Press
• Narrative Intervention Programme.
  Victoria Joffe. 8 to 18years.
  Focuses on enhancing the understanding and expression of stories. Facilitates storytelling and enjoyment; identifies different types of narratives and provide examples for each type; encourages effective listening and attention skills; examines different means of making story production more interesting through vocal variety, body language and print; encourages the use of the story planner in planning and structuring essays.
  Narrative Intervention Programme - 1st Edition - Victoria Joffe - Rout (routledge.com)
• Sequencing resources
  All ages.
  Various resources for sequencing: Extending sentence length; teaching conjunctions ‘and’ ‘because’; predicting; answering ‘Why’ questions; Narrative therapy; use of past/future tenses; early story writing.
  Sequencing - Black Sheep Press
• Pictures for sequencing
  All ages.
  Print and use the pictures from well known fairy tales to sequence and tell the story.
  Widgit Symbol Resources | Symbol Story Packs
• Why/because
  Early years - KS1.
  This pack of resources provides a bank of illustrated sequences, targeting the understanding of ‘Why’ questions and the use of the causal connective ‘because’ to produce two-clause sentences and/or the independent production of causal sentences with visual support.
  Causal sentences - Why ... because - Black Sheep Press
• Color cards
  5+
  The cards are useful for understanding the need to approach problems logically, realising that problems may influence later events, learning that some solutions may not please everyone involved, appreciating that feelings can influence the choices we make, and general language work.
  Resources for Therapists, Teachers, Parents and Carers | Colorcards: Problem Solving | Winslow (winslowresources.com)
• Speaking Frames – How to Teach Talk for Writing
  by Sue ages 8-10 and 10-14.
  Provides a range of speaking frames for children to orally ‘fill in’, developing their language patterns and creativity, boosting their confidence in the use of literate language patterns.
  Speaking Frames: How to Teach Talk for Writing: Ages 8-10 - 1st Editio (routledge.com); Speaking Frames: How to Teach Talk for Writing: Ages 10-14 - 1st Editi (routledge.com)

Verbal reasoning

• Verbal Reasoning Skills
  Any age.
  Verbal reasoning skills vocabulary. Twenty individual cards provide a picture and definition of words such as explain, compare, predict, evaluate, analyse. Develops understanding of these important key thinking skills.
  Widgit Symbol Resources | Verbal Reasoning Skills
• Think It Say It – Improving Reasoning and Organisation Skills
  Luanne Martin. 4 to 10 years.
  Designed to help improve verbal reasoning and language organisation. Photocopiable resource 75 pictured situations, each with an accompanying page of questions. Section 1 shows both a problem and a solution; Section 2 shows a problem but offers no solution; Section 3 shows no problem so that it can be presented orally. Helps with inferential reasoning, problem solving, determining causality and generalising.
  Resources for Therapists, Teachers, Parents and Carers | Think it - Say it (improving reasoning and organisation skills) | Winslow (winslowresources.com)
• Language for Thinking
  All ages: Designed for 4-11 years, but suitable for years 7/8.
  Photocopiable spiral bound A4 book based on the Blank Language Levels – resource provides a clear structure to develop children's language from the concrete to the abstract. It is based on fifty picture and verbal scenarios that can be used flexibly with a wide range of ages and abilities. Suitable for individual children, small groups or hole class use. Question sheets are carefully structured to promote children's development of inference, verbal reasoning and thinking skills.
  Language for Thinking: A structured approach for young children: The C (routledge.com)
• I Say!
  50 short, easy to read dialogues for 2 people are each followed by a series of questions from which further discussion can take place. The content covers a variety of social situations which are aimed at provoking both thought and humour. All dialogues contain inferred information and the questions encourage students to 'read between the lines' to make sense of what they have read. They leave the reader with unanswered questions of what happens next, giving them the opportunity to make predictions and discuss options. I Say! disc (elklan.co.uk)

Social interaction and social use of language

• Active Listening for Active Learning.
  A mainstream resource to promote understanding, participation and personalised learning in the classroom. The principles of this approach can be used effectively at KS3/4 to promote independence and inclusion in the classroom.
  Active Listening for Active Learning | Qedpublications; Active Listening for Active Learning by coursebeetle - Issuu
• Declarative Language Handbook by Linda Murphy.
  All ages.
  This book was written to teach you how making small shifts in your language and speaking style will produce important results. You will stop telling kids what to do and instead thoughtfully give them information to help them make important discoveries in the moment. These moments build resilience, flexibility, and positive relationships over time.
  Declarative Language Handbook: Using a Thoughtful Language Style to Help Kids with Social Learning Challenges Feel Competent, Connected, and Understood: Amazon.co.uk: Murphy, Linda K.: 9781734516203: Books
• Understanding Me by Susan Stewart and Amanda Hampshire.
  Secondary.
  Understanding Me was developed in response to the needs of pupils with communication disorders. Their language difficulties make it particularly hard for them to understand and accept their diagnosis. As they are growing up, they are increasingly aware of the widening difference between themselves and their peers, and may perceive themselves as being “thick” or “stupid”. This painful lack of self-awareness occurs alongside all the other changes of adolescence.
  Understanding Me (elklan.co.uk)
• Social Thinking
  All ages
  This website has a wealth of resources.
  Social Thinking
• Black Sheep Press social communication packs. 4-11 y. Social Communication Skills Bundle for ages 4-11 years - Black Sheep Press; Social Responses: Advanced - Black Sheep Press
• Social use of Language programme. Wendy Rinaldi.
  All ages.
  This is a training programme and resources are linked to attending the training programme.
  Wendy Rinaldi - Communication, Learning and Wellbeing
• The Talkabout series
  All ages.
  Talkabout is a programme for developing self-esteem, social and friendship skills. It is based on teaching children or young adults in groups in school or college but can be adapted for 1:1 sessions or for use at home. It uses a hierarchical method of developing skills where basic or foundation skills are taught before more complicated skills.
  Resources for Therapists, Teachers, Parents and Carers | The Talkabout Series | Winslow (winslowresources.com)
• Lego® Based Therapy By Daniel B LeGoff.
  KS1+
  HE1489266 - LEGO® Based Therapy Book | Hope Education (hope-education.co.uk)
• Comic Strip Conversations by Carole Gray.
  KS 1+
  This book combines stick-figures with conversation symbols to illustrate what people say and think during conversations. Showing what people are thinking reinforces that others have independent thoughts a, concept spectrum children don t intuitively understand. Children can also recognise that, although people say one thing, they may think something quite different another concept foreign to concrete-thinking children. Children can draw their own comic strips to show what they are thinking and feeling about events or people. Different colours can represent different states of mind. These deceptively simple comic strips can reveal as well as convey quite a lot of substantive information.
  Comic Strip Conversations: Illustrated... by Carol Gray (amazon.co.uk)
• Mr Goodguess – inferencing skills
  KS 1 and 2.
  Mr Goodguess resource was specifically designed to help children in the development of crucial inferencing skills – promoting the use of visual clues, and the drawing of inferences. Devised by Catherine Redmayne and illustrated by Helen Rippon, the pack includes a range of colourful picture-based exercises inviting the child to consider ‘What Mr Goodguess thinks…’.
  Mr Goodguess - inferencing skills - Black Sheep Press