Speech and Language Therapy

Reduce environmental distractions as much as possible: think about the learner’s position in the class, materials on the floor and wall surfaces to absorb excess background noise, room dividers to create smaller spaces.

Get down to the learner’s level when interacting with them and establish eye contact.

Ensure that you have the learner’s attention before giving an instruction or making a comment, for example by saying their name and gesturing to prompt listening and looking.

Work in a small group for activities that promote listening skills, such as listening to a short story and then answering questions about what has happened.

Use visual systems such as a visual schedule to support the learner to stay focused on the part of the routine.

Use Makaton signs to draw the learner’s attention towards you when you speak

Use auditory cues such as banging a drum to indicate that it is ‘tidy-up time’ or ringing a bell for ‘lunch time’.

Encourage the learner to ‘have one more turn’ before moving on to another activity or extending their interest by showing them what else you can do with those resources.

Use a sand-timer to show how long you will spend on an activity at the work station and giving the learner lots of praise for staying and playing/working for this time.

Use specific prompting to encourage the learner to listen and remain focused on the task i.e. “show me good listening” “show me good sitting” etc.

Ensure activities are short with frequent changes to maintain the learner’s attention.

Each time you work with the learner, encourage them to focus for a little longer than the last time.

When the learner’s attention begins to decrease, use verbal and visual prompts to tell them how many more things they need to do (e.g. 5 more, 4 more, 3 more etc.)

Ensure that the adult chooses when the activity is finished.

Allow the learner time to process and respond to questions and requests.

Check that the learner has understood what they have been asked to do.

Ensure there are specific and defined task expectations for example a time frame (until play, 10 minutes, sand timer) or quantity (5 turns, 4 letters, 3 pages).

Countdown with the learner how much more they have to do during an activity, e.g. with a jigsaw “Only 3 more pieces X”.  Then give lots of praise when they have finished.

Use specific praise and tangible rewards (stickers) to motivate ___ e.g. “lovely sharing” “good talking” “nice waiting”.

Consider using a reward system to motivate the learner, i.e. sticker chart, marbles in a jar.

Prompt the learner to listen “show me you’re listening” or ask them directly “are you ready to listen?”

Use natural gesture to reinforce requests e.g. quiet, sit down, listen.

Encourage the learner to ask for repetitions or clarification if they were not listening, forgot or did not understand.

Allow opportunities for short physical breaks between tasks.

Seat away from distractions i.e. door, window, shelves etc.

Be explicit about how and when to listen.

• Be clear that they need to be quiet so they can listen.

• Play listening games and activities.

• Develop the learner’s ability to remain quiet during 1:1 or small group tasks.

Make the expectations of an activity very clear to the learner before beginning and remind them during the activity if required.

Focus on what the learner says rather than how they say it.

Allow the learner to finish, do not interrupt them or get them to start again.

If the learner’s talking contains a lot of stammering, listen and when they have finished talking model back what they have said to show that they have been understood.

Do not alter your behaviour due to the stammer i.e. say “I’m listening” rather than suddenly giving the learner your full attention when they begin to stammer.

Model thinking, pausing and talking slowly during turn taking games and activities or when answering questions.  For example, learner: “where’s my car?” adult: “Let me think… (pause) I think it’s in your bedroom.

Reduce the number of times the learner is interrupted or interrupts others. Explain to everyone the importance of taking turns when talking.

Listen carefully to the learner. Concentrate on what they are saying and not how they are saying it.

Allow the learner to finish what they are saying; avoid finishing their sentences for them.

Allow the learner plenty of time to respond to what has been said to them.

Try to avoid asking questions, instead commenting/describing what the learner is doing/playing with/can see.

When questions are asked, ensure that these are ‘open‘ questions that require the learner to give you some information (e.g. “what did you do at nursery?”) rather than ‘closed’ questions that require a one word answer (e.g. “did you do painting?”)

Avoid offering advice (e.g. “slow down”). Instead slow down your own pace of talking; children try to match others’ rates of speech. You may find pausing before talking will help you do this.

Use praise to reward the learner for the things they do well as this will help to build confidence. Be specific about what the learner has done well e.g. “what a lovely picture, the colours you used are wonderful” or “well done! Good waiting, I can talk to you now”.

Avoid putting the learner on display in talking situations in which they are not yet confident. Talking should be enjoyable!

When the learner is dysfluent, acknowledge this in a calm way (e.g. “Sometimes it’s hard for you to get words out. I know the words get a bit stuck. It’s OK, I have plenty of time”).

When the learner is particularly emotional or tired and their stammering increases, bring your own language level right down to single words. At these times during play, you can start off a sentence and leave a gap for the learner to complete just the last word or two to encourage their language load to stay low. Giving verbal choices at these times will also help to reduce pressure and language load

Keep a diary of the learner’s stammering to help you establish what some of the trigger factors may be in order to anticipate and reduce these, to support their speech becoming smoother.