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How Language and Communication Needs can impact on Social Emotional and Behavioural Difficulties
Objectives
• To help develop an understanding of the impact of Speech Language and Communication Needs on Social Emotional and Behavioural Difficulties in Primary School Children
• To suggest some practical ideas that could be used to help these children in the classroom.
“the ability to understand, manage and express the social and emotional aspects of ones’ life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems and adapting to the complex demand of growth and development.” Elias et al (1972)
What is Social Emotional and Behavioural Development?
What does typical emotional development look like by the time they get to school?
From birth Babies are sociable
3m React positively to positive emotions and vice versa
12m Show primary universal emotions; sad; angry;
afraid; happy; surprised; disgusted
18m Begin to pretend. Tend to mimic primary emotions
2yrs Use words for emotions such as happy; sad; angry and frightened also crying and hurting
2-5yrs More words emotions; surprise; excitement; boredom and loneliness
3-4 Children understand that situations elicit emotions
4-5 Can recognise external causes of emotions in others
By school age
Demonstrate a culturally appropriate range of emotional display, can hide disappointment etc.
Understanding/ComprehensionLanguage processingPlanning and organising
Listening, attention
Output
Expressive skillsInputReceptive skills
Sounds, words, sentences, narrative
Language in a social context - communication
Language Processing
The Components of Speech, Language and Communication Needs (SLCN)
Speech
Semantics
Grammar
Pragmatics
Prevalence
•Aggressive behavioural difficulties are reported in young children with SLCN (Carson et al, 1998)
•There is a higher incidence of behavioural and psychiatric problems in children with SLCN (approx 50 %) compared to non-impaired children (approx 12%) (Goodyer, 2000)
•Poor interaction and increased withdrawal leads to poor self esteem (Jerome et al, 2002)
•Children with SLCN are at risk of being bullied at school (Conti-Ramsden and Botting, 2004)
Communication breakdownexercise
• How did you feel giving the message to your partner?
• How did you feel receiving the message from your partner?
The impact of SLCN on socialisation and behaviour
Difficulties constructing sentences to convey meaning
Unable to explain things, re tell events, negotiate
Reduced access to lessons, difficulties forming and sustaining friendships, getting into trouble
The impact of SLCN on social andemotional behaviour
Behaviour ? ExplanationSmiles when told off and/or laughs when someone is hurt
Difficulties understanding and interpreting emotions, social rules
Poor listener Comprehension difficulties
Hits, bites, kicks other children in the playground/classroom
Unable to communicate message effectively e.g. will you play with me?Unable to follow and join in conversations
Avoids starting work, runs away or refusal to start a new task
Reduced understanding of task, outside of their comprehension levels. Difficulties with transition, unable to predict what will happen next.
Behaviour ? ExplanationTantrums, screams, shouts, throws objects across the room
Unable to communicate message effectively e.g. sentence construction, finding the words they needReduced understanding of task, too complex? Is the task written? Does it involve reading for meaning?
Defiance Reduced understanding, feeling like the situation is out of their control, anxiety
Irritating other children Unable to gain peers attention through verbal communication
Behaviour ? ExplanationAppears aloof and avoids contributing to class discussions
Difficulties putting a sentence together to convey meaningDifficulties understanding questions Difficulties using language to problem solve, predict, negotiate
Often seen playing alone in the playground
Difficulties using language to initiate and sustain an interaction Difficulties understanding rules of games
Don’t appear to make choices, express likes and dislikes
Difficulties requesting and refusing things, not enough time for processing
The terms SLCN and SEBD overlap and often these ‘labels’ are describing the same children
What can we do?
• We need to understand the Why? ,what is the root of the problem?
• Prevention is better than cure
• Teach missing skills
• Develop positive interactions and raise self esteem
• Work in collaboration with the child’s ‘network’.
Strategies for dealing with challenging behaviours
•Practice language and skills that may help them to manage themselves
•How to ask for things
•Turn taking
•Language of emotions
•Narrative
•Monitoring their behaviour/how am I doing?
Strategies for dealing with challenging behaviours
• Slow down and give them time to think
• Keep your instructions simple or break them down into understandable chunks
• Give the child time to process what you have said
• Go to an area where they can have time out so they can deescalate behaviour in their own time
• Support their answers and thinking with verbal forced choice
• Support their answers and thinking with pictures/symbols/signs
What can you do?
• Be consistent
•Think about what you want to achieve/ what behaviours you want to change.
•Tackle one thing at a time
•Keep your language simple/ have a mantra
•Give yourself time away from the child if things are getting difficult
•Don’t be afraid to ask for help
•Be kind to yourself
Strategies for dealing with challenging behaviours The Classroom
•Visual timetables
•Cue/prompt cards
•Labelling and pictures so they know where to find things
•Timers for tasks
•Pictures and names of staff who they might come into contact with
•Differentiated tasks
•Smooth transitions
Strategies for dealing with challenging behaviours
Strategies for dealing with challenging behaviours
•Simplify rules: make them meaningful and visual
•Make rewards and consequences clear: make them visual use sign/symbol and pictures and make them achievable
•Reinforce good behaviour by reminding them about the things they have achieved e.g. stickers, stars, prizes, certificates
•Give them alternative methods for expressing themselves
•Give them a second chance
Strategies for dealing with challenging behaviours
Strategies for dealing with challenging behaviours
What can the school do?
•Look at underlying reasons for behaviour
•Give curriculum time to teaching play and social skills
•Give priority and value to learning behaviour skills
•Share behaviour plans to keep a consistent approach
•Have an ethos where staff are aware of the stresses of managing challenging behaviour and can step in to help
•Help with monitoring, observing and recording behaviour
Strategies for dealing with challenging behaviours
Be positive
You can make a difference!
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