• iPad Apps for Complex Communication Support Needs
• Asking for help
• Coloured Semantics
• Eye Contact
• Humour / Sarcasm
• Language Concepts
• Listening
• Literal Language
• Literal vs. Perspective Talking
• Processing Time
• Questions
• Volume

The language used with children with communication needs should be consistent, concise, clear and informative.

The additional information within longer explanations cannot be processed to identify the key information by some children. The ability to process the spoken word will become in affective when the child is overwhelmed, anxious or upset. For this reason, they are more likely to process information given to them visually in the written word or with visual supports.

In order for children to respond to instructions, they often require additional time to process and respond. Counting to 10 is often suggested as an indication to wait before repeating the instruction using the same language. If their processing time is interrupted they will begin to start the process again after the next instruction is given.

At times you may need to consider how the language that you have used has been interrupted. Many individuals have a literal interruption of language and are unable to infer meaning. They may be unfamiliar with the use of similes (as light as a feather) and metaphors (every cloud has a silver lining) and there meaning. It is impossible to teach all the similes and metaphors you believe they may encounter and it is known that they are not always able to make use of the context to decipher meaning, therefore it is helpful to make the meaning explicit if a simile or metaphor has been used as well as teaching the child to check their understanding of they are unsure of what is meant by certain statements.

In a similar way as with similes and metaphors, some children are unable to identify when humour, sarcasm and clichés have been used. It is helpful to make it explicit that humour or sarcasm have been used as well as teaching them to check their understanding – ‘Are you telling a joke?’ ‘Are you being sarcastic?’

Some children have delayed understanding and use of aspects of language such as incorrect use of pronouns (referring to themselves by their name, muddling he and she) and understanding positional language. For most children these aspects are grasped naturally within their development but for other children they require to be explicitly taught and modelled by the adult.

As well as consider and highlighting the volume of the child’s voice, it is important to highlight that some children can become overly stimulated and sensitive to sounds therefore raised voices and tones can result in anxiety or displays of behaviours.

 

One way to support the clarity of instructions and their ability to process information, could be include reinforce explanations on the task for the child to refer back to. Instructions can be written and illustrated to indicate the important bits or key areas of learning.

At times it may be useful to prompt the child before listening and drawing their attention to the need to listen and recall specific information for example ‘I am going to ask you what X liked about…’