Teach social communication rules explicitly, e.g. eye contact, personal space, turn taking. Social Communication Develop whole class rules, reinforced by visual cues e.g. listening when someone else is talking, allowing each other Skills time’. ‘thinking Encourage the to stay on topic. Provide opportunities to practise social communication skills as part of a small group. Practise skills during role play situations. Develop the child’s awareness and understanding of emotions in him/herself and others. Set up small group games/peer support systems in the playground. Stammering/Stuttering Reduce the number of questions that you ask the child comment rather than question. – NB. Always a child who Allow the child time’, giving him/her time to think about what you have said and formulate a response. ‘thinking appears to be stammering Do not tell the child to e.g., down”, about what you are saying” just allow him/her to work through what “slow “think – immediately. he/she is saying. Keep your own talking calm and relaxed. Do not complete sentences for them. Give alternative means of communicating if the child does not wish to speak in front of others e.g. at register time
Social Communication Skills Teach social communication rules explicitly, e.g. eye contact, personal space, turn taking. Develop whole class rules, reinforced by visual cues e.g. listening when someone else is talking, allowing each other ‘thinking time’. Encourage the to stay on topic. Provide opportunities to practise social communication skills as part of a small group. Practise skills during role play situations. Develop the child’s awareness and understanding of emotions in him/herself and others. Set up small group games/peer support systems in the playground. Stammering/Stuttering NB. Always a child who appears to be stammering immediately. Reduce the number of questions that you ask the child – comment rather than question. Allow the child ‘thinking time’, giving him/her time to think about what you have said and formulate a response. Do not tell the child to e.g., “slow down”, “think about what you are saying” – just allow him/her to work through what he/she is saying. Keep your own talking calm and relaxed. Do not complete sentences for them. Give alternative means of communicating if the child does not wish to speak in front of others e.g. at register time