Hi Lovecakes I have had this signed off I only done 3.2 as I was told it was enough to cover 3.3 as well hope this helps
How setting wide strategies to promote positive behaviour and emotional and social development can be adapted to support children and young people with speech, language and communication needs.
Strategies are essential to planning and will benefit those children who do not have an obvious behavioural difficulty. The inclusion of the strategies in classroom practice will assist the development of social and communication skills.
Replace inappropriate with appropriate behaviours:
Teach the child to communicate; in difficult situations, for example, the child needs to be able to ask for help, to take a break, to express emotions such as fear or anger.
Teach social skills, which will help the child initiate, sustain or escape anxious social situations, such as going to a quiet place, completing a calming activity or using relaxation techniques.
Teach specific play and leisure skills which might occupy his interest.
Develop behaviour targets which shape the child’s behaviour toward more appropriate behaviour.
Children do not always respond to the usual forms of discipline. It may be necessary to develop a systematic plan to improve behaviour. Using behaviour plan based on an understanding of the child’s needs and recognises that the behaviour, in most instances, is an attempt to communicate. To begin, you need to think of the behaviour as a ‘clue’ to understanding its occurrence. Behaviours may indicate that something is difficult for the child, he/she perhaps does not understand or his/her difficulties are interfering with more appropriate behaviours. Traditional approaches to behaviour modification may not work with a child that has speech, language and communication needs for example:
Communication difficulties make it hard to understand ‘reasoning’.
A child with autism may not be motivated to please others or may be motivated by unusual things.
The child may not understand the cause and effect relationship between behaviour and rewards. Similarly, the child is unlikely to understand that the punishment is a consequence of their inappropriate behaviour.
The child may not generalise positive behaviour changes from one situation to another.
The child may have established routines that may include negative behaviours.
Use strategies and structures to make a situation more visually clear:
Use schedules, timetables or calendars that help to show when something will happen.
Use accessible pictorial or written rules to remind a child what he/she should do.
Physically arrange the classroom to show where something should happen.
Provide a checklist using objects of reference, photographs or a written list to help the pupil follow directions independently.
Some recommended strategies that we use within the setting are:
The time line - this is made up of pictures of the settings daily routine it helps to guide children throughout the session.
Makaton- this helps the children who experience speech and language difficulties to communicate with others.
Pictures around the setting near different areas/activities- this helps the children to identify the different areas/activities around the setting.