Supporting receptive communication

In order to communicate with a child, it is important to obtain his / her attention. Users are therefore referred to the appropriate strategy: obtaining the child's attention by saying his / her name first, before saying anything else.

Select a specific strategy for supporting receptive communication.

• Augmenting spoken language
• Selecting the means of communication to augment spoken language
• Total communication in use
• Signing
• Objects of reference
• Sounds of reference / smells of reference
• True object-based icons (TOBIs)
• Photographs
• Life-like pictures
• Pictorial / tactile symbols
• Abstract visual / tactile symbols
• Large print / tactile alternative
• Voice output communication aids (VOCAs)
• Using routine to support understanding of events
• Physical prompts and demonstration
• Avoiding verbal prompts
• Reducing spoken language
• Simplifying spoken language
• Using intonation and facial expression with care
• Ensuring spoken language is explicit and avoids ambiguity
• Avoiding metaphor, simile, sarcasm and idioms
• Giving explicit instructions
• Ensuring only one member of staff gives instructions
• Avoiding the use of negatives
• Asking clear questions and limiting their use
• Offering choices
• Using personal pronouns carefully and consistently
• Providing sufficient processing time / using the "wait for eight" rule
• Repeating spoken language in exactly the same form as the original
• Checking that the child has understood
• Understanding when it is not appropriate to communicate with the child
• Informing the child
• Avoiding the use of verbal commentaries
• Informing the child when to expect the end of an activity
• Using stories to support social understanding
• Minimising environmental clutter