Receptive and Expressive Language 2

Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the CYP

Universal

• Reduce background "verbal clutter" during key teaching moments.
• Slow down speech slightly and add natural pauses between key points.
• Emphasise key words through tone and repetition.
• Avoid overloading with extra explanation when giving instructions.
• Consider the number of information carrying words a CYP can process when instructions are given and broken down into clear steps with visual support where necessary, (e.g. avoid giving too many instructions at once; use mind maps, flow charts, diagrams or comic strips). This may be as simple as "James, sitting" depending on need.
• Avoid multi-part questions, which increase processing demand.
• Start with closed or forced-choice questions before open-ended ones. (e.g. "Is it the red one or the blue one?" before "Which one do you choose?").
• Plan new activities that allow rehearsal and repetition of learning, using prior knowledge and experience.
• Provide structured support initially, checking understanding, and gradually reduce support to promote independence.
• Check understanding after giving an instruction. (e.g. ask the CYP to repeat back what has been said).
• Provide prompts such as checklists, cue cards, or task strips that the CYP can refer back to independently.

Targetted

Where High Quality Teaching and universal support is not effective, use more targeted strategies to support CYP with their receptive and expressive language for example:

• Use "pause and pace" delivery: 
  • Speak slowly
  • Insert pauses between key points
• Avoid repeating immediately - give CYP time to process first.
• Provide written/visual backups for all verbal instructions.
• Provide structured supports for expressive language such as: 
  • Sequencing frames: First / Next / Then / Finally
  • Narrative frames: Who / Where / What / Why
• Offer sentence starters or structured responses such as:
  • "First I... then I..."
  • "The answer is... because..."
• Use word mats and sentence scaffolds during tasks.
• Access and implement advice regarding augmentative communication strategies as recommended by SaLT via the Norfolk and Waveney Children's Speech and Language Therapy Service.
• Access further advice and guidance from Just One Norfolk (professional login required).
• Use bespoke speech sound and phonological awareness programmes, as directed by a Speech and Language Therapist (SALT).