Support behaviour and communication
Suggestion for implementing the strategy ‘Supporting language and communication skills’
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Go to top of current page: Support behaviour and communication
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Avoid misreading behaviours
Avoid misreading behaviours
Children with previously undetected communication problems are at risk of being misunderstood, their inappropriate response seen as a lack of compliance rather than a lack of understanding.
Melanie Cross
https://www.fishpond.co.nz/Books/Children-with-Social-Emotional-and-Behavioural-Difficulties-and-Communication-Problems-Cross-Melanie/9781849051293?utm_source=googleps&utm_medium=ps&utm_campaign=NZ&gclid=EAIaIQobChMIv8DQ6vqt4wIVw46PCh29YQTZEAkYAiABEgKqZfD
Behaviour as communication
Behaviour as communication
Behaviour is a form of communication.
Consider what learners might be trying to communicate through their behaviour.
I need:
- more time
- understanding
- order
- calm
- peer or adult attention
- a desired object or activity
- sensory stimulation.
I am finding this task or situation:
- stressful
- frustrating
- difficult
- boring or easy
- tiring.
I don't like:
- this task
- working with this person
- working by myself.
Check for understanding
Check for understanding
Use this communication checklist (PDF, 304KB) to guide and inform understanding.
The following behaviours can be a sign that a student may be struggling to understand and use day-to-day language to access learning and have successful interactions:
- sleepy or unmotivated
- off task
- non-compliant
- rebellious
- in their own world
- not completing tasks
- angry.
Notice learner needs
Notice learner needs
Speech, language, and communication needs can have an impact on a range of competencies.
Consider how these might influence and impact behaviour.
Articulation – ability to express oneself effectively through speaking, writing, or non-verbal communication.
Perception – the ability to recognise and understand the spoken or written word, body language, and facial expressions.
Listening skills – the ability to listen carefully to what is said.
Recall – being capable of remembering information that has previously been given.
Expression – being able to express themselves verbally and non-verbally effectively, including expressing feelings and emotions acceptably.
Interaction – the capacity to relate to others in a socially acceptable manner.
Check for hearing loss
Check for hearing loss
Hearing is critical to communication development.
Mild or fluctuating hearing loss can have a significant impact on learning and development.
A child or young person may have underlying speech, language, and communication needs (SLCN) if you observe the following indicators:
- difficulty understanding and following instructions
- difficulty explaining what they want and need
- difficulty understanding and expressing their feelings and the emotions of others
- appear to ignore what they have been asked to do or do the wrong thing because they have misunderstood what is meant
- difficulties retelling situations, events and stories
- frequently responding to questions with short generic responses such as "I dunno".
Use this communication checklist (PDF, 304KB) to guide and gather further observations.
Next steps
More suggestions for implementing the strategy “Supporting language and communication skills”:
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How to use this site
Guide to Index of the guide: Behaviour and learning
Understand:
- Understanding behaviour
-
Understanding how to respond to problem behaviourShow suggestions for Understanding how to respond to problem behaviour
Strategies for action:
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Foster positive relationships and partnershipsShow suggestions for Foster positive relationships and partnerships
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Collaboratively develop a safe and caring culture and climateShow suggestions for Collaboratively develop a safe and caring culture and climate
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Supporting language and communication skillsShow suggestions for Supporting language and communication skills
- Support behaviour and communication
- Support attention and listening
- Support understanding
- Support expressive language
- Teach social interaction skills
- Teach negotiation
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Support emotional wellbeing and positive mental healthShow suggestions for Support emotional wellbeing and positive mental health
- Anticipate, monitor, and plan for responding to child stress
- Strengthen student identity
- Teach stress management, anxiety and coping skills
- Offer relaxation options and downtime activities
- Teach how to recognise emotions and options for expressing feelings
- Providing support following traumatic experiences
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Enable access and participation in learningShow suggestions for Enable access and participation in learning
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Respond safely to challenging situationsShow suggestions for Respond safely to challenging situations
