Download Help Sheets 1-6 - Somerset Learning Platform

Help sheet 1
What is multi-sensory communication?
Communication is a two way process where one person gives and another person receives a
message. The person giving a message can make their message clearer by using multisensory
strategies. It will aid the understanding of a person receiving a message if they can engage their
senses. Multi-sensory communication is the use of actions, gestures, signs, objects, photographs
and symbols to support spoken and written language.
Practical activity
Identify objects and actions which you could link with the words and phrases associated with these
daily activities …
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Getting dressed
Making a drink
Washing hands
Eating a meal
Use objects and actions together with speech to enhance the two way communication process.
Further information and courses
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Inclusive Communication Universal Module
Help sheet 2
Using actions, body language, gestures, signs and words to communicate
Using actions and demonstrating actions together with spoken words can help people to
understand spoken words and is a good first step towards signing.
Using body language and facial expressions together with actions can help add meaning to a
message.
Many signs are similar to gestures, especially those linked with every day activities, such as
dressing, brushing hair, cleaning teeth, cooking and playing sport.
Practical activity
Use actions and gestures together with speech regularly in your everyday routine. Use gestures
when you talk about daily routine activities such as brushing hair, cleaning teeth or getting
dressed.
Further information and courses
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Inclusive Communication Universal Module
Communication Passports and Plans Module
Help sheet 3
Communication profile
Communication combines verbal and non-verbal skills. A communication profile helps us to
describe how an individual conveys a particular message by recognising their verbal and
non- verbal communication and associating with an intended message. A communication profile
may be used to describe unique or individual ways of communicating; this is particularly helpful
when speech is unclear. Appreciating how an individual communicates helps us to know and
understand them better.
Here is an example of a communication profile.
Communication profile
Name Sam
Date
How does s/he communicate no?
Holds out right hand in front of body, frowns and then turns
away… sometimes mumbles no.
How does s/he show pleasure?
Smiles, brings hands together in front of body says ‘yey’.
How does s/he ask for something?
Takes another person by the hand.
How does s/he greet or acknowledge a familiar person?
Signs hello with thumb up and smiles, may turn away from person
(very shy).
Practical activity
Think about your own verbal and non-verbal communication when you are playing with your child.
In what ways do you communicate? What do you say?
Further information
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Communication Passports and Plans module
Help sheet 4
Communication passports
Some people have difficulty communicating important messages. Communication passports
provide simple useful information about the unique way a person communicates.
Here is an example of a communication passport.
Communication passport
My name is Jo
I often lead people by the hand to things I want or need.
I make choices by pointing to things I want.
Show me real objects or photographs and I will choose
what I want by pointing.
Please sign to me; it helps me to understand what you
say. I understand lots of signs.
I can sign these words… hello, stop, no, come, play,
look, biscuit, cake, ice cream, drink, crisps, more, again,
lots, me, you.
I often greet people by hugging them; I am learning to
shake hands instead.
I am learning to use a symbol to ask for help and when I
want the toilet. If I show you a toilet symbol, please help
me find the nearest toilet.
Practical activity
Think about places and situations where Jo’s communication passport would be helpful.
Further information
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Communication Passports and Plans module
Help sheet 5
Objects of reference and communication boxes
Objects are carefully selected, which are associated with a child’s everyday experiences. For
example, a cup links with having a drink, a plate links with lunch time, a ball with playing outside, a
book with story time and a bag with going shopping. Once a child can recognise the link between
the objects and the activity or experience, and understand that the object has a meaning, they
become objects of reference.
Objects of reference can then be used to help children to make choices, understand instructions,
realise what is going to happen next, indicate preferences or dislikes and make requests.
To ensure objects are accessible when needed it is helpful to keep objects of reference together in
a box or tray.
Everyday objects can be used as objects of reference
Practical activity
Think about objects that link with your daily routine or weekly activities.
Further information
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Using the Environment to Support Communication module
Help sheet 6
‘Now and next’
Using the concept of ‘now and next’ can help children and young people to understand time and
anticipate events. Understanding what is going to happen next can have a positive impact on
behaviour.
To teach children the concept, it is helpful to have a simple visual representation of ‘now and next’.
Now
Next
Then place objects or photographs to indicate what is happening ‘now’ and what is happening
‘next’.
Once children understand the concept of ‘now and next’ they may be able to make choices about
the sequence of activities. For example, “story now” and “next lunch”, or “lunch now” and “next
story”!
Practical activity
Make a simple ‘now and next’ board and place objects or pictures into it to explain it to someone.
Further information
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Using the Environment to Support Communication module
Learning 2 Communicate module