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Lego Bricks

Lego™ Club is a fun, Lego™-themed group that is designed to build the social competence of children with autism spectrum disorder and social communication difficulties. Through participation in Lego™ Club children learn and practice a range of social skills such as:

  • working in a team
  • sharing and turn-taking
  • negotiating appropriately with peers
  • giving and listening to instructions
  • using eye contact and appropriate body language
  • having conversations
  • enjoying playing together to achieve a goal

Read more: Set up and run a Lego™ Club at your school

Talk Boost Logo

We are very excited to offer this fantastic, evidence-based program that can provide real improvement in children's language development. The Talk Boost KS1 program was developed in the United Kingdom by the ICAN Children's Communication Charity. It is a structured oral language program designed to support the language development of children from socially disadvantaged / language impoverished backgrounds as well as students with English as an Additional Language.

Talk Boost KS1 has been shown to accelerate children's progress in language and communication by an average of 18 months after a ten week intervention program. Since its launch over 58,000 children have benefited from the program in the U.K.

Read more: The Talk Boost KS1 program

Play

  • Pretends to talk on the telephone
  • Gives a response to 'give me a high five'
  • Puts sequences of play together e.g. puts man in the car, drives the car up to the garage, puts petrol in the car, pays the money and drives away
  • Begins to act out familiar sequences from book or TV shows e.g. pretends to be Fireman Sam putting out a fire

Understanding

  • Points to actions in pictures e.g. show me the boy swimming
  • Understands big / little
  • Responds to simple questions e.g. what is that? where is your ball?
  • Identifies several items by function e.g. which one do you read?

Spoken Language

  • Uses three-four word sentences frequently
  • Uses action words e.g. running, jumping, eating, playing
  • Names three common colours
  • Uses plurals e.g. cars, socks, books
  • Uses position words e.g. in, on
  • Says if boy or girl
  • Counts to three

When to seek advice:

  • If your child does not show interest in other people
  • If your child's play is limited to lining up toys
  • If your child shows repetitive behaviours e.g. turning light switches on and off
  • If your child is not joining words together in sentences
  • If your child is not following two-step instructions
  • If you can't understand 50% of what your child says to you

 

Children who have difficulty with /l/ generally replace the sound with /w/ e.g. lion becomes wion. The error is made due to incorrect placement of the mouth to produce the sound.

Here are some ways to help a child produce the /l/ sound:

1. Instruct the child to put the tip of their tongue behind their top teeth (see figure 1). Check the position with a mirror. Ask the child to raise and lower their tongue several time to practice moving their tongue into the correct position. Ask the child to say /la/. Encourage the child to 'smile' as they say the sound to make sure that their lips do not move into a rounded /w/ position.

2. Have the child practice this sequence of sounds /t/-/d/-/n/-/l/. Shape /l/ from /t/ e.g. /ta-la/, then /d/ e.g. /da-na/ and then /n/ e.g. /na-la/.

3. Describe to the child the different mouth positions for /l/ and /w/. /l/ is a sound made with your tongue behind your top teeth; /w/ is a sound made by your lips 'kissing lips'. Practice moving from a /l/ to a /w/ sound so that the child can feel the difference in mouth placement. Use this information when practicing saying /l/ words e.g. What did your mouth do at the start of the word - was your tongue up or did you use your kissing lips?

Figure 1. Tongue position for /l/.

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