Communication Assessment and Intervention
The communication skills of all children entering the Early Intervention Service are assessed by one of the team speech pathologists. Information from this assessment is used along with the information gained through the initial assessment process to develop an individual program. Goals are prioritised by the case managers and incorporate the family’s priorities for their child.
The Speech Pathologist assesses language pre-cursors, expressive language and receptive language.
Language pre-cursors include joint attention, cause-effect, object permanence, imitation, eye-contact, turn-taking and communicative intent.
We often think of expressive language as `talking’ but it encompasses much more than this. Expressive language incorporates: how the child expresses themself (talking, signs, pictures, gesture); their sentence structure and ability to join concepts and ideas together; the number and type of words that they can use; and how they use their language (eg to ask for things, to direct others). Pragmatics and the social use of language is a key area of intervention for children with Autism.
Receptive language incorporates: the child’s understanding of words and concepts; their ability to follow instructions; their understanding of different questions; and their understanding of how words and concepts link together. It is important that intervention focuses on, not only extending their skills in this area, but also on how the environment and key people within this can support their comprehension.
Development of communication skills occurs through:
- The child’s individual program
- The provision of a supportive learning environment
- The structure of the groups sessions that has communication targets embedded within the daily routine eg greetings, play sessions, choice making, requesting
More information about specific teaching strategies can be found here.
