Expressive language is the use of language to express thoughts, feelings, wants, needs and everything else. This is different to receptive language. Expressive communication may not always be verbal- it may be non- verbal e.g. facial expressions, pointing, gestures, body language etc. Please see below for further information.
Sabotage Strategy Video
Strategies for functional language video
Vocabulary strategies for Functional Language - Video transcript
Hello, my name is Karen, and this is my friend Aneeza. And again, we're going to look at some strategies for vocabulary development. We're going to look a bit more at functional language. So, this is the language students have to deal with day-to-day, the days of the week, the months of the year, telling the time, understanding the concepts of before and after. So. again, one of my favourite resources is colourful days of the week. What you do with the student, get them to learn it off rote, remove them and put them back together again and then the other way of doing it is to use before and after so are you ready Aneeza?
So, what comes before Tuesday, Monday. What comes after Friday, Sunday. No, remember what I said? It's Friday night It's Saturday, Sunday. Yeah, yeah, got it. The next one we're going to look at, and I haven't got sing singing voice for this one, is the months of the year. I normally get them again to do the colour and then you can teach them. So, what's the day at the month or after May? June good remember my birthday. What's the one that comes before January? Can I have a clue? Father Christmas for me. Love it. You know I do December. Brilliant. So, you've got before and after you've done the days of the week. You've done them once. You do it on the board, you write it and then you do it numerically as well, telling the time you need a clock in front of that child. You need to be telling them they need a break at 10:00 o'clock. Look at the clock and you constantly reinforce it. Hope this helps. Thank you.
Strategies for vocabulary development video
Vocabulary Strategies for Vocabulary Development - Video transcript
Hi, my name is Karen, and this is my friend Aneeza again. We're going to give you some more strategies for vocabulary development. So, one of my favourite ones is name five things so I can have a either a little card, a big card or you can do it from your head. So can you name me 5 things that you find in the zoo? Erm, a lion, elephant, giraffe, Penguin, and a butterfly. Excellent. She did all right with that one.
Next thing we can do is can you name me four of these? So, on the pictures, can you tell me what it is? Camel, elephant, zebra, and a monkey. And what are they? What's their category? Animals. Brilliant. Can you think of two more? Not those zebra and lion. We can do the months of the year; we can name things that are triangular. The next thing I'm going to look at, though, is my favourite antonyms. So, I'm doing them big here, but you can do them whatever size you want. So, what's the opposite of slow, fast? What's the opposite of sweet Sour. Name me one thing that's sour. Apple. Apple’s not sour really? Yeah, or lemon lemons a bit better, thank you. What can be sweet and crunchy? That's an apple. That's an apple. Good. Yeah, she got it, as you can see. Then you can carry on with that and make it into synonyms.
The other one is pesky pairs. Pesky pairs is like the kettle and the teapot or an apple and a banana. So, you name the different parts of the things for it. So, we do a lot of subcategories as well, don't we? So, we might do clothes. Can you think of two different subcategories of clothes? Clothes that you'd wear in the winter and clothes that you wear in summer.
Hope that helps you. Thank you. Bye.
Vocabulary strategies – Word Web - Video transcript
Hello, my name is Karen and this is my friend Aneeza, and today we're going to give you some strategies for vocabulary development. One of the ones we were use a lot is something called a word web. A word web, We're going to try with Aneeza here, so we're going to look at an apple. So can you tell me what category it belongs to? Food. Brilliant. Do you think you can tell me what subcategory it belongs to? Is it a vegetable or a fruit? Fruit. Brilliant. Do you know where an apple comes from? Yeah, a shop. Brilliant. But where do you think it might grow? On a tree? Brilliant. She's really good at this, isn't she? So you can carry on around doing this and do it in a clockwork way.
So things like, you then might say how many syllables or you then might go into something a little bit different, which is what am I? So we've all played this game somewhere, so I'm going to do it with this one. Right. I am a food. I am a fruit. I grow on a tree. I might be red or green. Apple. Brilliant. Can you name me some more fruits? Banana, orange, Strawberry. Excellent. So she did really well with that. You even can do an A-Z so you can do A for apple B for banana and C for carrot. See.
Hope you enjoyed that. Thank you.
Using core boards - Video transcript
Hi,
My name is Jess, a speech and language therapy assistant for HMR, Children’s Integrated Community Health Services. Today, I’m going to tell you about core vocabulary boards.
We use core vocabulary board for children as a low tech (paper based) option to enhance communication skills and as a resource for individuals to express their wants and needs using symbols.
Augmentative Alternative Communication (AAC) is a toolkit to support an individual's communication, for example a low tech (paper based) or high tech (power based) systems. There are many options for paper-based systems, here is one of them.
Core boards consist of fringe (topic words) vocab on the right and core words to the left. Core vocabulary makes up 70-90% of what we say on a daily basis. When using core boards, we point to the words whilst we talk and avoid putting pressure on the child to imitate the model. We model vocab such as “want more?” “go” and ‘stop’ using key words to begin with. then gradually adding extra vocab to make sentences longer.
We consistently use the boards every day, making it fun and using them in a range of different activities. At first, we don’t expect a response from the child as we know that it is important to keep modelling how to use the core boards so that the child understands the meaning of the symbols. We model on the boards day to day and during motivating activities speaking slowly, the child can then follow your pointing and speech. Over time, and with this support, we hope that the child will be able to use the paper system functionally to express and request to get their needs met.