Speechmark
Language for Behaviour and Emotions: A Practical Guide to Working with Children and Young People
$65.95 inc GST $59.95 ex GST
This practical, interactive resource is designed to be used by professionals who work with children and young people who have Social, Emotional and Mental Health needs and Speech, Language and Communication needs. Gaps in language and emotional skills can have a negative impact on behaviour as well as mental health and self-esteem. The Language for Behaviour and Emotions approach provides a systematic approach to developing these skills so that young people can understand and work through social interaction difficulties.
This invaluable resource is suitable for use with young people with a range of abilities in one to one, small group or whole class settings. It is particularly applicable to children and young people who are aiming to develop wider language, social and emotional skills including those with Developmental Language Disorder and Autism Spectrum Disorder.
Product overview
This practical, interactive resource is designed to be used by professionals who work with children and young people who have Social, Emotional and Mental Health needs and Speech, Language and Communication needs. Gaps in language and emotional skills can have a negative impact on behaviour as well as mental health and self-esteem. The Language for Behaviour and Emotions approach provides a systematic approach to developing these skills so that young people can understand and work through social interaction difficulties.
Key features include:
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- A focus on specific skills that are linked to behaviour, such as understanding meaning, verbal reasoning and emotional literacy skills.
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- A framework for assessment, as well as a range of downloadable activities, worksheets and resources for supporting students.
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- Sixty illustrated scenarios that can be used flexibly with a wide range of ages and abilities to promote language skills, emotional skills and self-awareness.
This invaluable resource is suitable for use with young people with a range of abilities in one to one, small group or whole class settings. It is particularly applicable to children and young people who are aiming to develop wider language, social and emotional skills including those with Developmental Language Disorder and Autism Spectrum Disorder.
Table of Contents
INTRODUCTION
The Language for Behaviour and Emotions approach
How adults can help
What to do when things don’t make sense (understanding)
Saying when you don’t understand (comprehension monitoring)
Understanding words (vocabulary)
When people don’t say what they mean (figurative language)
Talking about feelings (emotional literacy)
Finding clues and explaining your thinking (inference and verbal reasoning)
The story (narrative)
Bringing it all together and solving people problems
In summary
References, further reading and general resources
GUIDE TO USING LANGUAGE FOR BEHAVIOUR AND EMOTIONS
1 Creating a communication and emotion friendly environment
2 Assessment
3 Creating a LFBE profile, identifying key skills and related tools
4 Specific everyday strategies
5 Teaching skills in a LFBE session
6 Reassessment
ASSESSMENT
General assessment administration guidelines
Language for Behaviour and Emotions assessment overview
Assessment record sheet: Scenario 1
Assessment record sheet: Scenario 2
Assessment record sheet: Scenario 3
Assessment record sheet: Scenario 4
Scoring guidelines
Scenario assessment further analysis
Young person’s view of their own communication
How well does the adult help me?
Adults’ views of young person’s communication
Comprehension monitoring assessment
Behaviour vocabulary assessment
Crazy phrases assessment (idioms/figures of speech)
Sarcasm and implied meaning assessment (includes exaggeration and white lies)
Emotion words assessment
Narrative assessment
Solving people problems assessment
How well did I do?
LANGUAGE FOR BEHAVIOUR AND EMOTIONS PROFILE AND ACTION PLAN
LFBE profile
LFBE action plan
LFBE action plan summary
SCENARIOS
TOOLKIT
Saying when you don’t understand (comprehension monitoring)
Understanding words (vocabulary)
Word Wizard 295
When people don’t say what they mean
Talking about feelings
What’s that feeling called? (naming emotions)
Dealing with feelings
Finding clues and explaining your thinking (inference and verbal reasoning)
The story (narrative)
Solving people problems
Problem solving frame LFBE Language Level A
Problem solving frame LFBE Language Level B
Problem solving frame LFBE Language Level C/D
Author(s) Biography
Anna Branagan is a speech and language therapist within a youth support team in Gloucestershire, working to enable vulnerable young people with speech, language and communication difficulties to access support more effectively. She also works within mainstream schools supporting inclusive practice in Worcestershire. Anna trained at Leeds Metropolitan University 25 years ago. She is co-author of bestselling Speechmark resources Language for Thinking (2nd edition, 2017), Word Aware (2013) and Word Aware 2 (2017).
Melanie Cross is a speech and language therapist who has worked with looked after children for many years. Her work has focussed on developing speech and language therapy services for children and young people with Social, Emotional and Mental Health needs (SEMH). This work has resulted in publications including Children with Social, Emotional and Behavioural Difficulties and Communication Problems (2nd edition, 2011), and she was lead author of the Royal College of Speech and Language Therapists Clinical Guidelines on Social Emotional and Mental Health. She is also a trainer, video interaction guider and supervisor.
Stephen Parsons is a speech and language therapist, trainer and author of practical language development resources for teachers and speech and language therapists. From 1996–2017, Stephen worked as a speech and language therapy service manager in Hackney and the City of London. With 30 years’ experience in the field, he is co-author of bestselling Speechmark resources Language for Thinking (2nd edition, 2017), Word Aware (2013) and Word Aware 2 (2017). Stephen graduated in speech pathology from Flinders University, before attaining an MSc in speech and language therapy from City University in 2000. He currently serves as Chair of NAPLIC, the association for professionals working with children and young people with Developmental Language Disorder.
Reviews
The important and complex link between children and young people with SEMH difficulties and those with SLC needs is fully considered in this manual. It provides a comprehensive assessment framework, followed by a wide range of realistic interactive interventions aimed at addressing specific communication needs, and illustrated scenarios that young people can explore to develop the necessary skills for potentially problematic social interactions. LFBE is written by experienced practitioners and provides practical interventions for those professionals who support vulnerable children.
Dr Rob Long, Chartered Educational Psychologist, UK
