Elklan refresher

An educational setting with a teacher interacting with students, highlighting communication aids and attention strategies.

Elklan Refresher Quiz

Welcome to the Elklan Refresher Quiz! This quiz is designed to evaluate your understanding of key concepts related to communication, attention, and language development in educational settings.

24 engaging questions
Multiple choice, text responses, and instructions
Focus on practical strategies for supporting students

24 Questions6 MinutesCreated by ListeningLeaf735

Which of the following are examples of Non-Verbal Communication (NVC)? Please read ALL the options before making a selection.

Which of the following is the correct order of attention level development?

Fleeting, rigid, single-channelled, two-channelled, focusing, integrated

Fleeting, rigid, single-channelled, focusing, two-channelled, integrated.

Fleeting, focusing, rigid, single-challened, two-channelled, integrated

Ideas for supporting attention and listening include:

-modify the language you use e.g. Use their name or a cue word such as 'look', 'listen' , use an appropriate level of language, use appropriate adult-pupil interaction

-have realistic expectations and allow the pupil learning breaks

-make the pupil aware of good listening skills and reward appropriate listening and attention

-modify the environment (reduce background noise, consider where a student sits in the room, be aware of factors that may be distracting to a student e.g. Blinds moving in a breeze)

-use suitable resources/equipment (initially may choose motivating items)

-Attention Autism

Ideas for supporting attention and listening include:

-modify the language you use e.g. Use their name or a cue word such as 'look', 'listen' , use an appropriate level of language, use appropriate adult-pupil interaction

-have realistic expectations and allow the pupil learning breaks

-make the pupil aware of good listening skills and reward appropriate listening and attention

-modify the environment (reduce background noise, consider where a student sits in the room, be aware of factors that may be distracting to a student e.g. Blinds moving in a breeze)

-use suitable resources/equipment (initially may choose motivating items)

-Attention Autism

Watch the following video (up to 40 seconds) - sound is not required. Please copy and paste the link in a separate tab in your browser.

https://www.youtube.com/watch?v=zAV5-QJAWZ8

If you were unable to watch the video then please skip the question below and tick the video not working box.

Video not working

The girl in the video was at exploratory play level, she was mouthing the toys to explore them. This gives children extra information about the object e.g. textures.

PECS is an expressive language system as it provides a means of communication where a student exchanges symbol(s) to give someone else a message.

Signing is both an expressive and receptive strategy. Students may start to sign themselves (expressive) but even if they don't, adults using sign may help their understanding (receptive).

PECS is an expressive language system as it provides a means of communication where a student exchanges symbol(s) to give someone else a message.

Signing is both an expressive and receptive strategy. Students may start to sign themselves (expressive) but even if they don't, adults using sign may help their understanding (receptive).

Ideas to promote the development of vocabulary:

-start with simple vocabulary first

-ensure everyone is using the same words (e.g. dinner/supper, lunch/tea)

-talk about what the student is doing or looking at (where their focus is)

-give the student processing time to respond to a question - use the 10 second rule

-model new vocabulary

-use a multi-sensory approach

-encourage topic work and exposure to the same set of words

-use books, songs and rhymes

-sorting and categorisation objects e.g. 'fruit, 'clothes' 'farm animals'

-improve the pupil's understanding of the word and other associated words (e.g. Word maps, topic maps, multiple meaning trees).

Ideas to promote the development of vocabulary:

-start with simple vocabulary first

-ensure everyone is using the same words (e.g. dinner/supper, lunch/tea)

-talk about what the student is doing or looking at (where their focus is)

-give the student processing time to respond to a question - use the 10 second rule

-model new vocabulary

-use a multi-sensory approach

-encourage topic work and exposure to the same set of words

-use books, songs and rhymes

-sorting and categorisation objects e.g. 'fruit, 'clothes' 'farm animals'

-improve the pupil's understanding of the word and other associated words (e.g. Word maps, topic maps, multiple meaning trees).

Modelling is a useful tool when working with students with expressive language difficulties. Modelling can involve...

Repeating what the student said but with appropriate grammar

Repeating what the student says exactly how the say it

Correcting them "no, it's not 'mouses' it's mice"

Emphasising certain words

Expanding what the student says

Please watch the whole video (sound needed). Please copy and paste the link in a separate tab in your browser.

https://www.youtube.com/watch?v=3iPm2Jripso

Please watch the whole video (sound needed). Please copy and paste the link in a separate tab in your browser.

https://www.youtube.com/watch?v=3iPm2Jripso

In the video the adult is:

-modelling use of the AAC in their own interactions with the child

-taking the child's lead of what they want to talk about (using adult-pupil interaction)

-creating opportunites to use the aid and encourage talking about more

-using the aid for a 2-way conversation and turn-taking

-giving the pupil time to organise their thoughts and then use the aid

-not guessing what the child is saying and letting him finish the message

-repeating back the message to ensure understanding