Elklan refresher
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
Look/attend, remember, understand words, selecting and articulating sounds are all receptive language
True
False
When following a pupil's lead to encourage adult-pupil interaction you should...
Stop, listen, instruct
Stop, listen, change
Stop, listen, respond
Listen, respond, instruct
What is the desirable ratio of questions (or directions) to comments?
One question to one comment
One question to 2 comments
One question to 4 comments
4 questions to one comment
Which of the following are examples of Non-Verbal Communication (NVC)? Please read ALL the options before making a selection.
Facial expressions
Hand gestures
Eye movements
Whole body posture
How we use our voice
Clues from the environment/situation
All of the above
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.
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.
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.
What is a Total Communication environment?
An environment where everyone can communicate verbally
An environment that supports individuals to communicate through what ever means available
An environment with symbols and spoken language
Which of the following strategies support RECEPTIVE language?
Visual schedules
PECS (Picture Exchange Communication System)
Now and Next boards
Signing
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).
Think of the Symbol Ladder - are photos EASIER to understand than symbols?
Yes
No
What are labels of the 4 Blank levels of Language for Learning?
Level 1: Naming, 2: Describing, 3: Retelling, 4: Justifying
Level 1: Identifying, 2: Functions, 3: Describing, 4: Justifying
Level 1: Naming, 2: Describing, 3: Sequencing, 4: Inferencing
What could you do to promote the development of a student's vocabulary? (list as many ideas you can think of)
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).
Verbs are more difficult to learn than nouns.
True
False
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
What is phonological awareness?
Knowing that sounds are the building blocks of words
Knowing all the phonic phase sounds
Being able to blend sounds
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
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
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