Expressive and Receptive language scores big difference? SALT Help?

[feynman]

Hi folks, I wonder if anyone can help.

My son has recently started at a language unit and I met at with his language unit teacher today (along with other staff) at his annual review. His teacher shared with me her report which gave some scores for receptive/expressive languge. He was assessed for receptive language using the reception of grammar-2 (TROG). He scored 86 which was in the 18th percentile with an age equivalance of 4 years 9 months.

He's 5y 8 months, and also appears a little over a year behind as far as I can tell, with his writing/numeracy etc at school P scales 5,6,7 for writing/reading/maths respectivly.

He was assessed using the Refrew Action picture test for expressive language and for information he had an age equivalence of bewteen 7 and 8.5 years and for grammar had a score of over 8.5 years. His teacher did comment that these were pretty high but I as we were a bit time tight and I was a bit flustered I didnt manage to ask her much about them.

He also did the STASS and it comments that he concentrated well and used well formed uitterances, but it doesnt give any more info than this and was screeened using the Metaphon screeening assessment which detailed some specfic sound problems.

Anyway I just wondered if anyone could give me their thoughts on what the results mean? It seems pretty significant to me that hes scoring a year behind where he should be for understanding but them 3 years ahead for expresion?
Is this a typical profile? and more to the point is there any generally advice about how you can improve receptive langauge? The language unit have been very good at providing work to practice at home and his TA goes with him sometimes and then also works on things at school with him but I wondered if there was anything more general that is part of everyday life that we could change to help him improve?

Any suggestions would be very welcome, sorry for the essay.

feynman,
dont want to pass by though am not a SaLT.

My DS has HFA/Aspergers.
I first took my concerns about him to a SaLT that I knew. (this was before I had the HFA diagnosis).
She was the first to point out that he had MASSIVELY better expressive language over receptive.
His scores at 6y 9m were (roughly) somewhat below his age level for receptive but about a 9yo for expressive.

It meant that he controlled situations by talking all the time, that people assumed that he understood more than he did, that things in school were not being explained at his receptive language level.
I found it a relief too, that in dealing with him, I couldnt assume he understood what I had said.

Strategies were: a clear hand signal to get him to stop talking , when I needed him to concentrate on what I had to say.
Giving one or two step commands. We now try three step but its a work in progress.
Repeat things several times and several different ways so that he gets time to process what is being communicated to him .
Lots of visuals to reinforce what was being said (e.g steps to getting dressed in the morning).

I dont know if any of that will help with your DS but its what I have used.
TBH the biggest thing for me was knowing the probem and being able to tell teachers about it.

Hi Porridge, I just wrote a really long reply to this but it hasnt uploaded for some reason! Anyway just wanted to say thatnks. You have descirbed my son to a tee. He talks constantly I am am sure it is a way of controlling the situation.
Funnily enough Aspergers was suggested when he was younger, but dismissed as he was a late talker (although he has a history of glue ear which wouldnt help).
Anyway will try with supporting a request to stop talking with hand signal and see if that helps. To be honest I do feel he's got better with this recently and he will stop talking but it is a real challenege for him and you can see him desperate to contine speaking.
I read earlier that talking stories might be good as you have to concentrate on them without the visual clues from a TV. I have tried them before but he finds them really challenging to listen to. I think its becasue he really has to concentrate. I think I might try and find some at the library and have another go.
Thanks for the reply

Yes feynman. DS loves audio books from library but often goes for an 'age down' IYKWIM. But he enjoys it so thats what we do.
Good luck.

storynory.com is a wonderful site full of free short audio stories (approx 10- 20 mins) . perfect for popping on while you cook tea and then having a quick, gentle Q & A session about. Natasha for some reason has a perfect narrators voice for children with receptive language issues so look for the shorter stories read by her to start with. You can download and repeat these as often as you like.

It also has a section of stories suitable for EAL/ASD kidswhich is also very useful for explaining phrases that leave some kids totally confused like "raining cats & dogs".

Aesops fables are great books to read to this age group and to talk about to aid language comprehension and receptive language skills.

DS's salt programme is geared at his receptive language was 5th centile when tested but has come on leaps and bounds. His expressive language has always tested as slightly ahead of age appropriate. He needs many fewer visuals than he used to, so although I had a helluva fight to get it. It was one battle I'd heartily rec' to other parents.

Thank you for the site recommendation, that sounds brilliant, going to have a look now.