SLT targets for nonverbal comunication - help us make them measurable

[inappropriatelyemployed]

I have a very lovely SLT who is working on non-verbal skills with DS and has set up a group which is working on a charity project.

DS's targets are to be embedded in the work so others don't know of it.

They are nonverbal communication targets about looking towards others when they speak and not interrupting and making appropriate responses to others ideas.

We started by setting a number in the target e.g. DS will look at someone when they speak 4 times.

This proved too low and SLT was suggesting using a percentage but we were a bit about the measurability and how the TA would cope.

What do you think?

Just bumping as working on this tonight

I don't understand. In what way were the targets too low?

I woukd use a tally-counter so that you get the number and Ds gears a quiet 'click'. He can try and increase the number each time. You can add behaviours, such as leaving a 2 count gap after someone has stopped talking before he starts speaking.

I would also aim for him to say once or twice to someone 'what do YOU think?', though this isn't nonverbal. His support could start by giving him a signal as to when might be appropriate to ask, and he can be told who he will ask to get his 'tick' in advance.

I'm not sure how you can use a percentage unless you are also counting the number of times he doesn't look.

And maybe he needs to say twice 'hmm, good idea' etc etc.

He'll need to be reminded of his targets before the session and maybe have a visual reminder (in code if that works, or perhaps coloured pencils he passes from one place to another, with 2 blue ones for appropriate comments and other colours for other things?)

Thanks Star. He is clear on the targets so that part is ok

Yes I see what you mean. We realised we had set a target the wrong way - without working out the baseline. SLT has videoed so can do that.

Would you then just have the target that he increases the times he looks at people why they speak.

We have a non verbal response target but your idea about saying a specific things is helpful.

Thanks a lot!

Yes probably, either number of times, or duration, though it would have to be appropriate.

It is not appropriate to look at someone speaking if they are doing it in hushed tones and addressing someone else for example.

It could be a stepped target i.e. 'look at the person speaking, wait until they have finished for a count of 2, then say 'hmm'. perhaps even attempt to 'sum up' depending on how complicated.

It;s a bit hard to say really without knowing the capability of your child, the resources available and the actual project context though.

If you have a few moments, perhaps you could look at this with fresh eyes!? I have no idea whether I am being unreasonable or not but I'm getting more and more anxious about it

Thanks Star. DS is really switched on once things are explained to him and keen to practice. This helps.

Sorry Star, I only just saw your post here and went across to your thread.

Thanks.

You know what? I mean what I said before. It would probably be very badly paid, but it would be absolutely wonderful to have an opportunity to work with a boy like yours. He seems from your posts, so straight and keen. All he seems to need is a bit of direction and support from the right person and he could do much of what is required himself, but not without that vital timely support.

I truly hope you get someone that can get the role right.

Thanks Star. You are right Star - I see that when I go into school myself and get him engaged.

Honestly? A peer buddy would be ideal; a sensible dc 3-4y older who can be trained in the targets and data taking, and relied on to follow instructions.

Perhaps a socially skilled year 6 with maths difficulties who needs a discreet programme with a chance to practice these basic year 3 numeracy skills

Cos otherwise your dopey TA will wreck the programme and ds will never try it again. And it'll be her, they've not got her replacement yet.