Colourful semantics

Colourful Semantics uses coloured visual prompt cards to ‘show’ the structure of a sentence so that the structure of a sentence (syntax) is linked with its meaning (semantics). It was originally developed for use with children with severe specific language impairment by Bryan (1997) and relatively recently adapted for use in mainstream school settings.

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  • Colourful semantics

    Colourful Semantics uses coloured visual prompt cards to ‘show’ the structure of a sentence so that the structure of a sentence (syntax) is linked with its meaning (semantics). It was originally developed for use with children with severe specific language impairment by Bryan (1997) and relatively recently adapted for use in mainstream school settings.

    Evidence Rating: Moderate

  • TeaCHH

    This treatment was originally designed by the researchers in The University of North Carolina in 1966 by Eric Schopler (Schopler & Reichler, 1971) and aims to develop Autistic children’s communication skills alongside cognition, perception, imitation and motor skills (Eikeseth, 2009), though speech and language problems are not an intervention priority for TeaCCH.

    Evidence Rating: Indicative

  • Pre-teaching vocabulary

    PTV provides a principled, evidenced approach for demonstrating, modelling and teaching children how to learn new words in order to promote independent word learning. It aims to support and scaffold the naturalistic way teachers already discuss new words in their classrooms by providing a structured pathway for word learning, ensuring children learn the words well enough to understand and use them effectively.

    Evidence Rating: Indicative

  • Picture exchange communication system

    Picture Exchange Communication System (PECS) was originally developed for children with autism to improve their communication skills (Bondy and Frost, 1994). It is specifically designed for the children to communicate with picture cards but with little or no spoken language and is a specific, manualised intervention.

    Evidence Rating: Moderate

  • Electropalatography (EPG)

    Electropalatography (EPG) is a computer-based instrument used by specialists, which gives information on the location and timing of the tongue’s contact with the hard palate during continuous speech.

    Evidence Rating: Moderate

  • Makaton

    Makaton is a language programme using signs and symbols to help people communicate. Designed over forty years ago, it is aimed at adults and children with learning difficulties although it has been used more widely for children learning to speak. The signs and symbols can be used either as a main method of communication or as a way to support verbal communication and the development of early language.

    Evidence Rating: Moderate

  • Visualising and verbalising

    Visualising and Verbalising (Bell, 1987) is a technique used to help understanding of language in language-impaired students. Visualising and Verbalising aims to improve mental imagery skills, which then help listening and reading comprehension.

    Evidence Rating: Moderate

  • Thinking together

    Thinking together is a dialogue-based approach to the development of children's thinking and learning using talk as a tool for thinking. It connects the development of children's 'thinking skills' to the development of their communication skills and curriculum learning.

    Evidence Rating: Moderate

  • Social Use of Language Programme

    Developed by Wendy Rinaldi, the Social Use of Language Programme focuses on Social Communication Skills and Self/Other Awareness. It uses a multi-sensory approach and builds children's knowledge of what they know about social interaction (metacogntion) It aims to support children and adolescents to understand fully the skills being learned, before practising and using them in real-life situation

    Evidence Rating: Indicative