SKILLS Expressive Language CPD & Parent Course 
Effective Methods to Teach Expressive Language to SEN Learners 0-22 years of age

Individuals with autism and an intellectual delay often present with complex communication difficulties.
​The use of multi-modal and individualised communication supports are often used to develop and extend their communication abilities across a range of learning.  Understanding how individuals with autism learn language and process information is critical in the design and implementation of communication supports, including Augmentative & Alternative Communication (AAC).
This online course called How to Teach Expressive Language Skills to Learners with SEN  will cover the development of verbal communication and elements of the AAC systems to develop expressive communication: making requests, labelling, describing, summarising.
If you would like to get training in AAC communication systems, please order separate evidence-based training (EBPs) called Picture Exchange Communication System (PECS) 
​
View Expressive Language Curriculum to see some of the IEP goals and skills we will be working on in this CPD course.

Organizer : EDUCATION & BEHAVIOUR CONSULTING T/A AUTISM CONSULTING ONLINE 
If:

• you want to find out how a SEN teacher, a mainstream teacher, a special needs assistant, a therapist or a parent can effectively support a SEN learner in acquiring foundational and more advanced skills to help them get ready for pre-school or primary, post-primary or special school
• you want to implement the most effective selected techniques that are both attractive and motivating for your SEN learner to encourage them to collaborate with you, while learning not only school readiness skills, but also the important skills in other inter-related areas, such as: motor skills, receptive and expressive language, social emotional skills and play and leisure skills
• you consider it important to diversify the long-term therapeutic and educational processes and use comprehensive methods to target multiple areas with your child or pupils/clients
• you want to get confidence in how to effectively and correctly modify the activities, techniques and goals by gradual implementation of various elements of evidence-based practices in your work or life with a SEN learner
• you always do your best to adjust the activities and a level of difficulty, based on your learner's unique learning profiles and their individualised needs.

If one or more of those statements applies to you, take part in this meaningful and practical certified online training, during which you will learn how to smoothly implement best solutions that are easy to implement
in the classroom, in the clinic and at home.

This online training on How To Teach Expressive Language Effectively is divided into 2 forty-minute blocks to allow for the most effective use of the training time while having your questions answered by a an expert SEN teacher who is a therapist, an education & behaviour consultant and a mother of an ASD child. This training is for you if you want to get important knowledge on how to shape your practical teaching skills. Additional questions you may have can be addressed via email, a live chat during the course or during your 1-1 online consultations.

During your online training on Using effective methods to teach Expressive Language to SEN Learners,
you will find out about:

• Prerequisites to develop Expressive Language skills - core skills
• How to skilfully select therapeutic and teaching methods and what are they that will best help in work on Expressive Language skills
• How to expand the learner's skills onto a few other related areas while still focusing on Expressive Language skills
• How to skilfully apply teaching techniques and select activities to allow for the generalisation of skills
• How to select IEP goals and measure progress
• How to troubleshoot and effectively search workable solutions during your activities with your learner.

Detailed course programme:

• challenging behaviours and its functions
• motivational strategies in the classroom and in 1-1 work
• individualised motivational contracts with pupils
• significance of ongoing attention and approval provided to a pupil throughout the day 
• the significance of proactive activities.

A practical part of each SKILLS course will relate to creating behavioural contracts, motivational systems and proactive activities that are important to effectively teach specific SKILLS in your selected course/s. We will find out how to easier teach specific skills if we have the right system in place in our classroom or at home.

​Part 1

• The impact of a neurodevelopmental delay on the development of sensory motor functions, cognition, social emotional learning, language and social communication - why the early childhood stimulation of those areas is crucial in setting up any SEN learner for the best possible success in the school years and in adulthood
• Common deficits in SEN and related neurodevelopmental disorders and how to effectively target those deficits
• Warning signs in the dysfunction of neurological processes that lead to insufficient school readiness that impacts all other areas of development
• How to skilfully select some of the evidence-based practices to address expressive skills and match them ​to your learner's unique profile.

Part 2

• Stimulation of Expressive Language development based on implementing selected core and main activities and matching IEP goals and procedures to address the development of those skills
• Examples of IEP goals and selection of best educational and therapeutic strategies to stimulate Expressive Language skills in a hierarchical sequence
• Useful activities and suggested materials as supportive components of any quality pre-academic skills lesson / session at home, in school or in the clinic
• Troubleshooting and examples of how to best resolve problems that may arise during a session / lesson
• Collaboration between family home and school / clinic - how to better carry out joint intervention activities to enhance generalisation of skills in a naturalistic setting and in the community
• Selected ready lesson plans from the list below to teach the following skills:

Area: Core
1 Making Requests by Pointing
2 Making Requests by Using Word or Sound Approximations
3 Making Requests By Giving a Picture Card
Area: Labeling, Describing, & Summarizing
4 Labeling Objects
5 Labeling Objects by Using a Voice-Output Device
6 Tacting
7 Labeling Pictures by Using a Voice-Output Device
8 Labeling Familiar People in Pictures
9 Labeling Body Parts in Pictures
10 Labeling Colours
11 Labeling Colours - Incidental Teaching
12 Labeling Shapes
13 Labeling Verbs in Pictures
14 Labeling Rooms in Pictures
15 Labeling Places in Pictures
16 Labeling Function of Objects - Incidental Teaching
17 Labeling Letters
18 Labeling Community Helpers in pictures
19 Labeling Parts of Objects
20 Labeling Categories
21 Labeling Categories - Incidental Teaching
22 Naming Items in a Category
23 Naming Days of the Week
24 Labeling Function of Body Parts
25 Labeling Function of Rooms
26 Labeling Function of Community Helpers
27 Labeling Adjectives
28 Labeling Adjectives - Incidental Teaching
29 Labeling Prepositions
30 Labeling Prepositions - Incidental Teaching
31 Labeling Objects in View When Described
32 Labeling Objects Out of View When Described
33 Describing Objects in View - Incidental Teaching
34 Describing Objects by Attribute, Function and Category
35 Describing Pictures Using a Voice-Output Device
36 Describing Pictures
37 Labeling Gender
38 Labeling Emotions
39 Labeling Same and Different
40 Labeling parts of a Calendar
41 Naming Months of the Year
42 Naming Opposites
43 Labeling Before and After
44 Naming Rhyming Words
45 Naming What Goes Together
46 Naming What Belongs in a Room
47 Naming What is Missing
48 Naming What is Wrong
49 Describing a Sequence of Pictures
50 Sequencing Word Cards to Describe a Picture
51 Describing Cause and Effect
52 Describing Similarities and Differences
53 Describing How Things Work
54 Describing How Things Work - Incidental Teaching
55 Describing How to Do Something
56 Providing Explanations
57 Retelling Stories
58 Making Predictions about Actions in Pictures
59 Telling a Story about a Topic

Area: Speech & Grammar
60 Using Singular and Plural
61 Using Negatives
62 School: Modulating Voice Volume
63 Using Correct Verb Tense
64 Using Pronouns
65 Using Possessive Pronouns
66 Labeling Parts of Speech
Area: Verbal Interaction
67 Answering "What do you want?" By Using a Communication Device
68 Making Requests Using a Voice-Output Device
69 Completing Fill-Ins
70 Responding with Yes When Name is Called
71 Responding Verbally when Name is Called
72 Responding to “Where are you?”
73 Using a Variety of Statements to Make Requests
74 Answering Social Questions
75 Answering Social Questions By Using Written Cards
76 Answering Social Questions Using a Voice-Output Device
77 Answering General Knowledge Questions
78 School: Answering Choice Questions
79 Saying “I don’t know”
80 Saying “I don’t understand”
81 Using Simple Sentences
82Answering Social Questions with Full Sentences
83 Answering Yes-No Questions
84 Answering Questions about an Object
85 Answering Questions about a Picture
86 Answering Questions about a Topic
87 Answering Questions about a Calendar
88 Answering Questions about Seasons
89 Answering Questions about Holidays
90 Answering Questions about a Story told Aloud
91 Answering Questions about a Video
92 Answering If Questions
93 Answering Questions about Animal Habitats
94 Asking for Missing Objects
95 Asking “What is that?”
96 Asking "What's that?" - Incidental Teaching
97 Answering Why and Who
98 Asking What a Person is Doing
99 Asking for and Delivering Objects from Others
100 Asking for and Reporting Information
101 Delivering a Message
102 Following the Instruction “Ask” vs. “Tell”
103 Asking for Clarification
104 Manding using WH
105 Giving Information to Clarify