Understand the Speech, Language and Communications Needs of Children and Young People with Behavioural, Social and Emotional Difficulties

Unit ID:
CCY442
Unit Code:
KB63CY002
Level:
Three
Credit Value:
3
Sector:
14.1
LDCS:
KB6
GLH:
25
Last registration date:
31/10/2029
Lower age restriction:
16
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Purpose and Aim

This unit explores the way in which behaviour, social and emotional difficulties are linked with speech, language and communication and provides effective ways to support the speech, language and communication development of children and young people with behaviour, emotional and social difficulties

Learning Outcomes

The learner will

Assessment Criteria

The learner can
1. Understand the links between language, behaviour, emotional and social development difficulties
1.1Explain why behaviour can be seen as a means of communication
1.2Explain, with examples, how speech, language and communication needs may affect behavioural, emotional and social development in children and young people
1.3Review and report on relevant research about the incidence of speech, language and communication needs and behavioural, social and emotional difficulties in children and young people
1.4Describe the range of behavioural, emotional and social difficulties that children and young people may experience and how they can affect speech, language and communication development
2. Understand how to support positive speech, language and communication development for children and young people with behavioural, emotional and social difficulties
2.1Identify key barriers to behavioural, social and emotional development that are experienced by children and young people with speech, language and communication needs
2.2Explain effective strategies to overcome barriers to support the speech language and development of children and young people with behavioural, emotional and social difficulties
2.3Explain how adapting adult language and interactions can support a child’s behaviour, emotional, social skills, as well as support their communication development
2.4Explain how positive changes to the communication environment can support communication development for children and young people with behavioural, emotional and social difficulties
3. Understand how to adapt strategies and approaches to behavioural, emotional and social development to meet speech, language and communication needs
3.1Identify and explain current evidence based approaches to understanding children and young people’s behaviour
3.2Explain how setting wide strategies to promote positive behaviour and emotional and social development can be adapted to support children and young people with speech, language and communication needs
3.3Explain, using examples, how individual strategies to promote positive behaviour and emotional and social development can be adapted to support children and young people with speech, language and communication needs
4. Know how to work with others in order to support the speech, language and communication development of children and young people with behavioural, emotional and social development needs
4.1Explain ways to work with parents and families in supporting children and young people’s speech, language and communication needs that also promotes positive behaviour
4.2Explain the roles of other professionals who may be involved in joint or integrated working to promote positive behaviour and emotional and social development needs of children and young people

Assessment Methods:

There are no prescribed assessment methods for this unit. Assessments used should be fit for purpose for the unit and learners, and generate evidence of achievement for all the assessment criteria.

Assessment Information:

Range of behaviour may include:

  • withdrawn or isolated
  • disruptive and disturbing
  • hyperactive and lacking concentration
  • immature social skills
  • challenging behaviours arising from other complex special needs
  • emotional disorders
  • conduct disorders/hyperkinetic disorders
  • anxiety
  • self-harm
  • school phobia
  • depression.
Positive changes may include:
  • increased accessibility of the language used in behaviour management techniques
  • ensuring children and young people understand verbal and written information
  • clear visual support making rules, routines and boundaries clear, explicit and understandable.
  • decreasing visual and auditory distractions
  • increased staff awareness and skills
  • ensuring approaches which support children to ask for clarification.

If not specifically stated in the assessment information, a plural statement in any assessment criterion means a minimum of two.

Other Mappings:

Mapping to National Occupational Standards (NOS) and the Knowledge and Skills Framework(KSF) for the NHS.

CCLD 337 Create environments that promote positive behaviour 

Assessor Requirements:

There is no information regarding specific assessor requirements for this unit. Centres should select assessors who are trained in assessment, and who have subject specific competence to assess at this level.