Assessment Criteria 2.4
Explain how positive changes to the communication environment can support communication development for children and young people with behavioural, emotional and social difficulties.

There are many positive changes to the communication environment which can be made to support the communication development of children with BSED, and some have already been outlined in Assessment 2.2 and 2.3.

Other positive changes may include using visual support in the form of picture cards, makaton signs or even pointing to objects when speaking. This gives further clarification to our speech and helps a child with communication difficulties understand what is being taught or requested of them, which in turn will prevent any
All children can benefit from having information clarified and reiterated especially rules and boundaries, so this doesn’t need to be a direct communication just towards the child with extra needs. If a child is made to feel different than their peers in a classroom, they may react to this in a negative manner as it accentuates their extra needs and draws attention to them which may be unwanted. Their reactions may be to become more withdrawn and show less pro-social skills, or to display disruptive or even aggressive behaviour in order to express their feelings of upset. A child with BSED and communication difficulties may not understand their work or what is required of them and we must encourage ways of the child asking for help, as well as us pro offering support. One way to do this within a classroom environment could be to use playing cards, with each pupil having a card each, and if they require help they can turn the card over on their desk, so only the teacher can see, avoiding drawing attention to themselves by having to put their hand up and request help and reducing any embarrassment they may feel.

Simple reward charts work well with most children but need to be realistic regarding expectations and consistent in recognizing achievements. This could be done as an overall class chart or individual charts for each child aimed at specific development areas. The