Understand the speech, language and communication needs of children and young people with behavioural, social and emotional difficulties.
This subtopic explores the complex interplay between speech, language and communication needs (SLCN) and behavioural, emotional and social difficulties (BESD) in children and young people. It highlights how unrecognised communication challenges can manifest as challenging behaviour, and how tailored support strategies can break this cycle. Learners will gain practical insights into adapting environments and collaborating with multi-agency teams to foster positive outcomes.
Assessment criteria
Topic Overview
The Ascentis Level 3 Award in Supporting Children and Young People's Speech, Language and Communication is a specialist qualification designed for those working with children and young people in settings such as schools, early years, or youth services. It focuses on understanding the typical development of speech, language, and communication (SLC) from birth to 19 years, and how to identify and support children with SLC needs. This award is part of the wider Health & Social Care occupational framework, equipping learners with practical strategies to promote communication and remove barriers, which is essential for children's overall development, learning, and social inclusion.
The qualification covers key areas including the stages of SLC development, the role of adults in supporting communication, and how to adapt environments and interactions to meet individual needs. It also addresses common speech, language, and communication needs (SLCN) such as delayed speech, language disorders, and conditions like autism or hearing impairment. Understanding these concepts is crucial for anyone in a supporting role, as effective communication underpins all aspects of a child's life, from academic achievement to emotional wellbeing. This award ensures that support staff can work confidently alongside speech and language therapists and other professionals to implement targeted interventions.
Within the broader Health & Social Care curriculum, this award complements other qualifications on child development, safeguarding, and inclusive practice. It emphasises the importance of early identification and intervention, which can significantly improve outcomes for children with SLCN. By mastering this content, students will be better prepared to support children's communication in everyday settings, contributing to their overall development and helping them to reach their full potential.
Key Concepts
Core ideas you must understand for this topic
- →Typical speech, language, and communication development: Understand the milestones from birth to 19 years, including pre-linguistic skills, vocabulary expansion, grammar, and social use of language (pragmatics).
- →Speech, language, and communication needs (SLCN): Recognise the difference between a delay (slower development) and a disorder (atypical development), and common conditions like developmental language disorder (DLD), dyspraxia, and selective mutism.
- →The role of the adult: Use strategies such as modelling, repetition, open-ended questions, and active listening to scaffold communication. Adapt the environment (e.g., reduce noise, use visual supports) to facilitate interaction.
- →Working with professionals: Collaborate with speech and language therapists (SaLTs), teachers, and parents to implement individualised plans (e.g., EHCP targets) and monitor progress.
- →Inclusive practice: Ensure all children, including those with English as an additional language (EAL) or SEND, have equal opportunities to communicate. Use person-centred approaches and celebrate diverse communication styles.
Learning Objectives
What you need to know and understand
- Analyse the reciprocal relationship between language difficulties and behavioural, emotional and social development.
- Evaluate support strategies that promote positive communication for children and young people with BESD.
- Adapt existing behavioural support plans to accommodate identified speech, language and communication needs.
- Demonstrate collaborative working with families and other professionals to reinforce communication development.
- Assess the impact of communication-friendly environments on reducing behavioural incidents.
- Explain how social and emotional contexts influence language development and behaviour.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating clear understanding of the bidirectional link between SLCN and BESD, supported by research or practice-based examples.
- Credit given for proposing specific, practical adaptations to a setting or activity that address communication barriers.
- Evidence of effective partnership working, such as meeting notes, referral records, or collaborative plans, should be present.
- Expect use of professional frameworks (e.g., SLCF) to underpin rationale for strategies.
- Look for reflection on how adapted strategies led to measurable improvements in behaviour or communication.
Assessment Guidance
Guidance for achieving higher grades
- 💡Use real-life case studies to ground theoretical knowledge in practice; ensure you link SLCN to observable behaviour.
- 💡Explicitly reference professional frameworks like the Speech, Language and Communication Framework (SLCF) to strengthen arguments.
- 💡When discussing multi-agency working, name specific roles (e.g., speech and language therapist, educational psychologist) and their contributions.
- 💡Always demonstrate how your proposed strategies can be realistically implemented within the constraints of a typical setting.
- 💡Use specific examples from practice: When answering questions about supporting SLCN, refer to real or plausible scenarios (e.g., using a now-and-next board for a child with autism). This shows you can apply theory to practice.
- 💡Link to developmental norms: Always reference typical milestones when discussing delays or disorders. For example, 'A 3-year-old typically uses 3-4 word sentences, so a child using only single words may need targeted support.'
- 💡Emphasise the role of the environment: Examiners look for awareness of how physical and social factors (e.g., seating, noise, adult language) impact communication. Mention strategies like reducing background noise or using visual cues.
Common Mistakes
Common errors to avoid in your coursework
- Assuming that challenging behaviour is solely due to communication difficulties without considering other factors.
- Failing to recognise the impact of social and emotional contexts on language development.
- Over-reliance on a single strategy without tailoring to the individual child's specific needs and preferences.
- Neglecting to involve the child or young person in planning their own communication support.
- Misconception: 'Speech and language are the same thing.' Correction: Speech refers to the physical production of sounds (articulation, fluency), while language is the system of words and rules used to convey meaning (vocabulary, grammar). Communication includes both, plus non-verbal cues like gestures and eye contact.
- Misconception: 'Children will grow out of speech and language difficulties.' Correction: While some mild delays resolve spontaneously, many SLCN persist without intervention. Early support is critical to prevent secondary issues like behavioural problems or literacy difficulties.
- Misconception: 'Only speech and language therapists can support SLCN.' Correction: Support staff play a vital role in daily interactions, reinforcing strategies recommended by SaLTs. With proper training, they can implement interventions like visual timetables or language groups effectively.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for ASCENTIS Understand the speech, language and communication needs of children and young people with behavioural, social and emotional difficulties.
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of child development (e.g., typical milestones from birth to 5 years).
- •Knowledge of inclusive practice and the legal framework (e.g., Equality Act 2010, SEND Code of Practice).
- •Familiarity with the roles of different professionals in Health & Social Care (e.g., SaLTs, teachers, teaching assistants).
Coursework AI Review
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Key Terminology
Essential terms to know
- SLCN-BESD bidirectional link
- Positive communication support
- Environmental and activity adaptations
- Multi-agency partnership working
- Impact of social and emotional contexts
- Individualised outcome-focused planning
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