2.4 Compare different examples of how strategies and targets have been used to support children and young people with speech, language and communication needs

This guide will help you answer 2.4 Compare different examples of how strategies and targets have been used to support children and young people with speech, language and communication needs.

What Speech, Language and Communication Needs Mean

Speech, language and communication needs (SLCN) cover a wide range of difficulties. These can include problems with forming sounds, understanding words, expressing ideas, or following conversations. Needs might be short term or long term. Some children need support because of developmental delay. Others may have diagnosed conditions such as autism, Down syndrome or hearing loss.

Support often focuses on:

• Improving speech sounds
• Building vocabulary
• Supporting comprehension
• Helping with social use of language

Purpose of Strategies and Targets

Strategies are the methods used to help meet a child’s communication goals. Targets are the specific aims set for that child over a period. Together they guide the work of teachers, speech and language therapists, and support staff. Strategies outline how to help. Targets give measurable points to reach.

Clear targets give direction. They help track progress and identify when changes are needed. Strategies give staff tools to help the child achieve the targets.

Example One: Use of Individual Education Plans

An Individual Education Plan (IEP) is a document that sets out agreed goals for a child. It is common in UK schools for children with additional needs. Targets on the IEP might be linked to speech clarity or understanding instructions.

Example targets could be:

• Produce a clear ‘s’ sound in words during structured activities three times per week
• Follow two-step instructions during group work without prompts

Strategies to meet these might include:

• Daily phonics activities focusing on problem sounds
• Use of visual cue cards for instructions
• Modelling correct speech sounds in a calm, repetitive way

Comparison point: IEP targets are highly specific and often short-term. They are measurable and reviewed regularly. The strategy is individualised, often one-to-one or small group. This approach is structured and led by the education team but often guided by a speech and language therapist.

Example Two: Use of Speech and Language Therapy Programmes

Speech and language therapists often design programmes for children to follow at home and school. Targets here may be more clinically focused, involving specific language structures or sound production skills.

Example targets could be:

• Use of correct past tense verbs in conversation five times during a session
• Naming pictures accurately without hesitation for a set list of items

Strategies could include:

• Picture naming activities
• Role-play scenarios to practise language structures
• Repetition and reinforcement during everyday activities

Comparison point: Therapy programmes are specialist-led. They often require practice in multiple settings. Targets may require professional assessment tools. Strategies are often designed to be used by both teachers and parents with the child.

Example Three: Use of Classroom-Based Environmental Strategies

Some strategies do not focus only on direct work. They change the classroom environment to support communication. For example creating a low-noise space helps children focus on listening and speaking tasks.

Targets here may be broader, such as:

• Respond to teacher’s question in a whole-class discussion at least once per day
• Participate without withdrawal in group reading activity

Strategies could involve:

• Seating a child near the teacher away from noise
• Using visual timetables
• Providing clear consistent routines

Comparison point: These targets are less about specific speech sounds and more about participation. The strategies focus on removing barriers. They involve changes in the environment rather than direct language teaching alone.

Example Four: Peer Support Approaches

Sometimes peers can play a role in helping build communication confidence. A child might have a target such as:

• Initiate conversation with a peer once per day
• Join a game and respond to another child without adult prompt

Strategies could include:

• Buddy systems where a friend helps encourage speech
• Small group projects involving communication tasks
• Practise turn-taking games led by peers

Comparison point: Peer support approaches focus on social communication. Targets are often linked to confidence and interaction. Strategies rely on informal practice and natural conversation within play or work tasks.

Example Five: Use of Augmentative and Alternative Communication (AAC)

Some children need AAC to help them communicate. This could be picture symbols, communication boards or speech generating devices.

Targets could include:

• Select correct symbol for basic needs without adult help
• Use AAC device to answer three questions in morning group

Strategies might involve:

• Introducing new symbols gradually
• Using AAC during all parts of the day
• Practising with both familiar and unfamiliar adults

Comparison point: AAC use shifts focus from speech production to communication access. Targets can be functional and about independence. Strategies centre on training the child and those around them to use AAC consistently.

Comparing the Approaches

IEPs tend to be education-led and align with curriculum needs. They work well for measurable short-term gains.

Therapy programmes are specialist-led, often with more focus on linguistic detail. They require more assessment and professional involvement.

Environmental strategies remove obstacles and support concentration. They do not directly teach speech but create better conditions for learning.

Peer support approaches build social connection and confidence. They are valuable for children with anxiety about speaking.

AAC strategies change the method of communication entirely. They give access to language when speech is limited or absent.

Each method has strengths and limitations. IEPs can be too narrow if not linked to a wider plan. Therapy programmes may be hard to maintain in busy school days. Environmental changes may not target underlying skill gaps. Peer approaches rely on positive group dynamics. AAC requires commitment from everyone in the child’s life.

Best Practice in Setting Targets

Effective targets should be:

• Specific so that everyone knows exactly what is expected
• Measurable so progress can be tracked
• Achievable within the time frame
• Relevant to the child’s needs and daily life
• Time-bound with clear review dates

Involving parents and carers in target-setting helps ensure strategies are used outside school. Working with therapists helps with technical accuracy. Adjusting targets over time keeps them realistic and supports progress.

The Importance of Reviewing Strategies

Reviewing strategies and targets helps keep support effective. If a child achieves a target quickly, it should be updated. If progress is slow, strategies might need to change. This process is often part of IEP reviews or therapy progress reports.

Review means looking at where the child is now compared to where they were. It involves listening to teachers, parents, and the child too.

Linking Strategies and Targets to Everyday Life

Children make better progress when strategies fit naturally into the day. Embedding speech practice in normal routines like snack time, playtime and group work helps reinforce targets.

For example, a target to use plural nouns can be practised when counting items at snack time. An AAC symbol for “help” can be encouraged during building activities.

Training and Support for Staff

Staff need clear guidance on the strategies. This may mean attending training sessions with therapists. Written plans with examples can help staff use strategies correctly. Without this, targets might not be achieved.

Role of Families in Strategy Success

Families can support strategies at home. Regular practice is easier when activities are fun and fit into home life. Support from families makes targets more achievable.

For example:

• Playing word games together
• Reading stories with repeated phrases
• Using AAC during shopping trips

Final Thoughts

Supporting children and young people with speech, language and communication needs requires well-chosen strategies and clear targets. Different approaches suit different needs. An IEP might work best for a child needing structured support in school. AAC might be crucial for one with very limited speech. A therapy programme might suit someone with complex language structure difficulties.

The most effective work happens when education staff, therapists, and families work together. Reviewing and adjusting targets keeps progress on track. Making strategies part of daily life keeps learning natural and ongoing. By understanding the range of approaches and comparing their strengths, workers can choose the best support for each child.