{"id":13346,"date":"2021-07-08T14:26:58","date_gmt":"2021-07-08T13:26:58","guid":{"rendered":"https:\/\/www.talkingmats.com\/?p=9936"},"modified":"2021-11-05T16:43:26","modified_gmt":"2021-11-05T16:43:26","slug":"sex-and-relationships-part2","status":"publish","type":"post","link":"https:\/\/www.talkingmats.com\/sex-and-relationships-part2\/","title":{"rendered":"Sex and Relationships \u2013 Using Talking Mats to assess understanding of concepts and vocabulary that keep you safe (Part Two)"},"content":{"rendered":"<p><strong><span data-contrast=\"none\"><span data-ccp-parastyle=\"Normal (Web)\">Thanks to Kate Boot for the second part of her interesting blog describing her use of&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">Talking Mats to assess&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">and teach&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">understanding of concepts and vocabulary related to Relationships and Sex Education,<\/span><span data-ccp-parastyle=\"Normal (Web)\">&nbsp;illustrating use of Talking Mats in a teaching context. Check out the first part of her blog here:&nbsp;<\/span><\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">&nbsp;<\/span><\/strong><a href=\"https:\/\/www.talkingmats.com\/sex-and-relationships-part-one\/\">https:\/\/www.talkingmats.com\/sex-and-relationships-part-one\/<\/a><\/p>\n<p><span data-contrast=\"none\"><span data-ccp-parastyle=\"Normal (Web)\">In the second part of this two-part&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">blog series,<\/span><span data-ccp-parastyle=\"Normal (Web)\">&nbsp;I explore how using Talking Mats enables us to review the progress of linguistic and pragmatic understanding within the context of Relationships and Sex Education.&nbsp;<\/span><\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">&nbsp;<\/span><\/p>\n<p><span data-contrast=\"none\"><span data-ccp-parastyle=\"Normal (Web)\">Considering&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">the speech and language therapist\u2019s&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">focus is on increasing&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">a person\u2019s<\/span><span data-ccp-parastyle=\"Normal (Web)\">&nbsp;linguistic and pragmatic understanding we also use talking mats to explore potential target vocabulary<\/span><span data-ccp-parastyle=\"Normal (Web)\">&nbsp;and concepts<\/span><span data-ccp-parastyle=\"Normal (Web)\">.&nbsp; Drawing on the best evidence-based practice from the developmental literature (Steele and Mills, 2011; Justice et al, 2014; Lowe et al, 2018) we need to use a variety of methods to teach the underpinning vocabulary which wider RSE concepts relate to or hinge upon, e.g., safe, consent, power and control.&nbsp;&nbsp;<\/span><\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">&nbsp;<\/span><\/p>\n<p><span data-contrast=\"none\"><span data-ccp-parastyle=\"Normal (Web)\">Using Talking Mats enables me to assess what the student already knows or understands of the vocabulary, which in turn informs the ongoing therapy programme, e.g., the degree of prompting or support needed to learn new words and to apply them to situational contexts.&nbsp; We repeat these activities throughout the academic year to evaluate how well the therapy programme is going and how the young adult\u2019s understanding is developing.&nbsp;<\/span><\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">&nbsp;<\/span><\/p>\n<p><span data-contrast=\"none\"><span data-ccp-parastyle=\"Normal (Web)\">Thinking back to Young Adult B&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">from the first part of this blog<\/span><span data-ccp-parastyle=\"Normal (Web)\">, from their initial assessment, it was evident that they did not understand the word \u2018safe\u2019, therefore applying the evidence base described above we spent one term working on developing their understanding using a variety of communication friendly strategies.&nbsp; They even wrote&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">two&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">song<\/span><span data-ccp-parastyle=\"Normal (Web)\">s<\/span><span data-ccp-parastyle=\"Normal (Web)\">&nbsp;about the word \u2018safe\u2019<\/span><span data-ccp-parastyle=\"Normal (Web)\">&nbsp;to the tune of Jingle Bells and Ariana Grande\u2019s \u2018Thank&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">u<\/span><span data-ccp-parastyle=\"Normal (Web)\">, next\u2019<\/span><span data-ccp-parastyle=\"Normal (Web)\">.&nbsp; Towards the end of the term, we completed a talking mat activity to review their progress<\/span><span data-ccp-parastyle=\"Normal (Web)\">.&nbsp; As I referred to in Part One it\u2019s important to give control to the \u2018thinker\u2019, it is their mat.&nbsp;&nbsp;<\/span><\/span><\/p>\n<p><span data-contrast=\"none\"><span data-ccp-parastyle=\"Normal (Web)\">Moving forwards, we will&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">continue to&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">review their progress using Talking Mats, which combined with the data from other best evidence-based practice will be used to determine the increase in their word knowledge which in turn, should develop their self-awareness and improve their skills needed to make decisions about sexual relations.&nbsp;&nbsp;<\/span><\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">&nbsp;<\/span><\/p>\n<p><strong><span data-contrast=\"none\">Kate Boot is Clinical Lead, Specialist Speech and Language Therapist and Sensory Integration Practitioner at Phoenix Learning and Care.&nbsp;&nbsp; To share ideas or chat further about this work you can contact her via Twitter @SLTinSEND or LinkedIn&nbsp;<\/span><span data-contrast=\"auto\">www.linkedin.com\/in\/kate-boot-salt<\/span><span data-ccp-props=\"{}\">&nbsp;<\/span><\/strong><\/p>\n<p><b><span data-contrast=\"none\"><span data-ccp-parastyle=\"Normal (Web)\">References<\/span><\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">&nbsp;<\/span><\/p>\n<p><span data-contrast=\"none\"><span data-ccp-parastyle=\"Normal (Web)\">J<\/span><span data-ccp-parastyle=\"Normal (Web)\">ustice, L. M., Schmitt, M. B., Murphy, K. A., Pratt, A., &amp;&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">Biancone<\/span><span data-ccp-parastyle=\"Normal (Web)\">, T. (2014). The \u2018robustness\u2019 of vocabulary intervention in the public schools: targets and techniques employed in speech\u2013language<\/span><span data-ccp-parastyle=\"Normal (Web)\">&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">therapy. International Journal of Language &amp; Communication Disorders, 49(3), 288-303.<\/span><\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">&nbsp;<\/span><\/p>\n<p><span data-contrast=\"none\"><span data-ccp-parastyle=\"Normal (Web)\">Lowe, H., Henry, L.,&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">Mu\u0308ller<\/span><span data-ccp-parastyle=\"Normal (Web)\">, L. M., &amp; Joffe, V. L. (2018). Vocabulary intervention for adolescents with language disorder: a systematic review. International Journal of Language &amp; Communication<\/span><span data-ccp-parastyle=\"Normal (Web)\">&nbsp;<\/span><span data-ccp-parastyle=\"Normal (Web)\">Disorders, 53(2), 199-217.<\/span><\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">&nbsp;<\/span><\/p>\n<p><span data-contrast=\"none\"><span data-ccp-parastyle=\"Normal (Web)\">Steele, S. C., &amp; Mills, M. T. (2011). Vocabulary intervention for school-age children with language impairment: A review of evidence and good practice. Child Language Teaching and Therapy, 27(3), 354-370<\/span><span data-ccp-parastyle=\"Normal (Web)\">.<\/span><\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">&nbsp;<\/span><\/p>\n<p><span data-ccp-props=\"{}\">&nbsp;<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Thanks to Kate Boot for the second part of her interesting blog describing her use of&nbsp;Talking Mats to assess&nbsp;and teach&nbsp;understanding&hellip;<\/p>\n","protected":false},"author":8,"featured_media":13852,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[8,24,15],"tags":[13,16,23,65],"class_list":["post-13346","post","type-post","status-publish","format-standard","hentry","category-blog","category-communication-difficulties","category-learning-disability","tag-talking-mats","tag-learning-disability-2","tag-communication-difficulties","tag-goal-setting"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - 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