Using creative and performative methods is central to engaging children in fun and inspiring learning. This hands-on guide provides activities, quick tips and advice for developing performance and creative skills to support delivery of the Early Years Foundation Stage (EYFS). Each chapter focuses on a particular method, including storytelling,…

The article reviews the various nonspeech options available to clinicians and educators, and it discusses them critically with regard to behavioral characteristics of the autistic and autistic-like individual. (Author)

Communication or picture boards are described as a successful alternative method for teaching language skills to mentally handicapped students. Reasons for using the communication board are pointed out, procedures for adapting the boards to meet classroom and student needs are considered, and requirements for board design are reviewed. (SBH)

Suggests the use of audiovisual aids in the place of discursive language to teach poetry appreciation. Examples are provided for use with French poetry. (AM)

Urges the conscious study of personal and professional gestures in elementary school so that children can become fully effective communicators and interpreters of communication. (DD)

Discusses three principles of effective conflict resolution that can be taught in the classroom: communication occurs in two channels, verbal and nonverbal; certain behaviors or skills employed by mates during conflict resolution have been found to discriminate between happy and unhappy spouses; and marital discussions during conflict have three…

This guide addresses issues facing the parents, teachers and caregivers of children who are unable to use normal speech as a means of communication. It focuses on people who are intellectually disabled or children who are starting to use augmentative communication. The guide includes the following topics: the nature of communication; an overview…

Describes a card game intended to give practice in detecting and controlling non-verbal behaviors. (NHM)

In Part 2 of a two-part article individual educational program objectives are applied to nonverbal communication areas as follows: proxemics, or the use of distance, spatial arrangements, and territories; vocalics, or the use of prosodic, paralinguistic, or nonlinguistic features; and artifactual cues involving clothing and cosmetics. (Author/SBH)

Describes the Interpersonal Perception Task (IPT), a videotape of brief scenes for teaching about verbal and nonverbal communication. Reports that the IPT includes all communication channels, several categories of interaction, and an objective criterion of accurate judgment. Discusses communications cues, using the IPT to introduce research…

The manual examines ways in which nonprofessional group home health care workers can enhance the communication and interaction skills of developmentally disabled clients. The communication process is explored in terms of information exchange, both verbal and nonverbal. Examples of vocal, nonvocal, and echolalic speech are offered and suggestions…

The paper discusses general types of nonverbal behavior (NVB) and encourages teachers to use NVB influences in the classroom. (Contains eight references.) (LB)

Suggests exercises, activities, and materials teachers can use to help students increase awareness of the nonverbal aspects of communication. (RB)

Outlines some recent theoretical discussions of silence as communication. Describes nine exercises the speech communication instructor can use to teach silence and shows which specific function of silence each exercise teaches. (JMF)

Suggests ways of gradually developing delivery skills in public speaking by students in business speech courses. (RL)