Intervention programme

The manualised intervention framework proposes an interaction between three major factors: social understanding, language pragmatics and language processing. It allows the individual assessment priorities of children who have PLI to be mapped to the intervention programme.

Social Understanding and Social Interaction (SUSI)

Social Understanding and Social Interaction (SUSI) is the understanding, reading and processing of non-verbal cues and inferring meaning from predictable social scenarios. Thus the ability to read subtle ongoing social cues forms the underpinnings for successful social adaptation, a skill necessary for reciprocal relationships, friendships and appropriate interactions. Many of these skills are developed over a life time with experience of enhanced social interactions. Social understanding is facilitated through adult scaffolding and generalized by other adults in the child’s environment i.e. school and home. 

  • SUSI: understanding routines (gallery)
    Children can develop routines anywhere and these are not always easy for parents to manage. This story shows one possible change to a routine that started in the supermarket.
  • SUSI: understanding emotion (gallery)
    Understanding how feelings change and relate to each other is essential in developing social understanding.
  • SUSI: sample activity (Word 64 KB)

Pragmatics (language and non-verbal)

Pragmatics (language and non-verbal) refers to that part of language development concerned with the contextual influences on the use of formal aspects of language. These influences are linguistic forms which children learn to match up with linguistic and physical contexts in development; learning the effective language forms for different personal intentions, learning how to manipulate language forms in context to convey changes of meaning, learning the rules of conversational exchanges, tuning into and using the subtleties of informal playground speech so that the child can ‘fit in’. 

Language processing

Language Processing refers to the understanding and production of linguistic forms, including grammatical and semantic competence. The underlying rationale is that work on linguistic competence supports the understanding and expression of social conventions but also, crucially, supports the development of complex verbal understanding through which complex social ideas are often conveyed.