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Special Educational Needs Interventions, Approaches and Strategies seen in EHCPs.

  • Anna and Sarah
  • Feb 2
  • 16 min read

Professional reports, Individual Education Plans (IEPs) and EHCPs often name interventions, approaches and strategies that your child will receive.  This blog explains key interventions and approaches that we regularly see in IEPs and EHCPs.   

 

Professional reports, Individual Education Plans (IEPs) and EHCPs often name interventions, approaches and strategies that your child will receive.  This blog explains key interventions and approaches that we regularly see in IEPs and EHCPs.

If your child has special educational needs, the chances are you have professional reports, IEPs and/or an EHCP that names interventions, approaches and strategies that they must receive.  But what are they?   

 

This is where Empowering Families of Children with SEND step in. Let us guide you through the most common IEP and Section F interventions, approaches and strategies.  


  • The Incredible 5 Point Scale: this is a visual rating scale to support children and young people with being able to identify their current emotional state. It can be individualised to the child/young person, and used as a numerical or colour code 1 – green (I am feeling calm/relaxed/happy). 2 – blue (I am feeling okay/ I can manage ). 3 – Yellow (I am feeling nervous/anxious ). 4 – Orange (I am getting angry/overwhelmed). 5 Red (I am now angry and can’t cope). https://www.5pointscale.com/downloadables.html  

 

 

  • Objects of Reference, these are visuals that are often used for children and young people who find symbols difficult to process. They are visuals that depict the object as the child sees them. They can be a real object, such as bringing the child’s coat to them to signify playtime, a toy car which is the same colour as the child’s parents' car to signify going home, a nappy to signify that it’s time for nappy change. They can also be photographs of the child’s own belongings, teachers, family, cups, clothes – anything that supports the child or young person with understanding routines and expectations.  

 

  

  • Makaton – signs, symbols, and gestures accompanied by speech  – different from BSL (British Sign Language). Makaton is used to support speech, communication, attention and listening skills, and memory.  This is a sign and symbol resource that is often found in schools, and public buildings such as hospitals and paediatric clinics. Many parents will have seen Makaton being used on CBeebies by Justin Fletcher AKA Mr Tumble. Makaton consists of Core Vocabulary followed on with Topic Based Vocab. It is used to support children and young people with a wide range of difficulties including ASD, DLD, Global Developmental Delay, Multi-Sensory Impairment and Down’s Syndrome. https://www.makaton.org/ 

 

  • Sensory Circuits / Sensory Diet – A sensory diet is an individual personalised, comprehensive plan of sensory-motor activities used throughout the day to help a child or young person stay regulated. A sensory circuit is a specific sequence of physical activities, often used in group settings.  A sensory circuit may be just one component of an overall sensory diet. 


Sensory Circuits aim to support achieving a ‘just right state’ in readiness to learn. Whilst primarily used for those with sensory processing needs, Sensory Circuits are valuable to many children. They comprise of three stages. 1 – Alerting, 2- Organising, and 3 – Calming. It is essential that the Sensory Circuit is based upon the individual (or group) presentation and not just delivered in the same way each day. They are best delivered at the start of the school day, after lunch break and just before the return home. They must be fun, engaging and physical. Examples of alerting activities are: bouncing on a therapy ball, marching to a song, running on the spot. organising activities include jumping into and out of a hoop or chalk circle drawn on the floor, popping bubbles, an obstacle course, throwing a bean bag into a bucket. The final activity, the “calming activity” will include yoga stretches, chair press-ups, pushing against a wall with breathing exercises to promote a controlled and relaxed state.  

 

  • Now/Next , First/Then – this is a board, with visuals. The use of consistent visuals is recommended, for example Objects of Reference or Makaton (see above). This is a visual tool to support children with understanding routines and expectations of the day. For example, on arrival at school the symbol/sign for the child’s coat peg may be first, followed by the sign for a sensory circuit (or whatever your child’s initial steps on arrival are). The first step can be the child adding the symbol (or this may already be placed in the Now section), with the addition of the symbol for sensory circuits being added by the adult alongside the child. Once the current activity is completed the Next one is added and the previous one removed. A Now/Next is often used with a whole day visual timetable where each of the day’s activities will be placed, and moved into the Now/Next. https://www.twinkl.co.uk/resource/t-s-111-now-and-next-board 

 

  • PECS – Picture Exchange Communication System, developed in the early 1980’s for supporting those with little to no functional communication. The individual is supported to exchange a single picture of an item or activity that they wish to use or need. For example, a picture of a cup to signify that they are thirsty. This is supported further with the individual being supported to make choices from two or more pictures, for example, a cup of milk or a cup of juice. This is then developed further by the PECS being used on a communication board. https://pecs-unitedkingdom.com/pecs/ 

 

  • Intensive Interaction – developed from a standpoint that it is impossible to support those with communication difficulties without being attuned to them, and understanding each individual's needs and ways of communicating. Intensive interaction is used alongside signs, symbols, objects of reference and modelling of language. Using observation and responding quickly ensures that the child/young person/adult knows that their communication has been acknowledged, and so encourages this to continue. For example, the child uses a gesture to identify thirst, followed by a vocalisation once acknowledgement has been made by the adult supporting, and then the use of an object of reference to identify which drink, and whether a snack would also be appreciated. This develops a strong bond of communication and interaction support. The trust that all efforts at communication will be acknowledged and acted upon. This encourages further attempts at communication and the reciprocal nature of this.  The supporting adult models the language, in a supportive and non-demanding way. “it’s been a while since you had a drink, shall I make you one?”. “Great, what would you like” (use of object of reference), “Shall we have snack too?”  (gesture), “good plan, let’s have a look”, (choice board), and so on. 

 

  • The PACE approach – this is a trauma informed approach to support safe, trusting and meaningful relationships between children and practitioners. Developed by a clinical psychologist who specialises in childhood trauma it is an approach that will often be seen as a ‘whole school approach’ in professional reports and in Section F. It focuses on building trusting emotional connections to form security between child/young person and those around them. PACE stands for: P – play, a playful stance to add fun and engagement to activities and learning, this incudes tone of voice, expression and gesture. A – acceptance, taking a non-judgemental view of behaviour and looking at the cause and not the behaviour. For example, “I can see that when I asked you to put the game away, you were still enjoying yourself, and that made you feel really cross with me. I understand that you must be very annoyed. We can play again, but let’s have that snack when you are ready”. C – curiosity, developing an understanding of the child/young person and why they are feeling the way they do, over questioning them as to ‘why?’. So using phrases such as “It sounds like you are struggling with …” or “ I noticed that you look sad, and was wondering if…” E – empathy, showing that you care about how the child/young person is feeling, and that they can share how they feel, because you can do this together. So, saying, “you have been through so much already, we can work on this together now”.  

 

  • Social Stories – created in the early 1990s by Carol Gray. Social Stories are very brief descriptive, (not directive) statements to support what is happening/going to happen/has happened. They can include visuals as well as written narrative. They follow the format of: Where, When, Who, What, How and Why. They must have a patient, positive and supportive tone, that clarifies, reinforces and summarises the information. They support emotional responses, provide reassurance, and context. A Social Story should contain no more than 7 sentences and be in the first or third person. They are often used alongside Comic Strip Conversations which give further support to identify whys and hows of social communication and interaction. They coach, provide perspective, support self-esteem, understanding and self-advocacy.  To write and deliver social stories, a member of staff must receive training from an Educational Psychologist, Specialist Teacher or SENDCo.  https://carolgraysocialstories.com/social-stories/ 

 

  • Lego Therapy – a group based therapeutic intervention, with each session lasting around an hour. Lego Therapy supports social communication, collaboration, turn taking, friendships, and language skills, for children and young people aged 5 years and over. Each child or young person has a role to play, Facilitator, Engineer, Supplier, and Builder, with roles being swapped within each session. Each participant is encouraged to describe the bricks they need and where they need to go in the design – “I need a red six, to go under the yellow two”. Freestyle Lego Therapy is when, as a group a decision is made on what should be built, with each member of the group working together on the ‘idea’ and not a set plan.  To deliver Lego Therapy, a member of staff must receive training by an Educational Psychologist, Specialist Teacher or SENCo. https://playincluded.com/?gad_source=1&gad_campaignid=1752020879&gbraid=0AAAAACzkNdPXhf4_Ww0OZ7C9WaeGavqLa&gclid=EAIaIQobChMIgpG_3fXgkQMVCphQBh2mewTpEAMYASAAEgIw_PD_BwE 

 

  • Attention Autism Bucket Time – a play based therapeutic intervention developed by a Speech and Language Therapist. ‘Bucket Time’ aims to develop the child’s attention and listening skills. It builds shared attention, switching attention and turn taking. Engagement is supported by the use of highly motivating toys which are not available at any other time. These will generally be wind-up toys, toys with switches, flashing lights and music. The premise is that these toys are irresistible and the child’s interest is sparked at the outset. The Bucket (or container) must not be transparent; it is essential that the contents are not visible. The programme has several stages. Stage one – uses the bucket, combined with a song – to increase the anticipation “I’ve got something in my bucket, I wonder what it can be”. An item is then revealed. This all happens at a relaxed pace, to reduce anxiety associated with not having the opportunity to join in. Stage 2 moves onto sustaining attention – The Attention Builder, Stage 3 is Shift, where children attend an adult led activity for a longer period of time, with turn-taking being modelled by the adult, Stage 4 – Transitions, where the adult models the activity and the child then carries this out independently, with the focus on attention and not the finished result, which is celebrated by all members of the group. https://attentionautism.co.uk/ 

 

  • TEACCH – Treatment and Education of Autistic and related Communication handicapped Children with Individual Workstation, developed by Educational Psychologists in the USA (hence the use of terminology which we, in the UK would not consider appropriate). The approach is used primarily for children with SEND to support them in their environment and to encourage independent learning skills. Classrooms will have designated areas for activities with clear physical boundaries in place to promote this. Consistent visual supports will be in place, including visual timetables, timers for tasks, symbols, Now/Next. This can include the provision of an ‘individual workstation’. This will be in a low distraction area of the classroom, an individual desk with all of the child’s resources alongside. This will be well organised, with the resources labelled with symbols and the child’s name. Older children may have a Now/Next (First/Then) tray where any work that they have been unable to complete can be saved to come back to at another time, when they are more able to focus/are regulated. Workstations can be screened off, to encourage concentration and reduce anxiety, and can be personalised with the child’s current interests, or transition objects, if appropriate. The child will also carry out special workstation activities here, practising skills before these are undertaken in the whole class environment.  

 

  • Team Teach – is an accredited behaviour support programme to train staff to manage behaviour positively and safely.   It focuses on training staff to de-escalate situation safely, avoiding escalation and the need to intervene to keep a child safe.  It also trains and accredits staff to use ‘physical intervention’ safely when necessary.  There are other accredited programmes that teach staff to manage behaviour with Team Teach being one of the most widely used.  All physical intervention in schools must be recorded and records shared with parents and carers.  If you know that your child has been involved in physical intervention at school and you have not been given a copy of the record, ask for it.  More information on using physical intervention or ‘force’ in schools is avaialble in the  Department for Education Guidance ‘Use of Force’ August 2012.  https://assets.publishing.service.gov.uk/media/5a819959ed915d74e6233224/Use_of_reasonable_force_advice_Reviewed_July_2015.pdf  

 

  • Ayres Sensory Integration – developed in the 1970s by Dr A.Jean Ayres an Educational Psychologist and Occupational Therapist. The assessment takes into account all sensory needs, and how any difficulties impact upon day to day living. Both under and over responsiveness are assessed, together with praxis and sensory integration. Intervention is play based, and aims to change the neurophysiological processing of sensation, and how this then translates into how attention, regulation and organisation is managed. (Sensory Processing Disorder is not currently recognised under DSM-5)  

 

  • Talkabout by Alex Kelly – is a social skills programme for children and teenagers. It covers self-advocacy, self-esteem building and how these go together to promote social skills overall. This programme should have the oversight of a Speech and Language Therapist to ensure correct delivery of the programme. The programme can be delivered as a group or 1:1 intervention and builds upon skills being learnt. The author, Alex Kelly makes it very clear that although this intervention is used for those with ASD, this was not its original purpose.   

 

  • PANDA strategies – a guide for supporting children and young people with a diagnosis of, or ‘with traits of’ PDA (Pathological Demand Avoidance). The basis is ‘pick your battles’ with connection not correction. P – prioritise and compromise, A – anxiety management, N – negotiation and collaboration, D – disguise and manage demands,  A – adaptations.  https://www.pdasociety.org.uk/what-helps-guides/pda-approaches/panda-as-a-way-in/ 

 

  • CBT – Cognitive Behavioural Therapy, a talking therapy which aims to change how an individual thinks and acts when presented with, experiencing or remembering a situation. It is a therapeutic intervention that works on the premise that an individual’s thoughts,  emotions and behaviour are all inextricably linked. It looks to alter the way we think (our Cognitive state) and the way we act as a result (our Behavioural response) CBT can be on a 1:1 or group basis, dependent upon the needs of the individual. You do not need a diagnosis of a Mental Health condition or disorder for this intervention to be supportive. The difficulties which CBT can be used to support include, but are not limited to: anxiety, disordered eating, depression, obsessive compulsive disorder, post-traumatic stress disorder, and phobias. This intervention can be delivered in person, online or over the phone. The therapy works on changing perspective, by considering how our emotional response impacts us and leads us towards negative feelings/reactions/actions. It helps to find alternative ways of looking at situations, and finding approaches that work for the individual to create a positive outcome, a change of outlook, and the skills to manage those feelings that are creating a barrier. The skills are then practised between sessions, and you may be asked to record your progress to support the following sessions. Sessions are generally in blocks of between 5 and 15. CBT must be delivered by trained mental health professionals, including psychologists, psychiatrists, mental health nurses, social workers, and specialised counsellors, who have completed specific postgraduate training. 

 

  • Growth Mindset – Growth mindset is an evidence-based approach to helping children be confident learners. The theory of Growth Mindset is based on developing a positive mental attitude and approach to learning.  In schools, substantial training needs to be undertaken by staff providing a ‘Growth Mindset’ approach, as delivered by poorly trained staff, this can cause further detriment to already emotionally vulnerable children and young people.  It always needs to be considered alongside an individual’s ‘window of tolerance’.  

 

  • Window of Tolerance - The "window of tolerance" is a psychological model helping school staff understand a child or young person’s individual optimal state for learning (calm, regulated) versus states of dysregulation (hyper-arousal like anger/anxiety, or hypo-arousal like zoning out/numbness) caused by stress or trauma. It allows adults to respond with empathy, use sensory/calming strategies (deep pressure, breathing), and teach self-regulation skills to help children stay in the zone where they can learn and thrive, rather than punishing them for 'acting out'.   

 

  • Precision Teaching – this literacy intervention must be undertaken by a teacher or teaching assistant who has received the specific training to enable this to be effective. The focus is to teach in fast, short bursts, once a day.  Each session lasts no longer than ten minutes, on a 1:1 basis. The aim is to teach to fluency before moving onto the next step. It begins with a baseline assessment to assess the current attainment levels. The programme will begin with (for example spellings) 5 spellings, with 3 that the child/young person already knows. Teaching of all five spellings will be undertaken in a fun and engaging multisensory style, supporting engagement, so using letter stickers, writing with chalk, writing in shaving foam, for example. Then the child/young person is tested on their recall of the words, again this is undertaken with fun and encouragement. The test must be undertaken in the same style as the original assessment be that verbally or written.  Once the child/young person has achieved success for three consecutive days, the teacher moves onto the next set of words, keeping the newest of the learned spellings and adding an additional two more. The ‘over-learning’ and fluency is enhanced and the opportunity for a degree of success is increased, along with self-confidence.  

 

  • Spoon Theory – used to explain the concept of ‘pacing’ and energy accounting. Created by Christine Miserandino who has lupus, it’s a metaphor to support the understanding of how energy depletes in those with chronic health conditions. Imagine a large coffee mug filled with spoons. These spoons represent an individual’s energy for one whole day.  For a fit and healthy individual each ‘spoon’ and how they are used will be decided with more control. They may choose their energy to be utilised by going to the gym before work, (or playing outside in the garden in their pj’s, before they eat breakfast, if this is a child, for example). Then it’s work/school, then after work walking home from the station over driving, or a swimming lesson after school. They are tired by the end of the day. By bedtime, (each spoon in the mug represents energy use for each activity); they may only have one or two spoons left, but it’s bedtime and time to recharge/replace those ‘spoons’ into the mug, ready for tomorrow. For those with chronic health conditions those ‘spoons’ are used more quickly, and for activities that others may take for granted. For example: getting out of bed takes one spoon out of the mug, brushing your teeth and getting washed and dressed takes four spoons. Walking down the stairs takes another. Making and eating breakfast takes yet another two. Putting your coat on takes another. By the time you arrive at work or school you’ve used up over half of your ‘spoons’ – your energy. By lunchtime you have used them all. There is nothing left for the rest of the day, and certainly nothing for socialising. You can attempt to push yourself and ‘borrow’ some spoons from those that are ready for tomorrow – but that will leave you with a deficit for the next day. The next day you borrow more from the following day, with each day leaving fewer to use, until you are unable to do anything other than get out of bed to use the bathroom, and then not even that. This is why pacing, deciding where and how to use your ‘spoons’ (ie your energy) is an important skill to be taught.  

 

  • Circle of Friends – this is an approach that aims to support the inclusion of those who find friendships and social interaction tricky. The approach focuses on the peer group considering the needs of the individual, how the individual feels and the experiences they face due to any additional needs, disability or personal situation. This is a six step approach. Step 1 – it is imperative that the individual and their parents agree to the approach being used. Step 2 – this approach must be undertaken by a consistent member of staff, who is trained in its delivery. Step 3 – a whole class approach to look at the difficulties with friendships and moving the whole class forward into a change of mindset. Step 4, the above is shared with the individual child who is experiencing difficulties. Step 5 – a meeting is set up with the ‘circle of friends’ who have agreed to provide friendship support, and as a group they talk about how they can all support each other. Step 6 – further meetings are held at scheduled times to share success; problem solve and strengthen the whole group – ‘circle’ – to establish friendships that are understanding and supportive to all.  

 

  • ELSA – Emotional Literacy Support Assistant, an intervention developed by an Educational Psychologist, to support children and young people who experience social and emotional difficulties. To be an ELSA (and deliver ELSA support) staff must have completed a minimum of 5 days training, with regular training updates led by an Educational Psychologist. All ELSA support must be overseen by the setting SENDCo. ELSA programmes are short-term interventions, with individualised targets tailored to the needs of the child or young person. Programmes will last approximately 8 to 12 weeks, with time following this for the consolidation of skills before further intervention is considered. During this consolidation time the individual should continue to have contact with the ELSA with a very gradual withdrawal of support.  

 

  • Colourful Semantics - Colourful semantics is an approach to support spoken and written language learning across the curriculum, and it is also a common approach used in speech therapy. It aims to help children develop skills in developing sentences, understanding questions, developing narrative (story telling), understanding written text and developing vocabulary. Colourful semantics are often used to support children with speech and language difficulties, including those who have difficulties with word order, vocabulary difficulties or expressive and receptive language difficulties. It can also be helpful for children who have English as an additional language. To deliver colourful semantics, a teacher or teaching assistant must have attended a training course delivered by the local integrated therapy team or individually by a SALT. 

 

These are just some of the interventions and approaches that are most commonly found in professional reports, IEPs and Section F of an EHCP. 

If you have any questions on interventions and approaches not noted here, come and find us on our Facebook group, we are always available to provide professional support here.  

 

Empowering Families of Children with SEND – Always Stronger Together 

 
 
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