Research Summary Questions
Researcher’s/project leader’s name:
Jenny Cook – Deputy Headteacher - Tottenhall Infant School and Children’s Centre
What is the title/theme of your project?
Colourful Semantics Intervention
A method of teaching pupils how to understand and construct sentences using colour-coded cue
cards which ‘show’ the structure of a sentence by each card representing a word or part of a
sentence to help answer the following questions:
How does visual learning benefit pupils with identified oral language difficulties? (2012)
When does meaning within a sentence become blocked? (2014)
How can my school draw further on visual learning to support all pupils but particularly those with
language difficulties? (2014)
What are the aims/objectives?
2012
 To further investigate the language deficit within ASD pupils and their ‘poor social
responsiveness’ within a context that would focus their meaning
 To begin the process of reciprocal social interaction through sentence building moving on
from one word exchanges when communicating with PECS
2014
 Staff CPD Sept INSET–Colourful Semantics to be rolled out across the school to help address
the large number of SLCN needs and to gain maximum impact from a whole school approach
 To further support EAL pupils acquiring language through class / small group work
 To provide opportunities for pupils to acquire expressive language, to use correct
grammatical structures in oral sentences and be able to connect ideas together through
carpet time participation / small group intervention work
Who is it for? (university/course/senior leadership team/personal development etc.)
2012
SENCo Accreditation research module - Developing SEN Coordination: Improving Learning and
Teaching
2014
Address the ever increasing speech and language needs through early identification and a consistent
whole school approach
Who are the participants and how did you select them? (e.g. particular group of
children/staff/parents?)
Original research in 2012 – 2 ASD learners with identified SLCN from Year 2 with an SEN TA
delivering the programme over a 12 week period
2014 – Developing a whole school approach – pockets of good practice emerging across school
What did you do/How are you going to do it? (the methods of intervention/data collection)
Qualitative Data
 Renfrew Action Picture Test (RAPT) to assess language acquisition pre and post intervention
 Functional communication assessment through classroom observation of oral language
usage
Method
Colourful Semantic intervention focuses on the positional level of language (Who? Who doing? and
What?) as well as the functional level. The colour coded words reflect the argument structure of the
sentence which is delivered through a visual, repetitive pattern. Participant respond to a number of
simple questions by choosing the appropriate coloured card (from a selection) and placing it on the
coloured board, reading it aloud or pointing to the word as it is spoken.
Action pictures, photographs and simple repetitive picture books are used to build sentences within
a repetitive pattern. All resources when working with ASD learners are placed in blue trays,
replicating the TEACCH principles and reflecting classroom practice.
2014
Staff training with a gap task – develop CS to fit the needs of class/ pupil in class. To use CS for any
pupil on the SEN profile who has a language need. Baseline based on EYFS / NC data S&L statements
/ SALT targets / sticky label observations / intervention tracker
Method
All staff know the principles of CS and the systematic colour coding system to build sentences both
orally and written. Approaches vary from class to class
What are your findings/what do you hope to find? (the results)
2012
 An intervention which focuses on memory, rote learning and visual processing is a beneficial
structured teaching programme to develop oral language with ASD learner
 At the heart of the intervention was the focus of information retrieval within a sentence
which increased, highlighting the semantics teaching is effective
 Colour link gave identified pupils confidence to express themselves, appearing more
confident to attempt words with the safety net of the colours
 Colour coding system allows adults to reinforce vocabulary and sentence structure when
working with ASD learners
 Less verbal action from adult suggesting the colours prompt pupils to respond. The
intervention allows for a reduction of adult verbal expression and not having to intervene on
a regular basis
 Pupils utter longer sentences suggesting the verbal message retains in pupil memory long
after it’s been expressed providing time to process the information
2014 (ongoing)
 Ensure the whole school has an understanding about the immersion in oral language being
an important building block for early intervention and link resources to Black Sheep Press to
initially support literacy learning
What has changed/will change as a result of your findings? (the impact)
If a pupil is felt not to be ready for Colourful Semantics, PECS could be used as an introductory
activity to better prepare and potentially enable quicker progress during the intervention. Using a
visual aided language system establishes a routine and a standardised procedure as well as providing
pictures and words to support learning.
Pupils to move away from visual support and be able to respond to real contexts independently.
Pictures are not a realistic long term possibility to help pupils in the real world to develop their
learning further and they cannot always rely on images in everyday life.
2014
Autism covers all aspects of communication and the presence of peers allows the skill taught to be
practiced immediately within a supported environment. School aim to run both 1:1 and small group
sessions allowing for a multiple and varied approach.
SALT needs continuing to be identified early within school and Colourful Semantics to be used as an
intervention to aid language development.
Colourful Semantics has proven that when pupils are given the tools with which to communicate
with, where adult intervention is reduced, routine is established and spontaneous environmental
language is used, obstacles can be overcome through an inclusive approach which enables children
to succeed.
CS gives strategies to promote language development within a considered, supported environment
which is effective in pupils understand how the meaning of words are linked in sentences.
RW/Russet House School/2014