SLCN Indicators Checklist

Primary Talk School Toolkit

SLCN indicators checklist

For identifying communication problems

Child’s name: / DOB/Age:
Completed by: / Date:

Difficulties with understanding language

Poor attention and listening skills
Has difficulties following long or complex instructions
Has a better understanding in a one-to-one situation than in a group
Watches and copies others when instructions are given
Is unable to remember and recount a simple story /
Tends to take things literally (KS2)
Doesn’t understand sentences with ‘if’, ‘when’, ‘so’, etc (KS2)
Responds inappropriately to abstract language (e.g. ‘Keep your hair on’)
Repeats what you say rather than responding appropriately
Is unable to answer questions appropriately
Has problems understanding implied meanings (e.g. ‘I wouldn’t take my shoes off now’, meaning ‘Don’t take your shoes off now’) (KS2)
Is slow to learn new routines /

Difficulties with expressive language

Speaks too quickly (i.e. words run into each other) /
Is not easily understood
Uses unusual or awkward grammar
Says the same word differently at different times
Stammers (e.g. hesitates, repeats sounds/words, gets stuck)
Has problems with prepositions (e.g. on, under, over, behind) or tenses
May take a long time to organise words into a sentence
Misses out words or puts them into the wrong order
Has problems giving specific answers or explanations
Has difficulty joining sentences with ‘and’, ‘because’, ‘so’, etc or uses one of these words too often
Has problems sequencing events and ideas appropriately /
Can’t retell a simple story
Has limited vocabulary
Finds it hard to express emotions verbally
Has fluent, clear speech which doesn’t seem to mean much
Has trouble learning new words (e.g. names of people and objects)
Fails to provide significant information to listeners
Uses made-up words that are almost appropriate (e.g. window worker man)
Overuses certain ‘meaningless’ words (e.g. ‘thingy’, ‘whatever’, ‘and that’ etc) /

Difficulties with the social/functional use of language

Interrupts inappropriately
Relies on learned social phrases
Avoids situations that require words
Is unable to vary language according to the situation
Attracts attention in inappropriate ways or without words
In conversation, moves from topic to topic for no obvious reason or finds it difficult to change the subject
Has problems taking turns in conversation
Doesn’t say if unable to understand
Has difficulty making and keeping friends
Has difficulty following social rules (e.g. standing too close to people when they’re talking, knowing how to speak to different people in different situations)
Poor eye contact

Adapted from the Indicators List by Melanie Cross and Angela Sloan in Cross, M. (2004).Children with emotional and behavioural difficulties and communication problems: There is always a reason. London: Jessica Kingsley Publishers.