Using Objects Of Reference

• Choosing Objects Of Reference

  If multiple children in your setting are using objects of reference, having an agreed set of objects will support consistency and understanding across the setting. Some children may require individualised objects to represent people, objects, places, and events that are more specific to them.

  There are different types of objects of reference that can be used:

  Real Life Objects Used in The Activity

  Involving an actual object that the child uses in an activity. For example, a cup that is used every time he or she has a drink would become an object of reference for a drink.

  • Chris enjoys cooking. He has a wooden spoon that is kept on a piece of card but is removed and given to him to indicate that the cooking activity is about to begin. He uses the spoon in the cooking, and when the activity is finished the spoon is replaced on the card until the next time it is used.

  Objects Not Used in The Activity

  A different cup could become an object of reference, a smaller one perhaps, or just using a part of one, such as the lid or handle. This would be useful if the child uses a large amount of objects to reduce the space they take up.

  • Jatinder enjoys cooking. He has a wooden spoon mounted on a piece of card that indicates cooking. The spoon stays on the card and is not used in the activity.

  Objects With a Shared Feature

  An object of the same material or feel could be used, such as sandpaper for the sandpit.

  • Lucy enjoys sitting in the swing chair, which is made of cane material. She has a small twig of this to indicate a ‘swing chair’.

  Miniature Objects

  A miniature representation of the item could be used.

  • Nazma has a miniature spoon from the dolls’ house to indicate ‘dinner’. At the setting, her key worker lays out a number of miniature objects each day to indicate the sequence of activities. Nazma uses a miniature brush for ‘washing face or brushing hair’ and a miniature car for ‘going in the car’. Most of Nazma’s objects are miniature but these have only been chosen because she has demonstrated that she understands the connection between the object and the activity.

• Introducing Objects Of Reference

  Every child should have their own set of objects of reference kept in a bag.

  Objects of reference should be presented immediately before an event happens. There should be no delay to the event happening. If there is a need to open doors to allow for the movement of a wheelchair, for example, then the door should be opened prior to the presentation of the object.

  Encourage the child to hold the object of reference as they move towards the event. Where possible, the adult should allow the child to lead the way to the event on the presentation of the object. Does the child demonstrate an understanding of where they are going? If the child is obviously ‘lost’ then the staff member should guide the child to the event, allowing them to lead taking the final few steps into the room.

  When the event is reached, the child should be encouraged to return the object of reference to the bag.

  Where possible, the object of reference may itself be labelled with a symbol or photo of it, which could be laminated and attached to the object, when presenting the object to the child. The fact that the two are paired allows opportunity for future progression to symbols.

  If the child drops or throws the object of reference, the adult should pick it up and repeat the activity. This should happen approximately three times on each occasion. The adult can then carry the object themselves and accompany the child to the new POLE, occasionally displaying the object of reference for the child to see.

  If the child ignores the object of reference, the adult should attempt to get the child to acknowledge the presence of the object and then place it in line of vision, for example on the child’s knee, before moving to the POLE. Once the object has been fully established, they should be used to give the learner an element of choice in their day; once they understand what each object represents, they may be able to indicate a choice, perhaps through eye pointing or reaching.

• Top Tips

  Use Objects Consistently & Frequently

  Start with three high-frequency events to introduce objects of reference.

  Choose events that happen frequently, such as: personal care, breaks, and meals. The more frequently the object of reference can be reinforced the greater the chance the child will develop an understanding of what it represents.

  Use the object of reference every time the event occurs. It may only be after many thousands of presentations that a child may begin to make an association between the object and the event. Therefore, it is essential that adults are consistent and diligent in their use of objects of reference.

  Use Simple Language & Sign

  This will support the child to link the words and signs they use to the objects and events they represent. For example, when showing a cup to represent drink, say “drink” and also do the sign for drink.

  Encourage Interaction With The Object’s Sensory Aspects

  This means the feel, sound and look of the object. If the child has physical problems in interacting, the adult may assist with this process by, for example, gently rubbing the object of reference on the child’s skin, where the feel of the object is seen as important.