Abstract
Not Just Talking highlights the importance of the development of non-verbal skills to underpin conversational ability. It purports to introduce a new theory based on the skills that children need to develop in the area of non-verbal communication. This theory of communication development focuses upon non-verbal development. It is a well-known fact that in any communicative event non-verbal communication provides the most information. The author revises studies on exact percentages and now suggests that at any one time 60%–90% of communication is non-verbal, mostly relating to assisting comprehension of the spoken message. The book focuses upon the author’s view that that there is an overemphasis in speech and language therapy practice on linguistic skills and functioning. It is argued that unless non-verbal skills are developed at an early age that children will have difficulty communicating even if they have age appropriate language skills. Modern day living is highlighted as a major contributory factor on the impact of the development of non-verbal skills. The author presents the view that if nothing is done to address the current issue that there will be far reaching consequences, e.g. poor educational attainment, antisocial behaviour and criminality.
The psychotherapeutic, psychological and educational models are all reviewed and regarded as being inadequate in explaining or dealing with non-verbal impairments. Chapter 2 clearly describes the range of non-verbal skills that are required for conversational success. The author highlights that interpretational skills are the most important, i.e. knowing what to say, when to say it and deciding whether or not you are going to say it. However, this skill needs to be underpinned by many other non-verbal skills.
Chapter 3 presents some very interesting views on the causes of non-verbal communication problems. It explains how our modern day society can reduce opportunities for children to develop non-verbal skills. Societal changes, e.g. use of mobile phones, and beneficial changes, e.g. styles of nursery provision are discussed in some detail. The author considers that the advice given by professionals is largely focused upon language development without consideration as to whether the child has developed the prerequisite non-verbal skills.
The book then looks at each stage in a child’s life from infancy to adult development (Chapters 4–8). Each chapter looks at key stages of non-verbal development, and suggestions are given as to how to promote skills. These chapters are particularly informative, covering a wide range of issues from early development through to issues related to school performance and transfer to secondary school. Chapter 9 deals with the problems associated with poor non-verbal communication. It covers the impact on a range of skills, e.g. conversational skills, interpretational skills and also the wider impact in the educational and family setting. A range of speech, language and communication disorders are also considered in relation to non-verbal skills and the importance of their development and the impact they have upon each disorder. Chapter 10 is a very short chapter on prevention, which is a prelude to the Not Just Talking Intervention Programme. A general overview of the assessment and intervention is then given in Chapters 11 and 12. There is not enough detail in these chapters to conduct the assessment or intervention programme, and it is indicated that a resource pack will be available soon.
In summary I consider that the book presents a fresh look at how we deal with communication disorders in children and encourages us to look more closely at a child’s non-verbal skills when assessing them. However the author considers that speech and language therapists may be unsuitable candidates for delivering the Not Just Talking Programme, she considers that to be good at delivering the programme there is a need to forget about language development. Most experienced speech and language therapists will be familiar with the book’s territory and themes but it acts as a reminder to widen our assessments. I consider that this book would be particularly useful for newly qualified therapists, teachers and special educational needs coordinators (SENCOs). Although the author has published a book for parents, they would also gain benefit from this book as additional reading.