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73 %u00a9 Elklan Training Limited 2025Elklan Supporting Gestalt Language Processing %u2013 a Total Communication Approach9.3 BLANK LANGUAGE SCHEME OBSERVATIONSAn awareness of the types of questions and directions that a child or young person can understand is helpful. The Blank Language Scheme provides an ideal framework to structure observations during child-centred activities of their choice.An informal bespoke Blank Language Scheme AssessmentA Blank approach can help to determine the individual%u2019s understanding of different types of questions and directions. Although Elklan%u2019s TALC 1 and TALC 2 Blank assessments are available, the approach needed here must be bespoke. This means the practitioner should follow the child or young person during an activity of their interest, and while interacting ask the occasional question or give one or two directions and observe whether the child or young person understood. Blank observations do not require a verbal response. If the child or young person can demonstrate their understanding through their responses (e.g. using gestures/actions and/or vocalisations), this is evidence of comprehension, and a description of their response should be recorded. A Blank approach can also be used to observe understanding in all languages a child or young person may be learning. Because an informal Blank level approach is child-centred the results are far more likely to be reliable at GLP Stages 4-6 than using formal or standardised assessment materials which require the child or young person to sit, understand and respond to pre-determined questions often outside their experience.A bespoke Blank approach takes time and should be part of a holistic assessment that explores the individual%u2019s ability to understand language in a wide range of situations and with different communication partners.To prepare and use an individualised Blank Language Scheme approach1. Follow the child or young person%u2019s lead and ask the occasional question or give one or two directions that fit with how the child or young person is engaging in the activity. This requires the practitioner to have a secure knowledge of the Blank Levels and confident and flexible child-centred skills.