The Building Blocks for Early Communication
SANDRA HESS ROBBINS, M.ED.
JENNIFER J. HOOD, M.A. , CCC-SLP
STATE SUPPORT TEAM REGION 8
Introductions/Icebreaker
� Each person stand up, introduce yourself and your role, and then say one thing that is true about
2
role, and then say one thing that is true about yourself� I have two children
� Fall is my favorite season
� If the statement is true for others in the group, they will stand up and say “me too!”
� Try not to repeat what others have already said
How do you promote communication?3
� What strategies do you use at home, in the classroom, and within the community to promote children’s communication?
� How do you encourage children (especially those who struggle with communication) to speak, engage, and/or attend?
Agenda4
� Introduction/Overview
� Stages of Language Development
� Assessment
� Instruction� Instruction
� Partnering with your SLP
� Parent Toolkit/Additional Resources
Context for change 5
� DEC/NAEYC joint position paper on inclusion� IDEA and NCLB requirements to implement
“evidence-based” practices in the “natural environment”
Practitioners need evidence-based, naturalistic strategies for supporting diverse groups of young children
Why Communication?6
Research shows that children of all varieties have more appropriate social interactions, stronger social interactions, stronger vocabulary, increased reading ability, and increased academic achievement when exposed to high quality early language experiences
What is Communication?
� Communication: The process by which meaning is conveyed during interactions among people� Behavior of the sender affects the behavior of the
recipient
� Can occur without “intent”� Can occur without “intent”
� Always occurs in the context of interpersonal interaction
� Does not require speech or language
Types of Communicative Behavior
� Partner-Perceived (Perlocutionary)
� Child does not “intend” to communicate
� Communication occurs as a result of a partner’s ability and tendency to interpret behavior
� Communication is dependent on partner’s ability to � Communication is dependent on partner’s ability to attribute meaning to behavior
� Purposeful (Illocutionary)
� Child “intends” to communicate with interactive partner
� Communication exchanges are reciprocal and dependent upon child and partner behavior
How do we facilitate the “magic” of learning language?
� Input in the form of extensive, repeated exposure to comprehensible language
� Repeated opportunities to produce language in interaction with others.
Major Stages of Language Acquisition
� PreIntentional Communication
� Intentional Communication
� First Words� First Words
� First Word Combinations
� Sentence Grammar
� Discourse Grammar
Pre-Intentional Communication0 – 9 Months
AGE: 0 – 9 MONTHS
� Communicative Means� Facial expressions� Vocalizations� Vocalizations� Motor movements
� Communicative Functions� Behavior Regulation� Social Interaction� Joint Attention
� Comprehension
Intentional Communication9 – 12 Months
� Uses gestures and/or vocalization for intentional communication to regulate behaviors, participate in social interaction and reference joint attention
Expressive Jargon� Expressive Jargon
� Comprehends words in context
First Words12- 18 Months
� Uses small number of conventional words referentially (10 words)
� Most words are used to encode existence, nonexistence, recurrence, rejection
� Shows slow vocabulary growth � Shows slow vocabulary growth
� Receptive vocabulary as much as 4X greater than expressive
� Repairs unsuccessful communicative interactions by repeating, modifying the form, or using an alternative strategy
TWO WORD COMBINATIONS18 – 24 months
� Vocabulary spurt
� Begins to engage in conversation by providing new information, requesting information, relating past experiencesrelating past experiences
� Comprehension of word meanings dependent on immediate environment and prior experiences
� Uses imitation as predominant strategy
SENTENCE GRAMMAR24 – 42 months
� Uses language to regulate own and other’s actions, plan and anticipate outcomes, report on present and past experiences, comment, project feelings, regulate interactions, express project feelings, regulate interactions, express more than one function in a single utterance
� Uses grammatical morphemes
� Constructs declarative, negative, imperative, interrogative, passive and complex sentences
DISCOURSE GRAMMAR48 Months
� Demonstrates ability to abide by conversational rules
� Conveys personal experiences and tells stories in connected discourseconnected discourse
� Comprehends narratives� Speech adjustments/elaboration� Uses multiple meanings of words in humor� Segments words into phonemes
SEVEN LEVELS OF COMMUNICATIVE COMPETENCE
LEVEL SALIENT BEHAVIOR
I. Pre-Intentional Behavior
(0 – 3 mo.)
Pre-intentional or reflexive behavior that expresses state of subject. State (eg., hungry, wet) is interpreted by observer.
II. Intentional Behavior
(3 – 8 mo.)
Behavior is intentional, but is not intentionally communicative. Caregiver interprets intent.
III. Un-conventional Pre-symbolic Communication
(6 – 12 mo.)
Behaviors are used intentionally to communicate. Pre-symbolic – do not involve any sort of symbol; Unconventional – are not socially acceptable as we grow older
2222
grow older
IV. Conventional Pre-symbolic Communication
(12 – 18 mo.)
Conventional gestures are used with intent of
affecting observer’s behavior.
V. Concrete Symbolic Communication
(12 – 24 mo.)
Limited use of concrete (iconic) symbols to represent environmental entities. 1:1 correspondence between symbol and referent..
VI. Abstract Symbolic Communication
(12 – 24 mo.)
Limited use of abstract (arbitrary) symbols to represent environmental entities. Symbols are used singly.
VII. Formal Symbolic Communication (Language)
(24 mo.)
Rule-bound use of arbitrary symbol system. Ordered combinations of two or more symbols according to grammatical rules.
� Body movements
� Early sound productions
� Facial expressions
� Visual
Nine Categories of Communicative Behavior
2424
� Simple gestures
� Conventional gesture and vocalizations
� Concrete symbols
� Abstract symbols
� Language
Entering Data
� Answer from 1 – 3 questions to determine where to begin
� Answer from 3 – 24 questions
� When indicating that the child CAN communicate a specific message, you will then indicate exactly what
25
25
specific message, you will then indicate exactly what behaviors he or she uses to express that message AND whether the behavior is Emerging or Mastered
� Can be saved at any time and can be edited for up to 30 days
� First – whether to focus on increasing competence at the current level and/or whether to target some behaviors at the next highest level.
� Second – which communicative behavior(s) to target.
Decision Making
3030
target.
� Finally – which messages to target. Determine where there are gaps in the child’s communication skills and target new messages that the child really NEEDS.
Activities Attendance and Calendar
Language Arts
Writing Math Social Community
Communication book
Points to picture in response to questions
Points to picture/text in response to questions
Points to symbol to ask to use computer to
Points to numbers on book to answer math
Points to questions and responses on conversation
Points to questions and responses on conversation
Example
3131
questions questions computer to access.
answer math problem
conversation page of book
conversation page of book
Voice Output Names students as attendance or calendar helper
Uses device to verbally answer or ask questions
Uses device to ask to use computer
Points to numbers to answer math problems
Points to questions and responses on conversation page of device
Points to questions and responses on community outing page of device
What is the Communication Toolkit33
� Research-based� Language intervention guide� Inclusive settings� Seven (7) simple, naturalistic,
evidence-based strategies� Adaptations/Differentiation� Adaptations/Differentiation� Video examples
The communication toolkit provides simple language strategies that can be embedded across the day to
support learning opportunities within children’s natural environments.
Be a Model34
What is it?
� Commenting about everyday activities
� Labeling items when child is engaged
� Self and Parallel Talk� Mapping your own actions with language
� Mapping the students’ actions with language
� Advanced Language� Using a variety of words
� Connecting new language to familiar words or ideas
Be a Model35
� Video Example
http://www.youtube.com/watch?v=cBPMUPdkXno
� Variations� Use both labels for English language learners (ELL)� Use both labels for English language learners (ELL)
� For joint attention, label item child is using
� Sign language or other visual prompts with spoken words
� Aided Language Stimulation
Be a Detective36
What is it?� Ask questions to gather information
� Yes/ no questions
� Open-ended questions� Open-ended questions
� Open-Ended Questions� Require more than a one word answer
� Wait for student response
Be a Detective37
� Video Example
http://www.youtube.com/watch?v=qAC7LRkqgtg
� Variations� (autism) Questions can prompt appropriate language
(no answer) Model the response� (no answer) Model the response
� (ELL) Prepare common questions/ words in native language
� (D/HH) Use gestures
Be a Mirror38
What is it?
� Imitate or Repeat words or gestures
� Expand/Extend/Elaborate
� Expansions are another way to embed commenting and labeling� Expansions are another way to embed commenting and labeling
� Provide information
� Expansion, Clarification, and Specific feedback
We want children to do socially what they are already doing non-socially
Be a Mirror39
� Video
http://www.youtube.com/watch?v=hK0Bajtg0WA
� Variations� Expand gesture (e.g., say “no” with head nod)
� Expand nonverbal request (e.g., “You want a cookie”)
� Expand sign language
Be a Cheerleader40
What is it?
� Positive feedback and praise � Can be verbal or nonverbal (e.g. Smile, thumbs up, high five)
� Prosocials� Prosocials� “Please”, “Thank you”, “You’re welcome”
� Encouragement and affirmation
� Specific and descriptive recognition and reinforcement
� Should lead to student persistence
Be a Cheerleader41
� Video Example
http://www.youtube.com/watch?v=N_F-FBHubxw
� Variations� Sign language
Show affection� Show affection
� Use gestures (e.g., smile, high-five, soft touch)
� Encourage prosocials
Practice Activity42
Model, Detective, Mirror, Cheerleader
� In small groups, determine the strategy being used by � In small groups, determine the strategy being used by the adult in each of the first four vignettes
� Debrief with the large group:� Did you have trouble determining the strategy?� Did it seem like more than one strategy was highlighted?� Was the strategy effective?� How else might the teacher have promoted communication for
the child in the scenario?
Be a Follower43
What is it?
� Follow child’s lead
� Join play if invited
� Ask “how” or “what” questions� Ask “how” or “what” questions� “How did you get the truck to fit in the garage?”
� “What are you building?”
� Prompting thought processes� Ask students to explain their thinking
� Question their responses and actions
Be a Follower44
� Video Examplehttp://www.youtube.com/watch?v=lRlS--Tn8Hg
� Variations� (physical limitations) Be sure child has interest before moving
to an areato an area
� May need to watch eye gaze to determine activity of interest
� (lack of focus) Be an interesting distracter
Be a Vendor45
What is it?
� Child makes decisions about objects and activities
� Offer desirable choices (e.g., food, clothes, toys, books)books)
� Request a communicative response� “Would you like a long block or a short block?”
� Scaffolding� Provide hints and assistance to children who struggle making decisions and answering questions
Prompt Hierarchy
� Set the Environment………………………………Pause
� Open Question ………………………………………Pause
� Partial Prompt ………………………………………Pause
� Command ……………………………………………..Pause
46
� Command ……………………………………………..Pause
� Full Model ……………………………………………..Pause
Descriptive Feedback Follows Communication
Be a Vendor47
� Video Example
http://www.youtube.com/watch?v=xptUQiDGLGA
� Variations� Variations� (focus issues) Use high interest items for choices
� Response may be gesture or words
� Use visual cue (e.g., picture) with verbal to support understanding
� Limit to 2-3 choices
� WAIT for response
Be Fun!48
What is it?
� Active participant
� Take turns
� Gestures, words, picture cues
� Time-delay (e.g., “Twinkle, twinkle, little ____”)
� Prompting (e.g., “Your turn.”)
� Communication as “game”
� Frequent conversations� Contingent responding� Encourage peer conversations
� Feedback Loops� Back and forth exchanges� persistence by the teacher� follow up questions
Children need to be interactive (non-verbally) before they can be verbally
communicative
Be Fun!49
� Video Example
http://www.youtube.com/watch?v=ahK1iWhCtAc
� VariationsVariations� (ELL) Ask families for signal that speaker is finished
� Ask families for turn-taking games from their cultures; teach class
� (CD) Simple toys (that light, move, play music) for turn taking and practice with waiting
Practice Activity50
Follower, Vendor, Fun!
� In small groups, determine the strategy being used � In small groups, determine the strategy being used by the adult in the last three vignettes
� Debrief with the large group
The Communication Toolkit51
� Interrelatedness of strategies – You can’t use just one!
� Systematic use of strategies – embedding schedule –a plan for implementationa plan for implementation
� Intervention integrity - frequency and intensity
Embedding Schedule Activity
� Select a partner
� Review the embedding schedule matrix
� Consider your own classroom routine and activities
� Consider the children you work with
52
� Consider the children you work with
� Fill in as many of the blanks as you can with examples of how and when you would use the communication strategies discussed today
Intervention Integrity
� With your partner…
� Brainstorm ways to measure fidelity of implementation
� Consider the individuals responsible for the intervention
53
intervention
� How can you ensure the strategies are being used � Systematically
� Accurately
� Frequently
Partnering with your SLP
54
� Jointly determine student needs; develop goals; plan activities
� SLP can model techniques for communication expansion
SLP can observe teacher strategies in the classroom
54
� SLP can observe teacher strategies in the classroom and provide feedback
� SLP can assist with data collection to evaluate progress
� Promotes consistency of expectation across providers
Parent Toolkit 56
� Encourage parents to talk less and play more
� Consider household routines� Meals, dressing, bathing, bedtime
� Sharing information with families� Newsletters
� Take home activities
� Open houses or parent support meetings
� Dual language learners
Additional Resources57
� Books� Are You Listening: Fostering conversations that help children learn
(Burman)� Communicate With Your Child: 15 ways to become a communicator
(Macdonald & Mitchell)� Meaningful Differences in the Everyday Experience of Young American Children (Hart & Risley)Children (Hart & Risley)
� Play to Talk: A practical guide to help your late-talking child join the conversation (MacDonald & Stoika)
� Web sites� NAEYC: http://www.naeyc.org/� DEC: http://www.dec-sped.org/� Zero to Three: http://www.zerotothree.org/site/PageServer� Communicating Partners: http://jamesdmacdonald.org
And More Resources…..
� http://aacintervention.com
� www.lindaburkhart.com
� http://aac.unl.edu/yaack
� www.setbc.org
58
58
� www.setbc.org
� http://aackids.psu.edu
� www.aacinstitute.org
� www.aaclanguagelab.org
� www.aacandautism.com
� www.speechtherapyweb.com
Questions?59
Sandra Hess Robbins, M.Ed.Early Literacy Specialist
State Support Team Region 8330-945-5600 ext. 511401
[email protected]@cybersummit.org
Jennifer J. Hood, M.A., CCC-SLPSpecial Education/SLP Consultant
State Support Team Region 8330-945-5600 ext. 511311