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Facilitating Communication
Building the communication skills of our students
Communication: Food for Thought
• Why do we communicate?
• How do we communicate?
• How old is a typical child before they speak their first words?
• How long do we model the language we expect from our typically developing children?
Communication TimelinesDevelopmental Norms
18 months 5-20 words
24 months 150 – 300
36 months 900 – 1000
48 months 1500-2500
9-12 years old = full language competency
By 18 months a child is exposed to 4380 hours of spoken language
(8 hours per day X 1.5 years)
When using a different symbol set and practicing in speech room 2x/wk for 30 minutes, it would take 84 years to have the same amount of exposure as an 18 month old child
For full language competency (9-12 years old) that exposure is 26280 hours
(8 hours per day X 9 years)
For equivalent practice at 2x/wk for 30 minutes, it would take 701 years.
Developmental Norms from ASHA; Comparison Figures from Jane Korsten
Today’s Goals
• Think about encouraging communication all the time!
• Learn/review strategies to facilitate communication.
• Practice strategies to facilitate communication.• Develop an Action Plan to:
– Setup environment– Implement prompt hierarchy
The Basics of Encouraging Communication
Increasing Communication through:– Arranging the environment/activities– Responding to the child’s initiations– Reinforcing the child’s communicative
attempts
Our goal is communication
Communication
Independence
Environmental Arrangement Strategies• high interest materials/activities• materials in view, but out of reach• materials used with which the child will need
assistance• small or inadequate amounts/portions
provided• sabotage• something the child doesn’t like is provided
Position of Device/Display– Relationship to task– Positioning equipment temporarily
• Fold out leg on device • Dycem or Shelf Liner• Stands
– Mounting equipment for tables/wheelchairs
Environmental Arrangement Strategies: AAC Considerations
The Prompt Hierarchy
1. Environmental Cue or Transition
*** Pause at least 7 seconds***
2. Open Question
*** Pause at least 7 seconds***
3. Partial Prompt
*** Pause at least 7 seconds***
4. Full Model
Descriptive Feedback after last step needed
Environmental Cue or Transition with Pause
• An environmental cue or a transitional cue has just occurred
• Focus your attention on the student
• PAUSE
Environmental Cue or Transition with Pause
Just sat down at the usual snack table with an empty plate in front of the student. Communication partner is focused on the student visually and just waits!
Open Question or Statement with Pause
• Ask a who, what, when, where, why, or how question and then PAUSE
OR
• Make a vague, general statement that cues into the previous environmental cue, related to the new activity that is about to begin, and then PAUSE
Open Question or Statement with Pause
• “Why are we sitting here?”• Pointing to the plate, “I wonder what is that
for?”• “I sure am getting hungry!”• “When are we going to get something to go
with these plates?”• “Where is the food?”
PAUSE
Partial Prompt with Pause
If the student’s response to the previous prompt was:– Nothing, Inappropriate, or less than expected for that
student
Provide part of the response by– asking a question that contains a choice,– giving a hint or a clue modeling the first few words (or
sounds) of the answer, and then PAUSE
Partial Prompt with Pause
• “For snack, I want…”• “I wish we had crackers or cookies or chips for
snack.”• “Do you think we are having popcorn or cookies
for snack?”
PAUSE
Full Model with Pause
• If the student:– never produced the response you are seeking...– does not respond to previous prompts
• Provide a full model using the expected communication method
• PAUSE
• Repeat message using student’s communication device via hand over hand technique
Full Model with Pause
• “I want cookies please.”
**Model the student’s expected communication method (voice, gesture, sign, picture exchange, voice output system for him to imitate).
Descriptive Feedback• Used after a communicative response• Used after the last step of the prompt hierarchy that you
needed to use
• Descriptive Feedback is specific to the communication behavior:– “Great, you asked for more juice and here it is.”– “Wow, you asked for the tape player, so here it is.”– “You asked for some scissors, what do you need them for?”– “I didn’t understand what you said, can you tell me again?”– “Good talking”
Descriptive Feedback - Purpose
Serves three functions:– Immediately acknowledges that the
listener was heard.
– Confirms understanding by the listener
– Reinforces and elaborates meaning of communication, further building language
Practice Time
• Groups by classroom
• Work through each scenario, filling in Prompt Hierarchy Content
• Role Play through each scenario– “Student”, Communication Partner, Observers
Scenario # 1
It’s time for a classroom art/coloring activity
Environmental Cue or Transition
Open question or Statement
Partial Prompt
Scenario # 2
It’s independent time and the student usually picks the computer as his task
Environmental Cue or Transition
Open question or Statement
Partial Prompt
Scenario # 3
It’s time for a writing worksheet that the student needs help to complete
Environmental Cue or Transition
Open question or Statement
Partial Prompt
Our Action Plan
– Changes to our classrooms
– Changes to our actions during communication
– Develop student communication plans
Planning your Attack Strategy
• Consider your Environment Arrangement– What are you doing well?– Where can you improve?– How are you gonna do it (Make the plan)
• Consider your Prompt Hierarchy– What are you doing well?– Where can you improve?– How are you gonna do it (Make the plan)
Planning Change
Environmental Changes Prompting Changes