Defining Communication, Presymbolic Communication & Calendar Systems

1. Defining Communication,Presymbolic Communication & Calendar Systems Chris Russell SPED 746 Fall 2014 Hunter College

2. The Critical Components of Communication • A WAY - Forms of communication • A REASON - Functions of communication • SOMETHING - People, objects, actions, events • SOMEWHERE - Activities, routines, domains • SOMEONE - People to communicate with Layton and Kelly, Connections Beyond Sight and Sound

3. Definitions in Communication Mode (Form) • The system that you and the child use to communicate Pre-symbolic (Concrete) • Relates directly to the activity • Touch cues, object cues, tangible symbols (but not always), photographs, line drawings(?) Symbolic (Abstract) • Spoken (voice output) and sign language, print and Braille, tangible symbols (but not always), line drawings

4. 4 Functions of communication Why Communicate? • Refuse / Reject • Obtain • Social interaction • Seek or provide information

6. Definitions in Communication Pre-intentional • Reflexive and reactive behaviors that are associated with internal states of being Intentional (2 Stages) “Deliberate pursuit of a goal, as well as the means to obtain the goal.” –Bruce & Bashinksi, 2011 • Behaviors that are purposeful and linked to a specific internal or external occurrence which they may not know they can control directed at objects and people not at one to get the other

7. What do preintentional communicative behaviors look like? • Change in Posture ,stiffening of body, turning away, arching of back • Limb movements, kicking of legs, moving arms • Head movement, turning away, shaking • Facial expressions, smiles, frowns • Vocalizations, crying, grunting, cooing • Changes in respiration, color, body temperature • Apparently random behaviors

8. What do intentional communicative behaviors look like? • Approaching a desired object or person • Head movement • Arm or leg movement • Facial expression • Vocalization in response • Gaze at desired object or person • Reach for desired object or person • Response to a change of location?

9. Intentionality Development • Transitional Intentional • Behavior is intentional • Behavior is NOT intentionally communicative • Behavior is meaningful in context • UNCONVENTIONAL / IDIOSYNCRATIC • Gestures, movements, behaviors, signs, vocalizations • Require interpretation Adapted from Bruce & Bashinksi, 2011

10. Touch Cues • A touch at a specific place on a student’s body that is done consistently to convey information about an upcoming event • Touch cues and object symbols may be used to assist a student in anticipating an event, indicate a choice, or serve as a form of communication to request an item, activity or person.

11. Purpose of Touch Cues • Provide information • Express wants/needs • Give a directive • Give feedback • Concrete referent for sign when paired • Not meaningless prodding, prompting, or tapping

12. Who Might Benefit From Touch Cues? • Students without other communication forms • Students at the most basic level of communication • Someone who does not attend well to communication boards or books • Someone who has had difficulty using more complex representations • Someone who frequently uses real objects to communicate ideas • Someone with poor attending skills

13. To help focus the student’s attention on the interaction or event that follows To help the child learn to anticipate To help the child begin to make associations of meaning between the cue and the event or action (representation) Touch Cues are… • Mostly for receptive but can be expressive • Made directly on a student’s body • Used consistently by every person who interacts with the student • Used immediately preceding an action or activity • To alert the student that something will follow the cue

14. Examples of Touch Cues • Sit Assist to feel chair, gentle pressure on shoulder • Stand Gentle upward pressure to elbow • Hello Touch hand, shoulder or back. • Yes Pat or rub on back with appropriate enthusiasm • Finished Assist to gently push items away • Eat/Drink Touch their fingers to their lips • Diapering Tap or gently lift feet while child is lying down • Hand washing Rub their hands together gently • Picking up from lying position Tap or gently lift shoulders

15. Name Cues • A concrete representation of an individual • A feature of or something a person always wears or has with them • Used to start and end interactions • Helps students anticipate and set expectations • Teaches self concept and concept of others • Necklace, ring, beard, hair, etc… • Differs from a name sign

16. Tangible Symbols and Object Cues Object Cues • An Object or a part of an object that is used by the child within the activity or routine, which is used to represent that activity or place in expressive and receptive communication exchanges Tangible Symbol • Are tactile, manipulative representations of activities, objects, places, events, concepts, or people which can be used for expressive and receptive communication. (Trief, 2008) • Abstractions and miniatures

17. Purposes of Tangible Symbols • Increase independent communication skills • Create a focal point for conversations • ESTABLISH JOINT ATTENTION • Increase the number of communication partners • Develop time concepts and sequencing • Develop early literacy and pre-braille skills • Access to the curriculum • Access to activity schedules • A bridge to accessing more abstract symbols such as pictures or eventually speech. • Represent Locations E. Trief, 2008

18. Purpose of Object Cues • For receptive and expressive communication • To build anticipation • To ease Transitions • To provide opportunity and a referent for language/structured interaction • For choice making for specific activities and sequence of activities • Objects are used with • Children with limited or no vision • Children with no comprehension of abstract representation or symbols

19. Tangible symbols Adaptive Design And E. Trief

20. Accessible

21. More Examples of Tangible Symbols

22. And More

23. Using Tangible Symbols or Object Cues in an Anticipatory Manner • Before beginning any activity, teacher/therapist, after introducing themselves , alerts the child to the beginning of the activity by saying or signing “It is time for ..” • Teacher/therapist using appropriate hand under hand technique, places in the child’s hand the tangible symbol for that activity. • After allowing for processing time appropriate for that student the teacher says or signs, “It is time for…...” • Take the child to the activity within 60 seconds of introducing the symbol. • Always pair the tangible symbol with the actual activity.

24. Using Tangible Symbols or Object Cues in an Anticipatory Manner • If moving to a new location, show the symbol again upon arrival while saying or signing the activity. • Begin the activity • During a natural break use the opportunity to re-introduce the symbol to the child by placing it in their hands and restating that the child is at the activity. • At the end of the activity, say or sign to the child that the activity is finished and we are now going to…

25. Object Use and Features • Anticipation Cue • Choice making • Calendar • Sequencing • Direct language instruction Object Characteristics • Standardized systems V. individualized systems • Bear a concrete relationship to the activity • Not be based on visual experience • Distinct from each other • No miniatures, tactilely distinct not based on visual experience

26. Things to consider in the use of Object Cues and Tangible Symbols? • Given to the child before activity • Taken to the activity • Put in a finished box to end • Consistently • Routine based • Accessible • Processing time • Enjoyable and rewarding (preferences)

27. How are Tactile Symbols used? Petroff 2010

28. Calendar Systems • A linear representation of the activities a child participates in • Calendars are used to • Sequence a child’s day • For receptive and expressive • Provide language opportunity • Preview/review • Build anticipation • Teach time concepts • Create increased opportunity for choice/control • As a referent/bridge for abstract language

29. Calendars

30. Calendar Systems • Used with children who have… • Anticipatory behaviors • Intentionality • Hand use to grasp objects • How? • Set up and preview of the day • Transitions to and from activities • Choices • Reviewing • Always in conjunction with symbolic language sign/speech

31. Calendar Systems can support the development and use of Social Conversation • Calendars can give students something to anticipate. • Calendar conversations make the instructor available as a partner for an adequate length of time. • The calendar conversation provides students with immediate feedback in their efforts to communicate • The calendar conversation can be individually designed to provide the structure and support that students need for optimal communication. • Calendars can give the student multiple opportunities each day to have an interesting and well organized conversation. Petroff 2010

32. Calendar Systems can provide Emotional Support • Calendars provide the security of knowing what is going to happen; • Consistently going through the calendar routine for each activity, taking the time to explain when circumstances beyond your control change support and make the student feel more secure; • The calendar gives students advance notice about things to look forward to and be happy about; • Calendars give students the control over their lives that most people enjoy as they make decision about their day; Petroff, 2010

33. Who Should Use Pictures? • A student • With enough residual vision to differentiate visual representations photos and/or line drawings • Who is moving towards or comprehends a level of symbolism • Can attend to visual representations

34. Choosing Pictures • Line Drawings (MJ) • More visually distinct • Less expensive • Wider variety of possibilities • More abstract • Photographs • Conceptually more concrete • More expensive • Less visually distinct

35. Examples of Line Drawings ? Does this look like a sign to you? These are MJ Symbols not PECS

36. Photos Good and Bad What are you trying to say?