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SPED 537 ECSE Methods:Multiple Disabilities Chapter 9

SPED 537 ECSE Methods:Multiple Disabilities Chapter 9. Deborah Chen, Ph.D. California State University, Northridge May 1-2, 2006. Input: Receptive communication and language understanding. Output: Expressive communication and language use. Communication Modes. Input Considerations.

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SPED 537 ECSE Methods:Multiple Disabilities Chapter 9

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  1. SPED 537 ECSE Methods:Multiple Disabilities Chapter 9 Deborah Chen, Ph.D. California State University, Northridge May 1-2, 2006

  2. Input: Receptive communication and language understanding Output: Expressive communication and language use Communication Modes

  3. Input Considerations • Use of available senses - vision, hearing, tactile, kinesthesia/movement • Comprehensible input -figure/ground, signal/noise • matches child’s ability • meaningful

  4. Output: Early Communication Development • Preintentional communication • Beginning intentional communication • Intentional and symbolic communication

  5. Output: Early Communication Functions • Behavior regulation - refuse or request action or object • Social interaction - greet, request social routine, comfort, or permission, show off • Joint attention - comment or request information

  6. Strategies that Support Interaction • Responds contingently to child’s signals • Varies prosodic features • Encourages “conversation” • Modifies own communicative behaviors in response to child’s signals • Uses communication to teach language and concepts

  7. PLAI: Background and Model • Field tested in S.CA and Utah • Children ages 8-48 months • Multiple disabilities • Preintentional level of communication • English and Spanish speaking homes • Diversity of home situations • Variety of service providers

  8. PLAI Modules • Understanding child’s cues • Identifying child’s preferences • Establishing predictable routines • Establishing turn-taking • Encouraging communicative initiations Klein, M.D., Chen, D., & Haney, M. (2006). Promoting learning through active interaction. A guide to early communication with young children who have multiple disabilities. Baltimore: Paul. H. Brookes. www.brookespublishing.com

  9. Module 1: Understanding Child’s Cues • Typical daily routines • Behavioral states • Antecedents, typical reactions, consequences • Getting attention • Expression of state and feelings

  10. Typical Daily Activities

  11. Behavioral States • Active and alert • Crying or agitated • Dazed or tuned out • Drowsy • Repetitive or stereotypical behavior • Fussy or irritable • Quiet and alert

  12. Situation: Bath time

  13. Situation: Snack time

  14. Module 2: Identifying Preferences Likes and dislikes • Activities • Persons • Objects Reaction to presentation and removal • Objects • Persons • Sensory events

  15. Module 3: Establishing Predictable Routines Schedule of daily events • Predictable sequence Predictable sequences within activities • Subroutines Anticipatory cues • Auditory • Visual • Tactile • Olfactory • Kinesthetic/movement

  16. Home Sub-routine: Bath • “Time for bath”; Carries child to bathroom • Turns on water • Walks back to bedroom • Pulls off shirt;tickles tummy “Tickle tummy!” • Takes off diaper • Picks up child • Returns to bathroom • Places child in tub “OK, in you go” Suggested revisions?

  17. School Sub-routine: Snack • “Snack time”; pushes child in wheelchair to table • Reaches for applesauce on table • Puts applesauce in bowl and sets bowl on wheelchair tray • Puts spoonful of applesauce up to child’s mouth “ You like applesauce” Suggested Revisions?

  18. Module 4: Establishing Turn Taking • Encourage the request for “more” • Identify and extend turn taking • Encourage new turn taking games • Generalize turn taking games

  19. Interrupted Routine Strategy • Identify a favorite activity • Engage child in activity • Pause or interrupt the activity • Wait for child’s response • Interpret child’s request behavior and “speak for the child” • Resume the activity

  20. Module 5: Encouraging Communicative Initiation • Encourage expression of rejection • Use delay procedures • Encourage initiation of games • Encourage getting attention

  21. Delay Procedure • Set up the situation for a familiar and favorite activity • Wait for the child to signal anticipation of the activity • Interpret the child’s request behavior and “speak for the child” • Begin the activity

  22. Naturalistic Interventions • Identification of child’s signals and arousal states • Identification of preferences • Use of anticipatory cues • Use of “pause and wait” strategy to teach requests turn-taking • Use of “delay” procedure to encourage initiation

  23. Progressively Matched Turn-taking • Child does not communicate intentionally- adult imitates sounds and actions • Child uses gestures and sounds - adult imitates and provides words • Child uses words – adult provides standard form and adds a bit more information

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