Welcome

1. Welcome! Emergent and Early Communication Learners with Deaf-Blindness Susan M. Bashinski Kansas Deaf-Blind Project April 9, 2010

2. Learner (Behavior) Partner (Skills) Environment (Communication Context) TRI-FOCUS MODEL for Teaching Nonsymbolic Communication 10 minutes TOTAL MC #410 minutes TOTAL MC #4

3. Enhancing (Partner�s) Sensitivity Augmenting Input Utilizing Routines Increasing Communication Opportunities TRI-FOCUS MODEL for Teaching Nonsymbolic Communication Give example!!! Critical to include signal for PROTEST / REJECT T / F #5Give example!!! Critical to include signal for PROTEST / REJECT T / F #5

4. REMEMBER! The five Tri-Focus Model strategies are intended to be implemented simultaneously TRI-FOCUS MODEL for Teaching Nonsymbolic Communication Give example!!! Critical to include signal for PROTEST / REJECT T / F #5Give example!!! Critical to include signal for PROTEST / REJECT T / F #5

5. ENHANCING SENSITIVITY: Being aware of, and receptive to, the subtle cues of others Strategies associated with this guideline target PARTNER skills TRI-FOCUS STRATEGIES 30 minutes TOTAL T / F #330 minutes TOTAL T / F #3

6. Attention shift ENHANCING SENSITIVITY

7. Attention shift Reluctance to initiate behavior ENHANCING SENSITIVITY

8. Attention shift Reluctance to initiate behavior Persistence ENHANCING SENSITIVITY

9. Attention shift Reluctance to initiate behavior Persistence Change in form or quality of behavior ENHANCING SENSITIVITY

10. Attention shift Reluctance to initiate behavior Persistence Change in form or quality of behavior Termination of behavior ENHANCING SENSITIVITY

11. Attention shift Reluctance to initiate behavior Persistence Change in form or quality of behavior Termination of behavior Display of dissatisfaction ENHANCING SENSITIVITY

12. ATTENTION SHIFT Alternation of attention between partner and goal NOT limited to �gaze shift� (Why???) What behaviors, other than �gaze,� might a learner change (which could be interpreted as nonsymbolic signals)? ENHANCING SENSITIVITY

13. RELUCTANCE TO INITIATE Might, also, display as a resistance to prompting We need to �allow� learners to have a range of personality traits Think of the individuals in your circle of friends. What differences do you notice, which might be related to this aspect? ENHANCING SENSITIVITY

14. PERSISTENCE Partner needs to be alert / attend to persistent signals Continuation of signal, or behavior, until a response is received from a communication partner ENHANCING SENSITIVITY

15. CHANGE IN FORM OR QUALITY OF BEHAVIOR Form might change multiple times Change might involve: rate intensity body part(s) OTHER? Referred to as �signal recasting� ENHANCING SENSITIVITY

16. TERMINATION OF BEHAVIOR Caution: termination might be indicative of �learned helplessness� Recognize termination as a communication signal when it occurs contingently to receipt of a response from a partner ENHANCING SENSITIVITY

17. DISPLAY OF SATISFACTION / DISSATISFACTION Again, key is contingency to a response from a partner Similar to �termination,� but is extended by the addition of emotion to the communication signal ENHANCING SENSITIVITY

18. Each time the learner DOES this� It will be interpreted to MEAN this� The learner�s partner will DO this� The learner�s partner will SAY this� (see Handout) ENHANCING SENSITIVITY:Signal Dictionary Elements

19. ENHANCING SENSITIVITY: Nonsymbolic Signal Dictionary

20. ENHANCING SENSITIVITY: Nonsymbolic Signal Dictionary

21. Process steps for building a signal dictionary for a learner: Observe the learner in a variety of activities and with a variety of partners Generate a listing of potential signals by identifying any volitional movements and responses the learner has Analyze this listing to identify any patterns that exist ENHANCING SENSITIVITY: Nonsymbolic Signal Dictionary

22. Process steps for building a signal dictionary for a learner: V V V Select a few of these as core signals Assign meaning to each of these Determine corresponding partner behavior Stress to all partners the importance of consistent, immediate responding ENHANCING SENSITIVITY: Nonsymbolic Signal Dictionary

23. ENHANCING SENSITIVITY KEY: Accept the learner�s message! Listen with your eyes, and hands, and heart�. TRI-FOCUS STRATEGIES 30 minutes TOTAL T / F #330 minutes TOTAL T / F #3

24. AUGMENTING INPUT: Enhancing meaning and facilitating retention by pairing verbal input and alternative modes (forms) ALL COMMUNICATION SHOULD BE MULTI-MODAL! TRI-FOCUS STRATEGIES 30 minutes TOTAL T / F #330 minutes TOTAL T / F #3

25. Match input (touch cues, object cues, other) to the learner�s abilities Match feedback to the learner�s abilities What abilities must be considered? AUGMENTING INPUT

26. Does the learner have sufficient motor ability to actively explore / manipulate the object? Does the learner have sufficient sensory ability to process the object�s features? AVOID the use of miniatures with a learner who has a significant vision loss! MATCHING CUES TO A PARTICULAR LEARNER

27. Does the learner have sufficient motor ability to move the body part where the touch cue will be given? Consider the learner�s preferences when selecting both the type of, and placement for, a touch cue. NEVER force a learner to accept a touch cue, or to engage in mutual touch �conversations.� MATCHING CUES TO A PARTICULAR LEARNER

28. In addition to learning basic object concepts, many children who experience deaf-blindness need to learn to use objects as FORMAL CUES to the people, places, things, and activities that go on in their environments. LEARNERS� INTERACTIONS WITH OBJECTS

29. An OBJECT CUE is an object, or a part of an object, that is used to REFER to a person, place, thing, or activity. WHAT IS AN OBJECT CUE?

30. The PURPOSE of an object cue is to provide a concrete means of supporting conversational interactions AND facilitating communication development. WHY USE OBJECT CUES?

31. See Project SALUTE: Successful Adaptations for Learning to Use Touch Effectively http://www.projectsalute.net/Learned/Learnedhtml/ObjectCue.html What We�ve Learned-Information Sheets OBJECT CUES

32. In addition to learning basic tactile skills, many children who experience deaf-blindness need to learn to use touch as a FORMAL CUE for understanding the people in their environments. LEARNERS� INTERACTIONS WITH TOUCH

33. A TOUCH CUE consists of tactile contact, made in a consistent manner, directly on the learner�s body, to communicate with him. WHAT IS A TOUCH CUE?

34. The PURPOSE of a touch cue is to communicate a variety of a partner�s intents. The use of touch cues may reduce a learner�s startle, or challenging behaviors, by helping him anticipate what is going to occur. WHY USE TOUCH CUES?

35. See Project SALUTE: Successful Adaptations for Learning to Use Touch Effectively http://www.projectsalute.net/Learned/Learnedhtml/TouchCue.html What We�ve Learned-Information Sheets TOUCH CUES

36. TOUCH or OBJECT cue� It is used to communicate this MEANING� The learner�s partner will DO this� The learner is EXPECTED to do this� (see Handout) AUGMENTING INPUT: Dictionary Elements

37. AUGMENTING INPUT: Input Dictionary

38. AUGMENTING INPUT: Input Dictionary

39. Process steps for building an input dictionary for a learner: Select tangible symbol identifiers (OBJECT CUES) for key persons / activities Match features of these to the learner�s sensory skills and preferences Choose TOUCH CUES for each of the requests routinely made of the learner AUGMENTING INPUT: Input (Receptive) Dictionary

40. Process steps for building an input dictionary for a learner: Df dLs Dls Target touch cues to body parts learner can volitionally move Assign a unique meaning to each cue Determine corresponding partner behavior Stress to all partners the importance of providing consistent cues to the learner AUGMENTING INPUT: Input (Receptive) Dictionary

41. AUGMENTING INPUT KEY: Facilitate comprehension! Talk with more than your mouth�. TRI-FOCUS STRATEGIES 30 minutes TOTAL T / F #330 minutes TOTAL T / F #3