Beginning Communicators
Refers to any _______
~Relies primarily on ___
~Is learning to use aided or unaided symbols to represent basic messages for _____
~Uses nonelectronic communication displays and/or simple ___ or___
~individual (regardless of age) who has one or more of the following characteristics
~nonsymbolic modes (gestures, vocalizations, facial expressions, body language)
~requesting, rejecting, sharing info, and engaging in social interactions
~switches or SGDs
Behavior is ____!!
Behaviors may include tantrums, hitting, screaming, pushing, self-injurious, climbing tables, dumping out toys, and the list goes on…..
Communication
3 Principles – Interventions for Problem Behaviors
- Principle of ______
~Teaching an ____ that serves the same function
~FBA to determine functions of the behaviors
2.Principle of ____
~People communicate in the most ___ manner available to them at any given point in time
~Alternative behavior must be at least as — AND—
- Principle of ____
~Sometimes the most appropriate response is to create a ____
~Usually requires altering relevant aspects of the ___ based on the FBA
~functional equivalence
-alternative behavior
~efficiency and response effectiveness
- effective - easy and effective
~goodness-of-fit
- better fit between the person and his or her environment - environment
Focus on changing the ____NOT the ___
environment/sequence of events
person
Participation Model
~Intervention in ___ contexts
~Investigate ____ of peers
~Investigate participation patterns of ____
~Compare
natural
participation patterns
person with CCN
Resolving Opportunity Barriers – “Young Children”
~1st ___: not best practice for measuring abilities of people with CCN
~2nd Build on “young children’s” ___
~3rd Believe____
Norm-referenced assessments
strengths
least dangerous assumption
Intervention Goals – “Young Children”
~Development of ___ should always be included in intervention
~Support development of ____
~Assume ___ kindergarten placement is the goal
~Increase ____
-Teach specific
____ and ____
skills
natural speech
literacy skills
general-education
communication opportunities
-communication and
social interaction
Early Intervention Services
~In Oklahoma our program is \_\_\_\_
-Collaboration
between Oklahoma
State Department of
Education and
Oklahoma
Department of
Health
~Services typically occur in the \_\_\_\_
~Training \_\_\_\_\_ who then provide inputs and supports.
~At \_\_ children transition into the \_\_\_\_
-Maybe Head Start
or another
preschool program
~Focus on \_\_\_\_SoonerStart
home
parents/caregivers
3
Local Education Agencies (LEAs) services
inclusion
Communication Opportunities
~Increase meaningful participation in \_\_\_\_\_\_ that are conducive to communication
-Highly \_\_\_
-Familiar
-Valued by \_\_\_
-Should provide
meaningful, sustained
social and
communicative
interactionsnatural contexts
~motivating
~child/family
~meaningful, sustained
social and
communicativeCreate Predictable Routines
\_\_\_\_ \_\_\_\_ \_\_\_\_ \_\_\_\_ \_\_\_\_ Child can start to anticipate occurrence of steps.
Daily living routines Dressing Bathing Eating Toileting
Adaptive Play
Increase \_\_\_\_
Remain \_\_ not \_\_\_
Select toys and play materials with \_\_\_\_
Blocks
Balls
Vehicles
Puppets
Switch toys
Modify toys (easier
to hold, carry,
manipulate)participation
play not work
interaction goals
Resolving Opportunity Barriers – School-Age Individuals
~Inclusive education with appropriate supports greatly increases the likelihood that students with CCN will have more opportunities for _____
BUT we can’t stop
here!
~We still have to create/capitalize on _______
~_______ presents considerable challenges to those who provide classroom support.
natural communication with a variety of partners
communication opportunities
Inclusive education
Person-Centered Planning
~Process that enables people with disabilities and facilitators to
-Develop \_\_\_
-Have \_\_\_
in community life
-Increase control of
their \_\_\_\_
-Develop \_\_\_\_ and
\_\_\_\_ to achieve
these goalspersonal relationships
positive roles
own lives
skills and abilities
Vision Plan
~Gather information to develop a ____
~Develop ____
~Make commitments of various types and levels to help ______
collective vision of the future
short and long term goals
execute the plan
PATH and Social Networks
~PATH – Planning Alternative Tomorrows with Hope
-8-step planning
process that brings
______
~Social Networks – help teams ______ to plan AAC interventions in inclusive settings
Planning Alternative Tomorrows with Hope
people with CCN
together with
individuals in their
social network
collect and interpret information
Resolving Opportunity Barriers – Adolescents and Adults
~Teach skills in \_\_\_\_
~May use \_\_\_\_
~Use “\_\_\_\_” process
-Observe peers
participating
-List skills required
-Compare
-Design
communication
supportsappropriate environments
Person-Centered Planning
Ecological Inventory
The Bottom Line
Availability of _____opportunities in inclusive settings is at least as important to the success of intervention as is the availability of an ____
genuine and motivating communication
appropriate access system.
Sensitizing and Training Facilitators
~Teaching them to \_\_\_\_ and\_\_\_\_ to nonsymbolic communication signals is important:
-1st teaches individuals
that their behavior is
\_\_\_\_
-2nd \_\_\_\_\_ problem
behaviorsidentify and respond
powerful
prevents
Shaping
~Nonsymbolic communication may begin ____
~Someone acknowledges behavior and assigns ____ to it
~Communication partners help shape behaviors to be _____
unintentionally
meaning
acceptable/efficient forms of communication
Strategies for Responding to and Expanding Nonsymbolic Communication
~Getting \_\_\_
-Initiate social
interactions
~\_\_\_\_
-Communicating
tolerance, okay,
enjoyable
~\_\_\_\_
-Communicating
intolerance,
unacceptable, not
enjoyable~May be _____: “peculiar/unique” to others
Attention
Accepting
Rejecting
idiosyncratic
Teaching Attention-Seeking, Acceptance, and Rejection
~Respond to \_\_\_\_ behaviors ~Determine \_\_\_ ~Establish \_\_\_\_ behaviors ~Start responding to \_\_\_\_ ~May include \_\_\_\_ options
culturally/socially acceptable
intent
acceptable
new behaviors
low-tech
Relationship to Problem Behavior
~____ (FCT)
~Look for precursors to ____
~Teach ____ communication skills
-Use ___ and ____
Functional Communication Training
problem behaviors
functionally equivalent
prompting and fading
Scripted Routines
~Provide \_\_\_ to practice using signals \_\_\_ \_\_\_ \_\_\_ \_\_\_ \_\_\_
Try not to make this too hard.
structured opportunities
- Touch cue
- Verbal cue
- Pause
- Verbal feedback
- Action
Gesture Dictionaries
~Beginning communicators gradually develop a repertoire of _____
~Many are ___
~A _____would describe the person’s gestures, along with meanings and maybe _____
~May need to be alphabetized
vocalizations and gestures for communication
idiosyncratic
gesture dictionary
suggestions for appropriate responses.
alphabetized
