Presentation on theme: "Presented by Vicky Roy, Ph.D. CCC-SLP and Amy Cameron, MA.CCC-SLP"— Presentation transcript:
1Presented by Vicky Roy, Ph.D. CCC-SLP and Amy Cameron, MA.CCC-SLP Strategies for facilitating spontaneous communication with students diagnosed with autism.Presented byVicky Roy, Ph.D. CCC-SLP andAmy Cameron, MA.CCC-SLP16th International Conference on Autism, Intellectual Disability & Developmental DisabilitiesJanuary 23, 2015
2Objectives Participants will: Better understand the process that leads to prompt dependency in nonverbal, low verbal, and “response only” verbal students.Recognize the importance of their own communication use and the impact that it has on the communication of their students.Learn three specific strategies to facilitate spontaneous, independent contributions during reciprocal communication with their students.
3Traditional Communication Therapy Goals Focus on: RequestingLabelingFollowing DirectionsResponding
4Clinical Practice: Areas of concern Prompt DependencyLimited Spontaneous CommunicationLimited Reciprocity
5How did we get here? Language and Cognition are inter-related The majority of what is SAID to many children with the label of autism is in an attempt to GET the child to respond, not to allow the child to generate their own input.Focus on isolated, measurable goalsImperative (Directive) Communication vs. Declarative (Experience Sharing) Communication
6Static VS Dynamic Measurable Reliable Logical Predictable Rule based FactsRulesContextually dependentUnclearGrey areasIntegratedEvolvingEmotionalCollaborative
7Abilities included in reciprocal communication EngagementCompetencyAttention/focusExperience matchingCuriosityTolerance for breakdowns/repairingSocial referencingReading contextUnderstandingInhibitionIdeationFormulationAuditory processingArticulationCo-regulationCo-ordinationCollaborationSelf Regulation
8TRUE Reciprocal Conversation Joint attentionMutual topic with central coherence (ability to derive overall meaning from a mass of details)An unspoken “agreement” on the topic with flexibility around novel ideasIndividual contributions that are unique and related and integrated with partner’s ideasBack and forth participation, timing, monitoring, adjusting and repairingShifting attention based on the movement of the conversationAbility to integrate all of the above
9Communicative IntentThe purpose or meaning behind why people are communicating with othersThe “why” behind communication, language functionsWhat kind of communicative environment are we creating?People with Special Needs, especially individuals with Autism Spectrum Disorders often have limited communicative intentMore importantly, these same students are exposed to limited communicative intent(Primary purpose for communicating with a student with autism is to GET…)
10Why?As a Speaker, we expect and rely on feedback from our Listener. So much so that when we do not receive it, we will “make it easier” for the child by using Questions, Commands and Prompts. We create an “imperative environment”. We facilitate a dependency on prompting.
11Recognize Your Intent Keep the goal in mind, Be aware that what you say is influencing the BRAINExpect your job to be challenging because you might receive little feedback initiallyDeclarative vs ImperativeGetting something vs creating opportunityDirecting vs Communicating/Collaborating
12Directive/Imperative Communication Questions with definite answersCommands with actions that can be deemed “right or wrong”Prompts or fill in the blank statementsAll require minimal thought and input from the ListenerAll have the intent of GETTING the child to respond
13Experience Sharing/Declarative Communication Early communication functions that are non-directive are things like:Making actual choicesExpressing opinionsCalling for attentionNoticing thingsCommenting
14Take an assessment of YOUR communication What is the child doing?What are YOU doing?How is your language impacting the child’s opportunity to grow as a reciprocal communicatorHow are you feeling about this interaction – check your own regulation
15Systematic Opportunities Must have systematic opportunities for STUDENTS to make progress as thinkersHow to think vs How to know
16Strategy #1Identify a time frame or a specific activity where you will practice creating thinking and sharing opportunities for your studentsWhat percentage of the child’s day can be devoted to thinking opportunities?
17Strategy #2Decrease the amount of talking, specifically the amount of questions and commands you use.By asking a questions and giving commands, you ONLY provide an opportunity for your students to RESPOND.Comment, think out loud, invite, notice, share, expand, make real decisions
18Strategy #3SLOW DOWNGive your child time to think, organize themselves and make a contribution.Pause for a minimum of 5 seconds before scaffolding, repeating, or rephrasing.Use the “anticipatory gaze” and “pregnant pausing”