The Communication Matrix Profile for Parents & Professionals Charity Rowland, Ph. D. Oregon Health & Science University

A Light in the Attic Shel Silverstein ( ) There’s a light on in the attic. Though the house is dark and shuttered, I can see a flickerin’ flutter, And I know what it’s about. There’s a light on in the attic, I can see it from the outside, And I know you’re on the inside…lookin’ out.

Outcomes of Today’s Meeting Understanding that communication has a variety of social and educational purposes Understanding that communication has a variety of social and educational purposes (moving beyond requesting!) New assessment tool for determining where students are in the communication continuum New assessment tool for determining where students are in the communication continuum

Communication Matrix Assessment Individuals of all ages at the earliest stages of communication Individuals of all ages at the earliest stages of communication Covers the range of typical communication skills occurring between 0 – 24 months (understanding familiar spoken language and using spoken language up to 2-3 word combinations for a wide variety of purposes) Covers the range of typical communication skills occurring between 0 – 24 months (understanding familiar spoken language and using spoken language up to 2-3 word combinations for a wide variety of purposes) Creates a profile to assist in identifying next steps/goals and opportunities throughout the day to develop communication goals, and to monitor progress over time. Creates a profile to assist in identifying next steps/goals and opportunities throughout the day to develop communication goals, and to monitor progress over time.

Reasons to Communicate REFUSE things that we don’t want… REFUSE things that we don’t want… OBTAIN things that we do want… OBTAIN things that we do want… Engage in SOCIAL interactions… Engage in SOCIAL interactions… Provide or seek INFORMATION… Provide or seek INFORMATION…

REFUSE things that we don’t want… Expresses Discomfort Expresses Discomfort Protests Protests Refuses or Rejects Something Refuses or Rejects Something

OBTAIN things that we do want… Expresses Comfort Expresses Comfort Continues an Action Continues an Action Obtains More of Something Obtains More of Something Requests More of an Action Requests More of an Action Requests More of an Object Requests More of an Object Makes Choices Makes Choices Requests a New Object Requests a New Object Requests Objects that are Absent Requests Objects that are Absent

Engage in SOCIAL interactions… Expresses Interest in Other People Expresses Interest in Other People Attracts Attention Attracts Attention Requests Attention Requests Attention Shows Affection Shows Affection Greets People Greets People Offers Things or Shares Offers Things or Shares Directs Someone’s Attention to Something Directs Someone’s Attention to Something Polite Social Forms Polite Social Forms

Provide or seek INFORMATION… Answers “Yes” and “No” Questions Answers “Yes” and “No” Questions Asks Questions Asks Questions Names Things or People Names Things or People Makes Comments Makes Comments

Communicative Behaviors Pre-Intentional Behaviors …and the states that they reflect Pre-Intentional Behaviors …and the states that they reflect Pre-Intentional Behaviors Pre-Intentional Behaviors Not under student control Not under student control Reflective of general state (i.e. hungry, wet, sleepy) Reflective of general state (i.e. hungry, wet, sleepy) Expressed through body movements, facial expressions and sounds Expressed through body movements, facial expressions and sounds

Communicative Behaviors Intentional Behaviors …that function as communication Intentional Behaviors …that function as communication Intentional Behaviors Intentional Behaviors Intentional but not intentionally communicative at this level Intentional but not intentionally communicative at this level Adults interpret the child’s needs and desires from the behaviors and respond accordingly Adults interpret the child’s needs and desires from the behaviors and respond accordingly Expressed through body movements, facial expressions and sounds Expressed through body movements, facial expressions and sounds

Communicative Behaviors Intentional Communication Begins Here! Unconventional Communication…using pre- symbolic behaviors Unconventional Communication…using pre- symbolic behaviors Unconventional Communication Unconventional Communication Used to intentionally express needs and desires to others Used to intentionally express needs and desires to others Pre-symbolic because they do not involve any sort of symbol Pre-symbolic because they do not involve any sort of symbol Unconventional because they are not socially acceptable for us to use as we grow older (body movements, facial expressions, vocalizations, and simple gestures) Unconventional because they are not socially acceptable for us to use as we grow older (body movements, facial expressions, vocalizations, and simple gestures)

Communicative Behaviors Intentional Communication Continues! Conventional Communication…using pre- symbolic behaviors Conventional Communication…using pre- symbolic behaviors Used to intentionally express needs and desires to others Used to intentionally express needs and desires to others Pre-symbolic because they do not involve any sort of symbol Pre-symbolic because they do not involve any sort of symbol Conventional because these are socially acceptable gestures that we continue to use as we grow older, such as pointing and nodding your head Conventional because these are socially acceptable gestures that we continue to use as we grow older, such as pointing and nodding your head

Communicative Behaviors – Symbolic Communication Starts Here! Concrete Symbols…that represent specific referents (idea, activity, person, etc.) Concrete Symbols…that represent specific referents (idea, activity, person, etc.) Picture symbols, photographs, representational objects Picture symbols, photographs, representational objects Abstract Symbols…that represents specific referents Abstract Symbols…that represents specific referents Speech, manual signs, Braille, text Speech, manual signs, Braille, text Language…combining 2 -3 symbols (speech, sign, photos/picture symbols) Language…combining 2 -3 symbols (speech, sign, photos/picture symbols)

Handbook available as free download Handbook available as free download “Try it Now” feature – test drive! “Try it Now” feature – test drive! Free profile that can be compared from administration to administration Free profile that can be compared from administration to administration Report feature on site for nominal fee - great for REEDS/METS Report feature on site for nominal fee - great for REEDS/METS

TEST DRIVE!!! “Try it Now” – computer or iPad (however unable to get a profile on iPads…) “Try it Now” – computer or iPad (however unable to get a profile on iPads…) Organized by communicative intents – goes through each level of communicative behavior. Organized by communicative intents – goes through each level of communicative behavior. Think of it as a “yes/no” exercise with a “how” Think of it as a “yes/no” exercise with a “how”

Using Communication Skills throughout the day… Identify key routines that the classroom repeats daily i.e. arrival, breakfast, toileting, circle time, snack, work time, lunch, etc. Identify key routines that the classroom repeats daily i.e. arrival, breakfast, toileting, circle time, snack, work time, lunch, etc. Identify one skill within the four main reasons to communicate that the student needs to learn or increase the complexity of. Identify one skill within the four main reasons to communicate that the student needs to learn or increase the complexity of. Identify how to teach that skill within the context of the routine chosen. Identify how to teach that skill within the context of the routine chosen. Maintain that communication expectation daily. Maintain that communication expectation daily.

Communication Behaviors Planning Sheets

Communication Behaviors Planning Sheets pg.2

Communication Behaviors Planning Sheets pg. 3

Group Communication Planning

Linda Kelley Hartman, MA, CCC-SLP Lincoln School – GRPS (616)