1. The Communication Matrix
Presented by
Nancy Steele
Educational Consultant
IL DHH/VI Behavior Support Team Training
Tinley Park and Belleville, IL
September 18 &19, 2017

2. Why I Like the Communication Matrix
It focuses on what the child CAN do.
It provides a road map for intervention.
It helps determine what important skills are missing. (a.k.a. IEP goals)
It gives a clear and concise visual picture.
It should provide team members to start important conversations.
It helps you look at behavior in a different way.

3. The way most information is learned
Direct Hands-on experiences
Typical Learning
Secondary Listening to a person teach or present information
90% of learning is incidental
Learning progresses from the known to the unknown
Incidental Occurs automatically without much effort
The way most information is learned

4. Sensory challenges turn learning Upside Down

5. Sensory Impact on Learning
Direct learning and hands-on experiences are essential and the
best way to learn
Direct
Sensory Impact on Learning
Secondary learning is difficult
Secondary
Incidental
Incidental learning may not occur or is distorted

6. Communication Is…… to others Interaction A way to reach out
A social act
The exchange of a message
A back and forth
between 2 or more people
Connection

7. Ground Rules for Communication
All persons are communicative !!!
Communication begins at birth
Our responses to persons with disabilities can help OR hinder communication development
Something to talk about, someone to talk to, a way to talk about it
Reciprocal in nature

8. BEHAVIOR IS COMMUNICATION

9. What is NOT necessary to communicate?
Object permanence
Cause-effect
Imitation
Matching
Intentional communication
Object permanence
Cause-effect
Imitation
Matching
Intentional communication
Speech
AT equipment
These are good, yes, but we can’t wait for them before

10. Elements of Communication
Sender Receiver
Means of expression
Topic
Rowland and Schweiger talk about 4 elements of communication: sender, receiver, means and topic.
In this presentation I am focusing on expressive communication: the way the child communicates a message to another person, so the child is the sender in all our discussions today.
The way the child receives information is receptive communication. When we look at strategies later we will discuss some ways we can be the sender that will enhance the ability of the child with a disability to be aware of and understand the message.
In this slide the child is the sender, mom is the receiver, the topic is the bottle and the means of expression is pointing. If mom doesn’t respond to this means of expression, you can bet the child will find another more attention grabbing means of expressing a desire to communicate about that bottle.
From: First Things First, Charity Rowland, Philip Schweigert, 2004

11. Forms of Communication - How children communicate
Behavior
Body movements
Early sounds
Facial expressions
Simple gestures
Concrete symbols
Abstract symbols
Combining abstract symbols

12. Functions of Communication – Why children communicate
Protest, refuse, reject object, stop disliked activity
Request objects
Request action
Greeting “bye” “hi” “mama”
Attention seeking
Request for social routine, familiar game
Request for comfort
Comment on object (points to flower and says pretty)
Comment on action (“uh-oh” or “ fall down” )
Request for information about an object or event
From handout communicative Functions During Infancy – Lueck, Chen, Kekelis (1997) Developmental guidelines for infants with visual impairment: A manual for early intervention APH

13. ASSESSMENT Communication Matrix
By Charity Rowland and Philip Schweigert
A tool to identify
a child’s
communication skills

14. Communication Matrix
First published in 1990 and revised in 1996 and 2004.
Accommodates any type of communicative behavior.
Involves two major aspects of communication: the reason that individuals communicate and the behaviors they use to communicate.
Organized into 4 reasons to communicate: refuse, obtain, social interactions and information.
It covers seven levels of development occurring during the earliest stages of communication in typically developing individuals.

15. Communication Matrix
Pre-symbolic levels
Level I Pre-intentional behaviors
Level II Intentional, but not purposefully communicative behaviors.
Level III Pre-symbolic, non-conventional behaviors.
Level IV Pre-symbolic, conventional behaviors.

16. Symbolic levels Level V Concrete symbols. Level VI Abstract symbols.
Level VII Language.

17. 7 Levels of Communication
The seven levels range from Level 1, “pre-intentional behavior” that reflects a general state (think of the way a baby shows it is sleepy or uncomfortable) all the way up to Level 7, using language. In between are a range of ways to communicate, if we know how to look for them.

18. Level 1 Pre-Intentional Behavior
Behavior is not under the individual’s own control, but it reflects his general state (such as comfortable, uncomfortable, hungry or sleepy).
Caregivers interpret the individual’s state from behaviors such as body movements, facial expressions and sounds. In typically developing children, this stage occurs between 0 and 3 months of age.

19. Level 2 Intentional Behavior
Behavior is under the individual’s control, but it is not yet used to communicate intentionally. Individuals at this stage do not yet realize that they can use their own behaviors to control another person’s behavior.
Caregivers interpret the individual’s needs and desires from behaviors such as body movements, facial expressions, vocalizations and eye gaze.
In typically developing children, this stage occurs between 3 and 8 months of age.

20. Level 3 Unconventional Communication
INTENTIONAL COMMUNICATION BEGINS HERE.
Unconventional pre-symbolic behaviors are used intentionally to communicate. Communicative behaviors are “pre-symbolic” because they do not involve any sort of symbol; and they are "unconventional" because they are not socially acceptable for us to use as we grow older.
Communicative behaviors include body movements, vocalizations, facial expressions and simple gestures (such as tugging on people).
In typically developing children, this stage occurs between 6 and 12 months of age.

21. Level 4 Conventional Communication
Conventional pre-symbolic behaviors are used intentionally to communicate. Communicative behaviors are “pre-symbolic” because they do not involve any sort of symbol; they are “conventional" because they are socially acceptable and we continue to use them to accompany our language as we mature. The meanings of some gestures may be unique to the culture in which they are used.
Communicative behaviors include pointing, nodding or shaking the head, waving, hugging, and looking from a person to a desired object. Some vocalizations may also be used at this stage. Note that many of these gestures (and especially pointing) require good visual skills and may not be useful for individuals with severe vision impairment. In typically developing children, this stage occurs between 12 and 18 months of age.

22. Level 5 Concrete Symbols
SYMBOLIC COMMUNICATION STARTS HERE
“Concrete" symbols that physically resemble what they represent, are used to communicate. Concrete symbols look like, feel like, move like, or sound like what they represent. Concrete symbols include pictures, objects (such as a shoelace to represent "shoe"), "iconic" gestures (such as patting a chair to say "sit down"), and sounds (such as making a buzzing sound to mean “bee”). Most individuals skip this stage and go directly to Level VI. For some individuals concrete symbols may be the only type of symbol that makes sense to them; for others they may serve as a bridge to using abstract symbols.
Typically developing children use concrete symbols in conjunction with gestures and words, generally between 12 and 24 months of age, but not as a separate stage.

23. Level 6 Abstract Symbols
Abstract symbols such as speech, manual signs, brailled or printed words are used to communicate. These symbols are “abstract” because they are NOT physically similar to what they represent. At this level they are used one at a time.
In typically developing children, this stage occurs between 12 and 24 months of age.

24. Language
Symbols (concrete or abstract) are combined into two- or three- symbol combinations ("want juice", "me go out"), according to grammatical rules. The individual understands that the meaning of symbol combinations may differ depending upon how the symbols are ordered.
In typically developing children, this stage begins around 24 months of age.

25. 4 Reasons to Communicate
The Matrix is organized into four major reasons to communicate that appear across the bottom of the Profile:
Refuse things that we don't want
Obtain things that we do want
Engage in social interaction
Provide or seek information
Under each of these four major reasons are 24 more specific messages that people express. Each of these messages correspond to the 24 questions you answer as you complete the Matrix. The specific messages are arranged by Level and Reason.

26. Reasons to Communicate Probes 4 communication intents:
Social
Attract attention
Interest in other people
Request attention
Greets people
Shows affection
Offers things or shares
Directs someone’s attention
Uses polite social forms
Information
Answers yes and no questions
Asks questions
Names things/people
Makes comments
Refusing or rejecting
Express discomfort
Protest
Refuse or reject something
Getting what you want
Express comfort
Continue action
Gets more of thing
Request more of action
Request new action
Request more of thing
Makes choice
Request absent object

27. 9 Categories of Communicative Behavior

29. Under each of these four major reasons are 24 more specific messages that people express. Each of these messages correspond to the 24 questions you answer as you complete the Matrix. The specific messages are arranged by Level and Reason, as seen below.
LEVEL
REFUSE
OBTAIN
SOCIAL
INFORMATION I
-Expresses Discomfort
-Expresses Comfort
-Expresses Interest in Other People II
-Protests
-Continues an Action -Obtains More of Something
-Attracts Attention
III
-Refuses or Rejects Something
-Requests More of an Action  -Requests a New Action  -Requests More of an Object  -Makes Choices  -Requests a New Object
-Requests Attention  -Shows Affection IV
-Greets People  -Offers Things or Shares  -Direct Your Attention to Something  -Uses Polite Social Forms
-Answers "Yes" and "No" Questions  -Asks Questions V
-Requests Objects that are Absent
-Names Things or People  -Makes Comments VI
VII

30. Completing the Profile
The profile covers the first 2 years of communicative development in a typical child without disabilities
Three versions: Original, Especially for Parents-
On-line
Profile chart gives a visual summary and helps identify next steps
Determine what level of communicative competence to target, and what communicative behaviors and functions to target

31. Getting Started … Please indicate the statement below that best describes the communications skills of your child
Statement A  My child doesn't seem to have real control over his body yet. The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable.
This best describes the communication skills of my child.
Statement B  My child has control over her own behaviors, but she doesn't use them to try to communicate to me. She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
 Statement C  My child clearly tries to communicate his needs to me. He knows how to get me to do something for him. He uses various gestures and sounds (like pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants) to communicate to me. For instance, when he wants more milk, he might hand his cup to me or point to the refrigerator. He doesn't use any sort of language to communicate. ..
OR..
My child lets me know what she wants by using some form of language or symbolic communication (such as speech, printed words, Braille, picture symbols, three-dimensional symbols, or sign language). When he uses his symbols it's clear that he understands what they mean.
This best describes the communication skills of my child. 

32. C1. Refuses or Rejects Something
Does your child intentionally show you that s/he doesn't want a certain thing or a certain activity? If so, what does your child do to refuse or reject something? 
Level 3
Body movements
whole body movements (twist, turn away)
head movements (turn head away or to side)
arm or hand movements
leg movements (kick, stamp feet)
Early sounds
scream, whine
Facial expressions
frown, grimace
Simple gestures
pushes away object or person

33. Conventional gestures and vocalizations
Level 4
Conventional gestures and vocalizations
gives unwanted item to you
shakes head
“no“ specific vocalizations ("uh-uh")
Level 5
Concrete symbols
rejects photo or drawing of unwanted item
rejects object symbol representing unwanted item
Level 6
Abstract symbols
spoken word ("no", "finished")
manual sign ("no", "stop")
written word ("no", "finished")
brailled word ("no", "stop")
abstract 3-D symbol (For "no", "stop")
abstract 2-D symbol (For "no", "stop")

34. Scoring the Matrix
First decide if the child can express the message: “Intentionally show you he doesn’t want a certain thing or activity?”
If he does, check off the behaviors he uses from the list.
Decide if the behaviors are emerging
Inconsistent, only when prompted or in only 1 or 2 contexts
Or mastered
Independently most of the time, in several contexts with different people

35. The Profile 4 communicative intents presented vertically in 7 columns
Shade or color in the box of any skill that has a mastered behavior
Use a different color or diagonal lines for any skill that has only emerging behaviors
Visual summary of messages the child can communicate and behaviors used to communicate that message

37. Let’s Practice

38. Using the Matrix to plan instruction
Address specific intervention goals for the child’s current level
if the child has a very small number of communication behaviors or messages at the current Level
Start targeting some behaviors at the next higher Level. 

39. Intervention Strategies
Level I – Pre-intentional Behaviors
Establish purposeful behavior by creating highly responsive environments.
Level II – Intentional Behaviors
Respond to potentially communicative behaviors so the child becomes aware that their behavior can make things happen.
Set up situations that require the child to interact with a communication partner to get what he wants.

40. Intervention Strategies
Level III – Unconventional Communication
Shape unconventional gestures into conventional gestures
Add communicative functions
Introduce symbols – pictures, objects, sign, words
Level IV – Conventional Communication
Teach 1:1 correspondence between symbols (concrete or abstract) and the things they stand for
Calendar systems, memory books

41. Intervention Strategies
Level V – Concrete Symbols
Increase the vocabulary of symbols
Reduce size or completeness of symbols
Move toward abstract symbols
Level VI - Abstract Symbols
Teach combination of symbols into 2-3 symbol utterances
Level VII – Language
Expand use of speech, print, or tangible symbols toward sentence structure

42. Using the Matrix to select goals
Target specific communicative behaviors
take into account the child's motor, fine motor, vocal and sensory abilities.
Target specific messages
gaps in the child's communication skills
new messages that the child really needs to be able to express.
Target behaviors: add a new way, maybe on a higher level to communicate a message already sending in an inappropriate way, or pre-symbolically
Target messages: add a new box on the chart

43. Communication Matrix Community
The community is a resource for anyone who supports someone with a severe communication disorder. Family members, educators, professionals, and researchers use the Forum to educate themselves and support each other.

44. Let’s Explore the Community

45. Questions????