1. Strategies for Emerging Communicators May 19 th and May 27 th 7-8:30 Barb Lark, SLP and ATP

2. Tips when taking an Online Class If you use a microphone, be sure it is turned off when you are not speaking. If you use a microphone, be sure it is turned off when you are not speaking. Use the chat pod to add information or ask questions. Use the chat pod to add information or ask questions. Signal a question or your opinion using these. Signal a question or your opinion using these.

3. Please… Let me know if: Let me know if: –You are having trouble hearing me; –I am going over information too slowly or too quickly; –You are having any technical difficulties; –Anything interferes with your ability to gain information from the class; (My cat may be howling in the background. Sorry…) (My cat may be howling in the background. Sorry…)

4. Agenda tonight Who are Emergent Communicators? Who are Emergent Communicators? Continuum of Communication Independence Continuum of Communication Independence Why might a student be an emergent communicator? Why might a student be an emergent communicator? Examples and case studies Examples and case studies Our primary goal Our primary goal Vocabulary selection Vocabulary selection Likes and Dislikes Checklist Likes and Dislikes Checklist

5. Next week’s agenda Review Characteristics of Emergent Communicators Review Characteristics of Emergent Communicators Symbol assessment Symbol assessment Strategies – no tech to low tech Strategies – no tech to low tech

6. Who are Emergent Communicators? Term used by Dr. Patricia Dowden – University of Washington: Term used by Dr. Patricia Dowden – University of Washington: –“An "Emerging" communicator does not have a RELIABLE method of EXPRESSIVE communication through SYMBOLIC language.” – –http://depts.washington.edu/augcomm/0 3_cimodel/commind2a_emerging.htmhttp://depts.washington.edu/augcomm/0 3_cimodel/commind2a_emerging.htm

7. Important to know the continuum of communication independence… Emergent Communication Emergent Communication –We will talk about more Context Dependent Communication Context Dependent Communication –Uses symbols to communicate, but only with certain partners in certain contexts. –Relies on others to supply with symbols to use Independent Communication Independent Communication –Can communicate on any topic with anyone

8. Back to Emerging Communication “An "Emerging" communicator does not have a RELIABLE method of EXPRESSIVE communication through SYMBOLIC language.” “An "Emerging" communicator does not have a RELIABLE method of EXPRESSIVE communication through SYMBOLIC language.”

9. RELIABLE communication The child can communicate a message he/she intends to communicate; The child can communicate a message he/she intends to communicate; He/she doesn’t accidentally touch or activate a message symbol, resulting in an unintended message. He/she doesn’t accidentally touch or activate a message symbol, resulting in an unintended message. Reliability is critical for independence. Reliability is critical for independence. http://depts.washington.edu/augcomm/03_cimodel/commind2a_emerging.htm

10. Expressive Communication = Observable Communication It isn’t based on what the student understands, It isn’t based on what the student understands, Or what we think the student means to communicate. Or what we think the student means to communicate. It is only based on what we can objectively see the student do. It is only based on what we can objectively see the student do. http://depts.washington.edu/augcomm/03_cimodel/commind2a_emerging.htm

11. What does SYMBOLIC language mean? Symbols REPRESENT a concept, idea or thought. Symbols REPRESENT a concept, idea or thought. With symbolic language we can talk beyond the here and now. With symbolic language we can talk beyond the here and now. –If a student only points or gestures related to things in the immediate environment, they are not “symbolizing” beyond the here and now. Symbols don’t always need to be visual. Symbols don’t always need to be visual. http://depts.washington.edu/augcomm/03_cimodel/commind2a_emerging.htm

12. What would emergent communication look like? Students engage in basic communication behaviors like gestures, facial expressions, body language; Students engage in basic communication behaviors like gestures, facial expressions, body language; The adults in the classroom try to figure out the meaning of these behaviors. The adults in the classroom try to figure out the meaning of these behaviors. The student may have a consistent way to indicate acceptance, rejection and/or continuation of something. The student may have a consistent way to indicate acceptance, rejection and/or continuation of something. http://depts.washington.edu/augcomm/03_cimodel/commind2a_emerging.htm

13. Why might a student be at the Emerging Communication level? Motor capabilities & communication device might not be a match. Motor capabilities & communication device might not be a match. There might be a hidden hearing impairment or vision impairment. There might be a hidden hearing impairment or vision impairment. Adults in the student’s environment might have low expectations and might not try AAC. Adults in the student’s environment might have low expectations and might not try AAC. There might be few opportunities to communicate. There might be few opportunities to communicate. AAC services might have been abandoned prematurely. AAC services might have been abandoned prematurely. Some might maintain a belief in unreliable methods of communication and not program for reliability. Some might maintain a belief in unreliable methods of communication and not program for reliability. This information can be found at: http://depts.washington.edu/augcomm/03_cimodel/commind2a_emerging.htm

14. Example #1 – Emergent Communicator or not? 3 year old girl with cerebral palsy. 3 year old girl with cerebral palsy. Non-ambulatory, difficulty with fine motor skills. Non-ambulatory, difficulty with fine motor skills. At snack time, gestures toward juice pitcher. Pats a flattened box of raisins and a pretzel that is under plastic, then looks expectantly at teacher. At snack time, gestures toward juice pitcher. Pats a flattened box of raisins and a pretzel that is under plastic, then looks expectantly at teacher.

15. Example #2 5 year old boy with diagnosis of autism. 5 year old boy with diagnosis of autism. Pats a picture of a graham cracker. Pats a picture of a graham cracker. Plays with cracker when it is given to him. Plays with cracker when it is given to him. Pats a picture of a cup, then pushes away cup when it is given to him. Pats a picture of a cup, then pushes away cup when it is given to him. Pats a picture of a gummy bear, then eats it when it is provided. Pats a picture of a gummy bear, then eats it when it is provided.

16. 14 year old girl with developmental disability Walks over to sink in classroom. Takes glass of water her teacher gives her. Walks over to sink in classroom. Takes glass of water her teacher gives her. Walks over to adult in class, looks at adult, and touches adult’s arm. Smiles. Walks over to adult in class, looks at adult, and touches adult’s arm. Smiles. Reaches up for favorite toy when placed out of reach in classroom. Reaches up for favorite toy when placed out of reach in classroom. When given a 4 cell communication device with 3 object symbols, the 4 th cell blank, she randomly touches all but the 4 th cell. When given a 4 cell communication device with 3 object symbols, the 4 th cell blank, she randomly touches all but the 4 th cell.

17. 7 year old boy with developmental delay Cries and fusses. Pushes away toys offered. Cries and fusses. Pushes away toys offered. Takes adults hand and moves back and forth in a rowing motion. Takes adults hand and moves back and forth in a rowing motion. When provided with a Big Mack at literacy time, will repeatedly or randomly hit switch. When provided with a Big Mack at literacy time, will repeatedly or randomly hit switch.

18. 11 year old girl with developmental delay Will seek out her object schedule and take a transitional object with her to next activity (e.g. take a cassette and sit in music area, take a cup to the lunch table, take a bead to the math work area.) Will seek out her object schedule and take a transitional object with her to next activity (e.g. take a cassette and sit in music area, take a cup to the lunch table, take a bead to the math work area.) Will occasionally take an object out of sequence to a teacher and look expectantly in the associated area. Will occasionally take an object out of sequence to a teacher and look expectantly in the associated area.

19. 16 year old boy with cerebral palsy Has a 9 cell voice output communication aid with programmed with 5 requests and 4 comments. Has a 9 cell voice output communication aid with programmed with 5 requests and 4 comments. Appears to hit cells randomly. Appears to hit cells randomly. What questions would you ask yourself about this student? What questions would you ask yourself about this student?

20. Goal for emerging communicators… Establishing a reliable method to use symbolic communication

21. Remember, this is a continuum A student may clearly be an emerging communicator, with no symbolic recognition; A student may clearly be an emerging communicator, with no symbolic recognition; Or a student may show some signs of beginning to recognize some limited symbols. Or a student may show some signs of beginning to recognize some limited symbols. You can move between using those limited symbols in more varied ways and still work on establishing more symbols. You can move between using those limited symbols in more varied ways and still work on establishing more symbols.

22. Okay, where do we start? Vocabulary selection Vocabulary selection –Likes and Dislikes Checklist –Communication in context –Problem behaviors? Symbol assessment Symbol assessment –Next week

23. Likes and Dislikes Checklist Motivation to communicate is KEY!!! Motivation to communicate is KEY!!! Communication must be POWERFUL. Communication must be POWERFUL. From the standpoint of the communicator. From the standpoint of the communicator. –Requesting a preferred object –Requesting a preferred action –Protest

24. How to use the checklist Inventory with those who know student well. Inventory with those who know student well. Set up activity trials to observe student. Set up activity trials to observe student. Inventory looks at activities that utilize a variety of sensory systems. Inventory looks at activities that utilize a variety of sensory systems. Determine what your student is likely to want to request. Determine what your student is likely to want to request. Try over several days & times of day; these students may not demonstrate the same interests each time. Try over several days & times of day; these students may not demonstrate the same interests each time.

25. Multiple contexts Study communication behaviors over a variety of settings Study communication behaviors over a variety of settings –Snack/meals –Group times –Music Note what the behaviors are and what the responses of others are in the context. Note what the behaviors are and what the responses of others are in the context.

26. Problem behaviors Pay particular attention to inappropriate behaviors. Pay particular attention to inappropriate behaviors. Can you determine the communication goal of the behavior? Can you determine the communication goal of the behavior? –Gain attention –Getting or keeping objects or actions –Getting pleasant sensory input –Escaping a task http://depts.washington.edu/augcomm/01_vocab/vocab2_emerging.htm

27. Vocabulary selection When choosing vocabulary to work on, don’t always select things/nouns. When choosing vocabulary to work on, don’t always select things/nouns. Try vocabulary that can be used for a variety of different activities/wants. Try vocabulary that can be used for a variety of different activities/wants. Examples: Examples: –Go –Done/stop –More –Up –Big http://depts.washington.edu/augcomm/01_vocab/vocab2_emerging.htm

28. Vocabulary selection If the student has a successful way of communicating something through a gesture, don’t try to replace it right away with another symbol. If the student has a successful way of communicating something through a gesture, don’t try to replace it right away with another symbol. You can include a foil, or a neutral or slightly unpleasant activity, to be sure that the student isn’t selecting randomly. You can include a foil, or a neutral or slightly unpleasant activity, to be sure that the student isn’t selecting randomly. http://depts.washington.edu/augcomm/01_vocab/vocab2_emerging.htm

29. Let’s summarize! Who are Emergent Communicators? Who are Emergent Communicators? What does Symbolic Communication mean? What does Symbolic Communication mean? Why might a student be an emergent communicator? Why might a student be an emergent communicator? POWERFUL communication POWERFUL communication –Likes and dislikes checklist –Observation of communication in context –Problem behaviors?

30. Next week Conducting symbol assessments Conducting symbol assessments Introducing symbols Introducing symbols Voice output devices Voice output devices –To participate –For communication intent