asha* bill of rights communication · 2012. 4. 22. · asha* bill of rights *american...
TRANSCRIPT
4/10/12!
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Engage and Communicate:
Maximizing Communication Opportunities Throughout the Day
✤ Share ideas to increase opportunities for communication in your classroom
✤ Teachers
✤ SLPs
✤ Paraprofessionals
Goal of This Session:
ASHA* Bill of Rights
*American Speech-Language-Hearing Association
Communication:
The act of conveying information
Requires: ✤ a sender ✤ a message ✤ a recipient
Communication AAC ✤ Augmentative
✤ Alternative
✤ Communication
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Forms of AAC:
✤ Facial expressions
✤ Gestures
✤ Symbols
✤ Pictures
✤ Written expression
✤ Electronic aids
✤ Thoughts ✤ Needs ✤ Wants ✤ Ideas
We use AAC to Express:
Four Reasons to Communicate:
✤ To REFUSE things that we don’t want
✤ To OBTAIN things that we do want
✤ To engage in SOCIAL interaction
✤ To provide or seek INFORMATION
Low Tech vs. High tech
Unaided Communication Systems
✤ Relies on the user's body to convey messages.
Aided communication systems
✤ Relies on the use of tools or equipment in addition to the user's body.
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What is Functional Communication?
✤ “The ability to receive or to convey a message, regardless of the mode, to communicate effectively and independently in a given environment.” (ASHA)
Functional communication:
✤ Is not just about speaking
✤ It’s about making yourself understood
The system is only as good as the support.
Changing Behavior to Enhance Communication
✤ All students should be expected to communicate
✤ Communication needs to happen throughout the day and throughout all settings
“The average 18 month old child has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth.
A child who has a communication system and receives speech/language therapy two times per week for 20-30 minutes sessions will reach this same amount of language exposure in 84 years.”
Jane Korsten
Guiding Principles for the Communication Based Classroom ✤ Place the educational focus on communication development FIRST
✤ Allow TIME for communication
✤ Teach communication skills in the natural environment
✤ Integrate communication training into ongoing activities
✤ Develop visual tools as a rich environmental support to communication
✤ View behavior challenges in the context of communication
✤ Specifically teach intent/pragmatics
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Strategies ✤ Start with the Environment
✤ Theme Boards
✤ Aided Language Input
✤ Cueing
✤ Visuals for Expressive and Receptive Language
✤ Giving Choices
✤ Adapting Curriculum to Provide Communication Opportunities
✤ Honoring Multiple Modalities
✤ Physical setup
✤ Accessible to all students
✤ Organized and consistent
✤ Set up all environments for communication success
Strategy: Start with the Environment
Make choices available
throughout the day
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Organized Place for Communication Systems
✤ Communication/topic board
✤ Can be used for both expressive and receptive communication
✤ Teacher is using the boards to instruct students who need visual symbol support
Strategy: Theme Boards
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✤ Teacher models the AAC system use ✤ Shared language system
Strategy: Aided Language Input Strategy: Cueing
✤ Texas research
✤ Wait time
✤ Least support to most support
✤ Wait ✤ Body position/facial expression ✤ Exaggerate gesture/point ✤ Wait ✤ Verbal cue
✤ Model what you want ✤ Give the student time to respond ✤ Physical prompt ✤ Hand over hand
Follow a Consistent Cueing Hierarchy:
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✤ Things we see that enhance the communication process. ✤ Visual supports enhance a person’s ability to gain and
express information. ✤ Visual supports include: body language, environmental
cues, communication tools, and organizational tools.
Strategy: Visuals for expressive and receptive language!
Linda Hodgdon, M.ED., CCC-SLP Visual Strategies for Improving Communication
Communicating Class Rules
Picture Schedules
Communicating task completion
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Communicating Emotions Social Stories: Communicating Events
Requesting a break
Defining the Task: ✤ time to work
✤ all done
✤ wait (e.g., symbol, timer)
Communicating Goals and Objectives
Tactile Schedule
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Vocabulary Travels with Student Strategy: Giving choices
✤ Multiple Opportunities
✤ Variety of Tools: ✤ Tactile/real object ✤ photos ✤ symbols ✤ line drawings ✤ gesture/sign ✤ Verbal
✤ Partner Assisted Choice Making
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Partner Assisted Scanning
✤ Allows individual with physical and/or visual impairments to communicate more actively
✤ Choices presented aloud by the communication partner
✤ Individual needs an established signal
✤ Advantages: timing, wait time, vocabulary, interaction between two people
Demonstration
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Strategy: Adapting Curriculum to Provide Communication Opportunities
✤ Boardmaker Plus
✤ SmartBoard
✤ iPad
✤ Scripting
✤ Access to vocabulary related to curriculum
Why Use Scripting?
✤ Purpose: provide consistent structured communication interactions
✤ Moving beyond wants and needs to develop “real communication” for conversation
✤ Look at opportunities throughout the day
✤ Frequency
✤ Motivating
✤ Self-initiated
✤ Low maintenance
✤ Ongoing with multiple turns with a range of partners
Musselwhite and Burkhart, 2001!
Considerations for Developing Scripts
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Strategy: Honoring Multiple Modalities
Communication Dictionary Resources ✤ http://www.boardmakershare.com/
✤ http://aac-rerc.psu.edu/
✤ http://www.lburkhart.com/
✤ http://www.asha.org/
✤ http://www.setbc.org/pictureset/Default.aspx
✤ http://teachinglearnerswithmultipleneeds.blogspot.com/
✤ http://www.usevisualstrategies.com/
✤ http://www.inclusive.co.uk/
✤ http://aacintervention.com/home/180009852/180009852/tips/2007/03mar2007/Conversation_Parts.pdf
✤ Barb Skelly: [email protected]
✤ AnnMarie Bailey: [email protected]
✤ Amy Marquez : [email protected]
✤ Katie Taylor: [email protected]
✤ Bonnie Johnson: [email protected]
Presenters: