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Communication Call to Action

Jacqui Kearns, Ed.DLou Ann Land, M.S.

University of KentuckyHuman Development Institute

University of Kentucky TAALC Communication Project

• This presentation is the result of work funded by the US Department of Education and the KY Department of Education. No endorsement should be inferred.


The Importance of Communication

SAFETY

RelationshipsFriendsFamily

Access to Information


Symbolic Language Users

EmergingSymbolic Users

Pre – symbolic Language Users

Expressive Communication: NCSC Alternate Assessment Participants


1

2

3

4

Follows 1‐2 step directions

Requires additional Cues to follow directions

Alerts and responds to Sensory stimulation

Uncertain responses

Receptive Communication


12.12%

19.08%

65.13%

Elementary School

7.58%17.03%

72.57%

Middle School

8.68%12.02%

72.18%

High SchoolPresymbolic

Emerging Symbolic

Symbolic

Expressive Communication Across Grade Bands


OSEP Dear Colleague Letter (2014)

• reinforces the requirements of the Individuals with Disabilities Education Act (IDEA) to provide all students with a disability with a free and appropriate public education, and Title II of the Americans with Disabilities Act (ADA)

• to ensure that communication for a student with a disability is as effective as communication for a student without a disability.


Supreme Court – Endrew

• “The IDEA demands more. It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances. IEP need not aim for grade‐level advancement.”

‐ Justice Roberts


What Works?

• Communication Intervention• Multi‐modal approaches• Available, Affordable Augmentative Alternative Communication (AAC)

• Aided Language Modeling• Peer Mediated Supports• Team Training and Collaboration


Communication Intervention Works

20 Years of Literature

Review of the Literature (Snell et.al)

116 StudiesEvidence based studies

96% report improved student Results

Intervention Works


Changes in Expressive Communication through KY TAALC Project

0

1

2

3

Student 1Kindergarten

Student 2 9th grade

Student 3 12th grade

Student 4 7th grade

Student 5 3rd grade

Student 6 1st grade

Student 7 3rd grade

Student 8 3rd grade



Student Description

PrePost

(Holman, A. 2011)

Expressive Communication3= Symbolic2= Emerging Symbolic3= Pre‐symbolic


Multi‐modal Approaches

Acknowledge ALL communication modes including: facial expressions, body language, vocalizations, AAC.

Model communication using AAC.


AAC Available, Affordable


Aided Language ModelingA strategy in which the communication partner

Teacher or peer uses the device

• Facilitates receptive language development• Models expressive language useDirections for use:

– Point to symbols for key words– Emphasize key words vocally– Speak more slowly than usual– Insert numerous pauses– Use single words followed by short phrases(Binger & Light, 2007; Harris & Reichle, 2004; Goosens’, 1989; Romski, Sevcik, Cheslock & Barton, 2006; Romski, & Sevcik, 1988)

• See also: http://praacticalaac.org/about‐us/ and http://www.novita.org.au/Content.aspx?p=683

University of KentuckyTAALC Communication Project

Peer Mediated Supports


Team Training and Collaboration

Planning

Problem Solving

Preparing Transitions


Integrated Related Services

– Delivered in the classroom where the student spends the most time– Minimize pull out– Model expertise related strategies– Schedule blocks of time– Consider the role of peers– Problem Solve– Co‐plan


PART 2


Some Things to think about….

• Identifying communication• Motor & Sensory Considerations• Choosing AAC• Choosing words for devices


Identifying Communication:How do YOU know

• When YOUR child is HAPPY?• When YOUR child is Sad?• When YOUR child is Excited?• When YOUR child is Hungry?• When YOUR child is Uncomfortable?

• HIS WAY of communicating is his FORMUniversity of Kentucky

TAALC Communication Project

What’s going on when…

• YOUR child is HAPPY?• YOUR child is Sad?• YOUR child is Excited?• YOUR child is Hungry?• YOUR child is Uncomfortable?

• This is WHAT he wants to tell you: INTENT


INTENT*MODE/FORM*Listener* Comprehension

COMMON DEFINITION OF COMMUNICATION:

THE COMMUNICATION EQUATION


Motor & Sensory Considerations

Vision Motor Hearing


AAC Considerations

Single Message

Multi‐Message / Multi‐LevelMulti‐Choice

Single Message


Core Vocabulary Approaches

• Focus on flexible vocabulary of words used most often (Beukelman et. al., 1989)– Verbs– Pronouns– Adjectives/adverbs/prepositions– Nouns

• Example: The verb “Go” can be used receptively and expressively throughout the day‐ with multiple opportunities to practice.


Communication Activity


Using this communication board, tell us what you did today. You can type words from the board into the chat box to tell us about your day and comment on your activities.

Let’s try again…..


Boardmaker Symbols

Now use this communication board to tell us what you did today. You can type words from the board into the chat box to tell us about your day and comment on your activities.

Academic ConnectionLiteracy, Science, Math ACCESS

What is the Weather Today?

It feels __________ outside.

The sky looks ___________.

I would wear a __________ today.


ReferencesAlant, E., Dada, S. (2009). The effect of aided language stimulation on vocabulary acquisition in children with little or no functional speech.

American Journal of Speech‐Language Pathology. 18, 50‐64. Retrieved from http://ajslp.pubs.asha.org/article.aspx?articleid=1757603. Biggs, E., Carter, E. & Gustafson, J. (2017). Efficacy of Peer Support Arrangements to Increase Peer Interaction and AAC Use. American Journal on

Intellectual and Developmental Disabilities. Vol. 122, No. 1, 25–48. Beukelman, D. R., Jones, R. S., Rowan, M. (1989). Frequency of word usage by nondisabled peers in integrated preschool classrooms. Augmentative

and Alternative Communication, 5, 243‐248Carter, M., & Iacono, T. ( 2002). Professional judgments of the intentionality of communicative acts. Augmentative and Alternative Communication, 18, 177‐191.Calculator, S.N. (2009). Augmentative and alternative communication (AAC) and inclusive education for students with the most severe disabilities.

Internal Journal of Inclusive Education, 13, 93‐113.Calculator, S. N. & Black, T. (2009). Validation of an inventory of best practices in the provision of augmentative and alternative communication

services to students with severe disabilities in general education classrooms. American Journal of Speech‐Language Pathology, 18, 329‐342.Chung, Y‐C., & Carter, E. (2013). Promoting peer interactions in inclusive classrooms for students who use speech‐generating devices. Research &

Practice for Persons with Severe Disabilities, 38, 94‐109.Goossens’, C. (1989). Aided communication intervention before assessment: A case study of a child with cerebral palsy. Augmentative and

Alternative Communication, 5, 14–26.Harris, M. & Reichle, J. (2004) The impact of aided language stimulation on symbol comprehension and production in children with moderate

cognitive disabilities. American Journal of Speech‐Language Pathology, 13(2), 1550167.Kearns, J., Kleinert, H.L., Kleinert, J.O., & Towles‐Reeves, E. (2006). Learner characteristics inventory. Lexington: University of Kentucky, National

Alternate Assessment Center. Kearns, J., Towles‐Reeves, Kleinert, H., & Kleinert, J. (2009). Who are the children who take alternate achievement standards assessments? In W.D.

Schafer & R.W. Lissitz (Eds.), Alternate assessment based on alternate achievement standards: Policy, practice, potential (3‐22). Baltimore, MD: Paul H. Brookes Publishing Company.

ReferencesKearns, J., Kleinert, J., Page, J. & Land, L. (2018). Improving Communication Outcomes for Students with Moderate and Severe Disabilities:

Communicating with Core. Statewide Professional Development training. Light, J.C., & McNaughton, D. (2009). Accessible Literacy Learning (ALL): Evidence‐based reading instruction for learners with autism, cerebral palsy, Down syndrome, and other disabilities. Pittsburgh: Mayer‐Johnson.Kearns, J., Towles‐Reeves, E., Kleinert, H., Kleinert, J. & Thomas, M. (2011). Characteristics of and implications for students participating in

alternate assessment based on alternate academic achievement standards. Journal of Special Education. Kleinert, J. and Kearns, J. (in preparation). Literature Review: Supporting Augmentative and Alternative Communication in Inclusive Classrooms.Kleinert, J., Kearns, J., & Kleinert, H. (2010). Toward symbolic language through academic curriculum. In H. Kleinert & J. Kearns (Eds.), Meaningful

outcomes for students with significant cognitive disabilities: Alternate assessments on alternate achievement standards. Baltimore, MD: Paul Brookes Publishers.National Joint Committee for the Communication Needs of Persons with Severe Disabilities. (1992). Guidelines for meeting the communication

needs of persons with severe disabilities [Guidelines]. Available from www.asha.org/policy or www.asha.org/njc. Towles‐Reeves, E., Kearns, J., Kleinert, H., & Kleinert, J. (2009). An analysis of the learning characteristics of students taking alternate assessments

based on alternate achievement standards. The Journal of Special Education, 42(4), 241‐255. Towles‐Reeves, E., Kearns, J., Kleinert, H., & Kleinert, J. (2009). An analysis of the learning characteristics of students taking alternate assessments

based on alternate achievement standards. The Journal of Special Education, 42(4), 241‐255. Towles‐Reeves, E., Kearns, J, Flowers, C., Hart, L., Kerbel, A., Kleinert, H., Quenemoen, R., & Thurlow, M. (2012). Learner characteristics inventory

project report (A product of the NCSC validity evaluation). Minneapolis, MN: University of Minnesota, National Center and State Collaborative.Van Tatenhove, G. (2013). Making core count: Core vocabulary in activity‐based instruction. Retrieved from

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