Session 6 SPE 568 Nonsymbolic Communication Receptive Language

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Session 6 SPE 568 Nonsymbolic
Communication/Receptive Language

• This powerpoint presentation will be available at
  http//jeffmcnair.com
• under the lectures link.

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Nonsymbolic - Symbolic

• Vocal-sounds and utterances
• Affect- display a feeling or emotion
• Tactual- using touch
• Body movement- leaning, pulling away
• Gestural- movement of limbs or body parts
• Physiological- alertness, muscle tone
• Visual- using sight

• Verbal- using words
• Sign language- system of gestures
• Photos or pictures-
• Representational objects- miniatures or parts of
  real objects
• Graphic system- method of symbols

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The trifocus of intervention

• a. Understand the learner assessment
• b. Broaden the communicative partners role use
  nonsymbolic input and be responsive to learners
  nonsymbolic communication as part of the
  intervention
• c. Improve the environmental context modify the
  environment, use physical and social supports as
  part of intervention

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3 stage communication progression

• a Perlocutionary stage the effect of the
  message on the communication partner who must
  interpret the message, behavior communicates
  although not a deliberate attempt on the part of
  the person engaging in the behavior to
  communicate
• b. Illocutionary stage use of preverbal
  gestures and sounds to communicate intentionally,
  deliberate use of particular signals to
  communicate for preplanned effects on others
• c. Locutionary stage beginning of intentional
  communication with referential words

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Intentional communication

• Intentional behavior behavior is intentional if
  an individual has an awareness of or a mental
  plan for a desired goal as well as the means to
  obtain that goal
• 1). Intention is the plan of the message sender
• 2). Function refers to the purpose of the
  behavior as interpreted by message receiver
• 3). Repair strategies clarify ones intentions
  when communication is unsuccessful

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Roles and functions

• Communication roles
• 1). Expressive role is the sender of a message
• 2). Receptive role is the receiver of a message

• The function or purpose of the communicative
  behavior
• 1). Behavior regulation get others to do or
  stop doing something
• 2). Social interaction get others to look or
  notice oneself
• 3). Joint attention get others to look at
  object or event

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Nonsymbolic Forms (Snell 415)

• Generalized movements and changes in muscle tone
• Vocalizations
• Facial expressions
• Orientation
• Pause
• Touching manipulating, or moving with another
  person

• Acting on objects and using objects to interact
  with others
• Assuming positions and going to places
• Conventional gestures
• Depictive actions
• Withdrawal
• Aggressive and self-injurious behavior

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Communication assessment

• Begin with the assumption that everyone
  communicates and learners with nonsymbolic skills
  are communicating

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Communication assessment

• First assessment goal what are the communicative
  forms used by the learner
• 1). Vocalizations and gestures
• a). Gestural dictionary used to keep track of
  communicative forms
• b). Behavior state may reflect a form of
  communication in some learners
• 2). High levels of alertness and challenging
  behavior indicate attention on the part of the
  learner, and potentially communicative functions

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Communication assessment

• Second assessment goal reasons or functions
  learner uses communication
• 1). The checklist of communicative
  functions/nonsymbolic forms (Figure 11-8, p 423)

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Communication assessment

• Third assessment goal degree of intentionality
  for communicative function

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Communication assessment

• Third assessment goal degree of intentionality
  for communicative function
• Fourth assessment goal how readable the
  nonsymbolic communication behaviors are

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Communication assessment

• Third assessment goal degree of intentionality
  for communicative function
• Fourth assessment goal how readable the
  nonsymbolic communication behaviors are
• Fifth assessment goal identifying repair
  strategies

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Communication assessment

• Third assessment goal degree of intentionality
  for communicative function
• Fourth assessment goal how readable the
  nonsymbolic communication behaviors are
• Fifth assessment goal identifying repair
  strategies
• Sixth assessment goal determine the learners
  capacity for symbol use across activities

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Promoting communication

• Current research theory suggests
• 1). Focus teaching on interactions that are
  learner centered in natural home, school and
  community environments
• 2). Use responsive and nondirective systematic
  instruction
• 3). Use intervention strategies that enhance
  early communication, such as naturalistic
  teaching procedures, including time delay, mand
  model, and incidental teaching
• 4). Use a communication dictionary so that
  partners respond to idiosyncratic gestures
  consistently
• 5). Use scripted routines
• 6). Use joint-action routines
• 7). Provide choice-making opportunities
• 8). Use augmented input
• 9). Use interrupted behavior chains

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Preparing partners

• Increase opportunities
• -Requests (illocutionary level)
• -Responsive state of behavior (perlocutionary
  level)
• -Choices

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Preparing partners

• Sequential predictable format
• Pairing vocal input and alternative modes
• Enhancing sensitivity
• readiness
• nonsymbolic behavior
• contingent responses
• communicative intent of behavior