Building Communication in the Classroom

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Building Communication in the Classroom

• Tools and Strategies for Inclusion of Students
  with Significant Cognitive Disabilities
• Jennifer Noxsel, M.S., CCC-SLP
• Speech Language Pathologist

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Communication Bill of Rights
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Communication
Reciprocity
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Communication Modes

• Verbal
• Speech
• Written language
• Email/texting

• Nonverbal
• Body language
• Facial expression
• Gestures/pointing
• Sign
• Tactile
• Symbols

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Evaluating Communication Functioning

• Evaluate to determine exactly how an individual
  is communicating and to provide a framework for
  determining logical communication goals.
• The Communication Matrix (Rowland)
• Online resource
• Appropriate for individuals of all ages who are
  at the earliest stages of communication
• Range of communication skills matrix covers would
  occur between 0 and 24 months of age in typically
  developing child.

Rowland, C. www.communicationmatrix.org/Default.a
spx   
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Seven Levels of Communication
Level I Pre-Intentional Behavior

• Pre-intentional or reflexive behavior
• that expresses state of subject
• State (e.g. hungry, wet) is interpreted
• by observer
• 0 to 3 months of age in typically developing
  children

Rowland, C. www.communicationmatrix.org/Default.a
spx   
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Level II Intentional Behavior

• Behavior is intentional, but is not
• intentionally communicative
• Behavior (communicative) functions to affect
  observers behavior, since observer infers
  intent
• 3 to 8 months of age in typically developing
  children

Rowland, C. www.communicationmatrix.org/Default.a
spx   
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Level III Unconventional Communication

• Intentional Communication begins
• Nonconventional gestures are used
• Communication with intent of affecting observers
  behavior
• 6 to 12 months of age in typically developing
  children

Rowland, C. www.communicationmatrix.org/Default.a
spx   
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Level IV Conventional Communication

• Symbolic communication begins
• Conventional gestures are used with
• communication intent of affecting observers
• behavior
• 12 to 18 months of age in typically developing
  children

Rowland, C. www.communicationmatrix.org/Default.a
spx   
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Level V Concrete Symbols

• Limited use of concrete (iconic) symbols to
  represent environmental entities
• 1 to 1 correspondence between symbol and referent
• Most individuals skip this stage and go directly
  to Level VI
• Typically developing children use concrete
  symbols in conjunction with gestures and words
  between 12 and 24 months of age, but not as a
  separate stage

Rowland, C. www.communicationmatrix.org/Default.a
spx   
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Level VI Abstract Symbols

• Limited use of abstract (arbitrary) symbols to
  represent environmental entities
• Symbols are used singly
• 12 and 24 months of age in typically developing
  children

Rowland, C. www.communicationmatrix.org/Default.a
spx   
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Level VII Language

• Rule-bound use or arbitrary symbol system
• Ordered combinations of two or more
• symbols according to syntactic rules
• Begins around 24 months of age in typically
  developing children

Rowland, C. www.communicationmatrix.org/Default.a
spx   
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Communication Matrix
Roland, C. www.communicationmatrix.org/Default.as
px   
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• Purposes of Communication
• Refuse things not wanted
• Get desired things
• Engage in social interaction
• Provide or seek information
• Charity Rowland

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Collaboration is essential for effective
communication in the classroom, and each team
member has a unique role.
Hurd, Robin. (2009). AAC and the IEP.
Perspectives on Augmentative and Alternative
Communication, 18 65-70.
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• Parents bring a long-term perspective of the
  student
• General education teachers bring their knowledge
  of what curriculum will be covered in the
  inclusion classroom
• Special education teachers bring their training
  in working with and making adaptations for
  students with special needs

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• Paraprofessionals support students learning in a
  variety of curriculum contexts
• Related service personnel (OT, PT, others)
  provide insight into students adaptive and
  physical functioning
• SLPs pinpoint students specific areas of
  language need and provide teachers with ways to
  address those areas of need within their
  curriculum

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SETT Framework
Consider

• Student
• Environment
• Tasks
• Tools

Zabala, J. (1995, October). The SETT Framework
Critical Areas to Consider When Making Informed
Assistive Technology Decisions. Paper presented
at Closing the Gap Conference, Minneapolis, MN.
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• The STUDENT
• What does the Student need to do to actively
  communication in the classroom?
• What are the Students special communication
  needs?
• What are the Students current communication
  abilities?

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The ENVIRONMENT

• What materials and equipment are currently
  available to support communication?
• What is the physical arrangement?
• What is the instructional arrangement?
• What supports are available to the student?
• What resources are available to the people
  supporting the student?

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The TASKS

• What naturally occurring communicative
  interactions take place in the environment?
• What is everyone else doing to communicate ?
• What activities support the students curricular
  goals?
• What are the critical elements of the activities?
• How might the activities be modified to
  accommodate the students special needs?
• How might technology support the students active
  participation in those activities?
• 
  

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The TOOLS

• What no tech, low tech, and high tech AT options
  should be considered when developing a system for
  a student with these needs and abilities doing
  these tasks in these environments?
• What strategies might be used to invite increased
  student performance?
• How might these tools be tried out with the
  student in the classroom in which they will be
  used?

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What Can You Do With a .

• Take a look at the objects on your table.
• With your group, decide how each object can be
  used to support communication skills in the
  classroom. Can an object be used in multiple
  ways?
• Be ready to share!

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Strategies for Maximizing Successful Communication
in the Classroom

• Work with IEP/AT team to determine students
  present level of communication functioning
• Communication Matrix
• Communication targets should be slightly above
  the students present level of functioning
  (Gillette)

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• Find out what is motivating to student.
• Observe child in a variety of activities and
  settings.
• Which objects does he/she prefer?
• Talk to parents about childs favorite toys and
  activities

Wiley, D. http//www.tsbvi.edu/Outreach/seehear/fa
ll04/joy.htm http//commons.wikimedia.org/wiki/Fil
eBlack_Brant.jpg
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• Teach language and literacy using highly
  motivating topics
• Incorporate students preferences into curriculum
  based activities as much as possible

Wiley, D. http//www.tsbvi.edu/Outreach/seehear/fa
ll04/joy.htm http//commons.wikimedia.org/wiki/Fil
eBlack_Brant.jpg http//commons.wikimedia.org/wik
i/FileSurefireU2JPG.jpg
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• Provide opportunities for student to demonstrate
  successful communication with peers
• Social scripts/rehearsal
• Peer support
• Pre-teaching

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Using Palmtop Impact Communication Device to
Follow Daily Schedule
Peer Where do you go next, Tyler?
1. Home Screen-Tyler independently pushed School
button to access school activities.
2. School Screen-Tyler independently pushed
Schedule button to access his bell schedule.
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• Be consistent! Communicate with team so all are
  using same strategies (e.g. show cue card to
  student to prompt focus on the teacher when she
  is speaking)

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Provide materials that are appropriate for student
Tangible Symbols
PCS Symbols
Tactile Symbols
http//www.ohsu.edu/oidd/d2l/ts/index.cfm
http//www.tsbvi.edu/Education/vmi/tactile_symbols
.htm www.mayer-johnson-symbols.com
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Symbol Hierarchy

• Increase number of symbols in vocabulary
• Increase size of symbol array presented
• Provide opportunities for generalization to other
  contexts
• Encourage student to use symbols for different
  communicative functions (e.g. labeling,
  requesting, commenting)
• Teach multi-symbolic utterances
• Make symbols smaller, more portable to transition
  to 2-dimensional symbols

http//www.ohsu.edu/oidd/d2l/ts/index.cfm
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• Encourage independence! Plan communication
  opportunities in a variety of settings with a
  variety of partners.
• With IEP team, prioritize curriculum content.
• Collaborate to monitor progress
• Roles and responsibilities
• Sample chart

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Tyler s AAC Inventory
Skill - Communication 1 2 3 4 5 6 7
Initiation X
Turn-taking X
Eye contact X
Question response X
AAC button selection X
Rating Scale
Rating Description
7 Independent
6 Independent with certain partners or in certain opportunities
5 Prompts or interpretations, 2/10 attempts (minimal)
4 Prompts or interpretations, 4/10 attempts (minimal/moderate)
3 Prompts or interpretations, 6/10 attempts (moderate)
2 Prompts or interpretations, 8/10 attempts (moderate/maximal)
1 Total Prompting and interpreting (maximal)
ASHA Functional Assessment of Communication
Skills (ASHA-FACS) (1995) and Functional
Independence Measure (FIM) (1996)
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Involve peers who demonstrate age-appropriate
communication skills in social and learning
opportunities with students with disabilities.
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Case Study
What strategies and tools can be used to support
learning and communication in the classroom for
Case Study student, or for a student you know?
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2 Things to Remember About Communicative Success
in the Classroom.

• Think outside the box
• Keep It Super Simple!

K.I.S.S.
/www.momsneedtoknow.com/2009/02/11/think-outside-t
he-big-box-store/