Transcript Beginning Communicators (Nonsymbolic)

Beginning Communicators
(Nonsymbolic)
SLA G304 Kim Ho, PhD CCC-SLP
Overview
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Hand back assignments
Video of Motor Assessment
Lecture/discussion on Nonsymbolic
communication
Video of Beginning Communicator
Scripted routine activity (5 points) – use
text book
Motor Assessment Case Study
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Consider movement pattern and
positioning
Determining Access - ROM
Technology
Plate switch
Key Largo Alternate
Keyboard
Intellikeys
AlphaTalker
Dynavox
TASH Mini
keyboard
Define Beginning Communicator
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Any age
Rely primarily on nonsymbolic modes
No communicative intentionality
Learning to use aided/unaided symbols for
requesting, rejecting, sharing information,
and engaging in conversations
Use nonelectronic communication displays
or simple technology
Beginning Communication
Signals
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Attention-getting, acceptance and rejection
signals
Usually already there
May be idiosyncratic
Can use shaping
May be form of challenging behavior
Functional communication Training (FCT)
Attention-getting signals
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Initially respond to any attention-seeking
behaviors
Then only respond to most desirable
behaviors
Interrupted behavior chain
Acceptance/Rejection Signals
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Precursor to yes/no – but not symbolic
Contingent interpretation and responsiveness
Must recognize often subtle signals
Initially, must respond to and comply with any
communicative behaviors
Then only respond more acceptable signals
May be a challenging behavior for rejection
Sample Prompt Hierarchy
General comment (“She didn’t seem to understand.”)
EXPECTANT, SILENT PAUSE (15-20 seconds)
Directive comment (“I wonder how else you could tell her.”)
PAUSE (15-20 seconds)
Gestural Cue (tap finger on alphabet board)
PAUSE (15-20 seconds)
Modeling (Point to the first letter of word on alphabet board)
PAUSE (15-20 seconds)
Verbal Cue (“Point to the first letter.”)
PAUSE (15-20 seconds)
Physical Assistance (Assist child in pointing to the first letter)
Ecological Inventory
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Observe a peer
Write a step-by-step list of the skills
required
Assess the target individual against the
skill inventory to identify discrepancies
Design communication adaptations and
instructional programs to each
compensatory skills
Movement-Based Approach
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Van Dijk technique
Learning through doing
Nurturance
Resonance
Coactive Movement
Nonrepresentational reference
Deferred Imitation
Natural Gestures
Beginning Communicator Case
Study
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Rett Syndrome
Complex neurological disorder
Affects mainly girls
Normal dev, stagnation, then regression
Repetitive hand movements
Nonsymbolic Communication
Scripted Routine
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Provide structured opportunities to communicate
during natural routines
Practice attention-getting, acceptance and
rejections signals
Touch cue
Verbal cue
Pause
Verbal feedback
Action
In Class Activity
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Form groups of 3-5
Write a brief client description (SSPI) – 0-3,
preschool, school-aged, adult or elderly
Develop a scripted routine (see p. 287-9) for a
paraprofessional on how to do one of the
following:
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Toileting
Lunch time
Transitioning to school/work from bus
Transferring from w/c to standard chair