Transcript Early Communication with Young Children who are Visually Impaired

SPED 537: ECSE Methods
Multiple Disabilities
May 8-9, 2006
Deborah Chen, Ph.D.
California State University,
Northridge
Jan van Dijk’s Framework






Nurturance
Resonance
Coactive movements
Nonrepresentational reference
Natural gestures
Language
Turn-taking Routines




Game-based exchanges
Imitation-based exchanges
Action-based exchanges
Reference-based exchanges
Chen, D. (1996). Parent-infant communication: Early
intervention for very young children with visual
impairment or hearing loss. Infants and Young
Children,9 (2)., 1-12
Alternative Communication
Modes





Tactile signals or touch cues
Objects (whole, parts)
Textures
Pictures (photos, drawings)
Signs (visual, tactile)
Selecting Cues and Symbols


How does child respond to sensory (visual,
auditory, tactile) information?
- Awareness
- Attention/alerting
- Discrimination
- Recognition
- Comprehension
What are the child’s preferences?
Daily Activities





Preferred
Dislikes
Person in activity (distinctive features)
Objects used in activity (distinctive
features)
Actions on objects
Components of Daily Routines





Engaging in conversation
Getting ready
Beginning the activity
Supporting participation
Engaging the activity
Creating Conversations






Shared focus or joint attention
Interesting materials
Inadequate portions
Need for assistance
Silly situations
Memorable activities
Supporting Early Symbolic
Communication




Meaningful social contexts
Comprehensible input
Accessible output
Add words to child’s communicative
behaviors
Benefits of Signing Key Words






Accessible language input
Specific labels
Repetition
Appropriate pacing
Provides a means of communication
output
Supports language development
Considerations for using Key
Word Signs

-
Input
Family priorities
Frequency
Access
Adaptations
Communication
modes

-
Output
Motivation
Efficiency
Motor ability
Physical assistance
Communication
modes
Initial Sign Vocabulary





Motivation: want to use
Function: need to use
Complexity: easy to produce
Iconicity: easy to understand
Family culture and comfort level
Adaptations







Coactive signs
Tactile signs
Visual
Distance from child
Position and placement
Size and amount of movements
Rate or speed
Considerations




Does the child demonstrate intentional
communication?
Does the child reach for or point to
objects or people?
Does the child imitate any actions?
Does the child use any gestures?
Strategies






Sign name of object when child is focused on
object
Produce sign on referent
Make sign on child’s body
Sign action words just before action begins
Help child produce sign (coactive)
Have child feel the signer’s hands (tactile)
ACTIVITY





Pair up with another person
Take turns being the child and adult
Child closes eyes
Adult interacts with coactive, tactile,
body signs – DO NOT TALK
Discuss experience after both people
have had a turn being the child
Important Considerations



Decide how and when to use alternative
communication modes
Use meaningful strategies appropriate
for individual child
Allow 10-30 seconds for child to
respond
Important Considerations



Agree on consistency across
environments
Eliminate distractions
Use spoken words with other
communication input