Transcript ECT Day 2 w_ Notes

ENVIRONMENTAL
COMMUNICATION
TEACHING . . .
Day 2
The Adventure Continues
1
Goals for Day 2

1.
To analyze the combined use of activity-based objectives,
environmental communication teaching cues and prompts, and AAC
techniques and strategies through presentation and discussion of
selected examples.

2.
To continue to develop an understanding of communicative
requirements of educational, vocational, and community activities.

3.
To identify appropriate incidental environmental arrangements
to increase communicative problem-solving within the context of the
activity-based objectives for a selected activity.
3
Day 2 Goals (continued)

4.
To identify appropriate cues and prompts for facilitating a
student's communicative responses within a set of activity-based
objectives.

5.
To develop a set of activity-based objectives that will guide
application efforts with the two target students in the two - four
selected educational, vocational, or community activities.
4
Student and Activity Selection

Complete the forms to provide the
information about:
– 2 target students/children
– 2 activities for each student, or 1 for each
student, and 1 common to both students

Make sure there is team consensus!
5
Communication Interaction Chart
Wants/Needs
Partner
Social Closeness
P
U
R
P
O
S
E
Environment
Activity
Information Transfer
Social Etiquette
6
The Prompt Hierarchy
1. Pause
 2. Open Question
 3a. Partial Prompt
 3b. Request for Communication
(Mand)
 4. Full Model
 * Descriptive Feedback

7
1. The Pause

If an
environmental
cue or a
transitional cue
has just occurred

Focus your
attention on the
student and
PAUSE
8
Environmental Cues
9
1. The Pause

If an
environmental
cue or a
transitional cue
has just occurred

Focus your
attention on the
student and
PAUSE
10
2. Open Question

If the student or
young child does
not respond to the
pause by making or
attempting a
response...

Ask a what, why,
who, when, where,
or how question,
and then
PAUSE
11
3a. Partial Prompt

If the student or
young child does
not respond to the
open question or
produces a minimal
response...

Provide part of the
response by:
– asking a question
that contains a
choice,
– giving a hint or a
clue, modeling the
first few words (or
sounds) of the
answer, and then
PAUSE
12
3b. Request for Communication

If the student or
young child
responds to the
pause or the open
question with
behavior that is:
– inappropriate, or
– at a lower level than
desired for that
student

Request that the
student or young
child use another
form or elaborate on
the response, and
then
PAUSE
13
4. Full Model


If the student or
young child has
never produced the
response you are
seeking...
If the student or
young child does
not respond to the
partial prompt or
mand or does so
incorrectly...

Provide a full model
for the response,
and then PAUSE.

Do use the student’s
AAC system when
possible to provide
the model for him to
imitate.
14
Video - Auriel
15
* Descriptive Feedback


Use after the student
or young child has
produced a
communicative
response, or
Use after the last
step of the prompt
hierarchy that you
need to use

Descriptive
Feedback is specific
to the
communication
behavior:
– “Great, you asked for
more juice and here it is.”
– “Wow, you asked for the
tape player, so here it is.”
– “You asked for some
scissors, what do you
need them for?”
16
Descriptive Feedback

Serves three functions:
– Immediately acknowledges that the
listener “heard” the student or young child
– Confirms that the message sent by the
student or young child is the one
understood by the listener
– Can be used to model an expansion of the
message expressed by the student or
young child
17
VIDEO/Make-Up
18
Exercise #2

Using an activity for which you have
developed activity-based objectives:
– Review the activity and make sure there
are at least five communication
opportunities--IF statements don’t count !
– Review the ABO’s and formulate a possible
response for each step of the prompt
hierarchy. (Role Play is helpful!)
– Revise the ABO’s as needed.
19
ABO’s for Cody’s Snacktime
1. When told it is snack time, Cody will go to the snack area.
2. If it is not within reach, Cody will ask for the WOLF.
3. If the overlay needs to be changed to SNACK, Cody will ask for
that to happen.
4. If he needs help, Cody will ask for it.
5. When told what the snack choices are, Cody will tell the teacher
what he wants to eat.
6. Cody will tell the teacher what he needs for snack (napkin, cup,
spoon, knife, etc.)
7. Cody will ask for more when he wants more.
8. Cody will tell the teacher when he is done.
9. Cody will ask the teacher for help with getting his walker and
return to the other classroom.
25
Communicative Behaviors

Modality
–
–
–
–
–
Spoken
Gestural
Manual sign (unaided symbols)
Visual-graphic (aided symbols)
Multiple modality usage
31
Communicative Behaviors

Level of Code
–
–
–
–
–
Reflex behaviors
Action sequence
Signal
Symbol used when referent present
Symbol used when referent is not present
32
Group Activity

Communication Message Worksheet
– Brainstorm steps
– List communication messages needed
– Check for variety of communicative
functions
33
Communication Interaction Chart
Wants/Needs
Partner
Social Closeness
P
U
R
P
O
S
E
Environment
Activity
Information Transfer
Social Etiquette
34
VIDEOTAPE/Holly
35
Environmental Arrangement
Strategies

Common strategies:
– interesting materials and activities
– materials in view, but out of reach
– materials used with which the child will need
assistance
– small or inadequate amounts/portions provided
– sabotage
– something the child doesn’t like is provided
– novel element
36
Videotape/Kim
37
Special Considerations
in making environmental arrangements for AAC users

Position of Device/Display
– in relationship to task
– need for special furniture, mounting equipment
38
Special Considerations
in making environmental arrangements for AAC users

Teaching Displays as a
– mnemonic device for what to communicate
– picture sequence chart for task performance
– classroom or individual schedules
39
ECT Prompt Hierarchy
STEP 1:
Pause
Focus
your
attention
on the
child
STEP 2:
STEP 3a:
STEP 3b:
STEP 4:
Ask an
open
question
Provide a
partial
prompt
Request
for
verbalization
Provide a
full
model
Pause
Pause
Pause
Pause
Pause
DON’T FORGET DESCRIPTIVE FEEDBACK
40
Videotape/Laura
41
Group Activity
Identify at least three
environmental arrangements
Identify appropriate prompts
Select appropriate points for inserting
pauses
42
ABO Data Record Form
Documentation is important to
assessment and implementation
 The level of the prompt hierarchy at
which the student is responding is
valuable information
 This type of documentation will assist
the team in learning prompts and cues

43
Assignment #1
Information about videotaping
 Importance of labels on tapes and cue
cards before taping
 Importance of deadlines
 Photo Release Forms

44
Famous Quotes
“Don’t limit your challenges.
Challenge your limits.”
1996 Boston Marathon Winner
45