Transcript Vision and communication

Communication and
Vision
WHEN WORLDS COLLIDE
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When Worlds Collide
• Pre-symbolic and Symbolic Communication
• Assessing communication skills of children with
VI and concomitant disabilities.
• Decision making for AAC
• Developing goals
• Designing instructional programs
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Audience Poll Question
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COMMUNICATION
• THE EXCHANGE OF IDEAS, OPINIONS AND FACTS BETWEEN
TWO PEOPLE
• COMMUNICATION PARTNERS
SENDER
RECEIVER
•SPOKEN AND UNSPOKEN (MODES OF EXPRESSION)
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“COMMUNICATION IS NOT JUST ABOUT THE
MEANS OF EXPRESSION. TOO OFTEN WE
SEE THE FOCUS OF INTERVENTION PLACED
ON SOME SYMBOLIC FORM WITHOUT
CONSIDERATION FOR THE CHILD’S
UNDERSTANDING OF THE PURPOSE OF
COMMUNICATION.”
-Philip D Schweigert; New Mexico School for the Blind and
Visually Impaired.
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COMMUNICATION
• Bonding
• Social interaction
• Engagement
“Children with dual sensory impairment
(deaf/blind) and multiple disabilities establish
these connections at a pre-symbolic level.” – Dr.
Jan van Dijk
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“CONVERSATIONAL” INTERACTION
PROCEEDS LANGUAGE
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Foundational Communication Skills:
• Cognition/Receptive Language:
• Causality-levels
• Object permanence
• Joint attention
• Triadic gaze
• Turn taking
• Communicative intent
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EBP-Communicative Intent
• Rowland and Schweigert – 2000
• 41 children with a range of severe disabilities; shared lack of
symbolic communication.
• Those children who were less adept in terms of intentional presymbolic communication made slower progress toward acquiring
symbolic communication.
• 100% of the children with intentional communication behaviors
acquired some form of symbolic communication.
• 62% of the children without intentional communication behaviors
went on to form some level of symbolic communication
FOLLOWING extensive instruction in the use of pre-symbolic
communication.
• 38% of the children without pre-symbolic communication did not
acquire any symbolic communication during the course of
intervention.
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MODES OF COMMUNICATION
UNAIDED
AIDED
FACIAL EXPRESSION
OBJECTS
VOCALIZATION/SPEECH
PARTIAL OBJECTS
BODY MOVEMENTS
PICTURES: photographs,
line drawings, cartoons,
Picsyms, Dynasyms, etc.
BODY “LANGUAGE”
GESTURES
SPEECH GENERATING
DEVICES (LOW-HIGH)
SIGN LANGUAGE
EYE GAZE
iPads, leisure devices
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Communicative Functions
• Gain attention
• Protest/refuse
• Comment (express
interest)
• Request/choice making
• Gain information
• Engagement/social
• Bond emotionally
• Form relationships
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LEVELS OF COMMUNICATION
PRESYMBOLIC
SYMBOLIC
• REFLEXIVE BEHAVIOR
• CONCRETE SYMBOLS
• INTENTIONAL BEHAVIOR
• ABSTRACT SYMBOLS
• INTENTIONAL
COMMUNICATION
• UNCONVENTIONAL
GESTURES
• CONVENTIONAL
GESTURES
• LANGUAGE
• rule bound
• semantics, syntax,
phonology,
morphology
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ASSESSMENT
•Tells us how the child perceives the
world
•Their ability to impact it
•Their desire to do that
•Initiation and Intent
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ASSESSMENT
FORMAL/INFORMAL:
• STANDARDIZED
• OBSERVATIONAL CHECKLISTS
• DEVELOPMENTAL
• NECESSARY TO UNDERSTAND TYPICAL DEVELOPMENT
• SPLINTER SKILLS
• NO “ONE SIZE FITS ALL”-EACH CHILD IS UNIQUE
• CRITERION REFERENCED
• WHERE THE CHILD FUNCTIONS WITHIN A DOMAIN
• PLAY BASED ASSESSMENT
• OPTIMALLY TRANSDISCIPLINARY
• REQUIRES A STRONG PROFESSIONAL SKILL SET
• ASTUTE OBSERVATIONAL SKILLS
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•Communication
•Environmental Access
•Cognition
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Environmental Access
• Interacting with the social and physical
environment is central to learning
• Helps children learn how the world works
• Learn how to solve problems that arise in it
• Manipulating their physical environment
(objects) provides the motivation to explore
further; master new skills
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What is AAC?
• Augmentative and alternative communication
is achieved by any means other than oral
language.
Who uses AAC?
• Anyone with complex communication needs.
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AAC Decision Making
BEHAVIOR
COGNITION
MOTIVATION
SENSORY:
VISON/
MOTOR
HEARING
ACADEMICS
COMMUNICATION
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“And, from the prism of our field of specialty, and in conjunction
with other team members, we need to determine what is owning
to vision and what is owing to other challenges.”- Mary Morse;
AER Journal: Research and Practice in Visual Impairment and
Blindness; Volume 1, #2, Fall 2008
• Vision as a psychological process
• Vision as an emotional process
• Vision as a motor process
• Vision as a cognitive process
• Increased visual awareness works for
some children; others understand tactilekinesthetic-motor approach better.
“Hands first; eyes follow”
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AAC FEATURE MATCHING
DEVICE FEATURES
CHILD SKILLS
• Visual skills
• Visual feedback
• Auditory Skills
• Auditory feedback
• Cognitive skills
• Cognition for operation
• Language skills
• Language organization
• User Motivation
• Operation, programming
• Flexibility, growth
• Academic skills
• Durability, repair
• Behavior Needs
• Motor access features
• Motor skills (fine/gross)
• Tactual features
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Aided Symbol Hierarchy
Most Iconic to Least
OBJECTS
IDENTICAL OBJECT
COLOR PHOTOGRAPHS
PARTIAL OR ASSOCIATED
OBJECT
BLACK AND WHITE
SYMBOL SHARING ONLY 1-2
FEATURES OF THE OBJECT
MINIATURES
PHOTOGRAPH
BLACK AND WHITE
DRAWINGS
PICSYMS/BLISSSYMBOLS
TRADITIONAL
ORTHOGRAPHY (WRITTEN
WORD)
SPECIFIC LINE DRAWING
GENERIC LINE DRAWING
ROWLAND & SCHWEIGERT,
2000
MIRENDA & LOCKE, 1989
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