Transcript SPED 5320/6320

SPED 5320/6320
Assessment of Presymbolic
Communicators
Taking Care of Business….
Reading(s) Discussion
Symbolic Assessment
– Assignment
• Complete the “Language Sample” portion of the
assignment by next class session
– Next Class Session:
• Bring Transdisciplinary Play-Based Assessment
(Linder, 2008) to class
• See Canvas for copy of Chapter if you don’t have
this text from another class
Presymbolic or Emerging
Communicators
Normally Developing
Disability
– Sensory
– Motor
– Cognitive
In Search of ….Communicative
Cues
Verbal and non-verbal behaviors that
communicate an infant’s wants and needs
Cues
Engaging Cues: Communicate the needs
and desires of an individual to interact
– Potent Examples:
– Subtle Examples:
Disengaging Cues: Signal the need for a
break in the interaction
– Potent Examples:
– Subtle Examples:
Examples of Clustering Cues
 Hunger Cues
–
–
–
–
–
Hand to mouth movements
Rooting
Mouthing
Flexion of arms and legs
Crying
 Satiation Cues
– Decreased sucking
– Lack of facial movements
– Relaxation of arms
Interpreting Cues
Subtle cues are thought to precede potent
cues
No one cue has singular value, need to
look for predominate cues to tell whether
an interaction is primarily engaging or
disengaging
Caregivers who read and respond to cues
have longer interactions
Why is this important….
Assignment:
Assessment of a child communicating
primarily on a presymbolic level
Analyzing the Communicative
Environment (ACE)
Assesses the extent to which activities
foster communication
What is the ACE?
 Ecological inventory that allows you to analyze the
communication value of a particular activity for a
particular child
 Helps caregivers to identify what they are doing and how
they might change
 Examines six sets of variables
–
–
–
–
–
–
The activity
The student’s communication system
Adult interaction
Group dynamics
Materials
Specific opportunities for communication
Implementing the ACE
Select one activity to observe on at least
two occasions
Communication should be considered a
goal of the activity
Video activity or utilize a third party
observer
Implementing the ACE (cont.)
 Begin observation with transition to activity
 End observation with completion of activity
 After 2nd observation circle checkmarks (don’t
expect to circle all checkmarks)
 Decide if there are areas that you want to
improve upon (place checkmark in target change
column)
 Prioritize areas to change
Pre-Test
Practice using the ACE!
Video
Group Discussion of Responses
Small Group Discussion of Rationale for
each section and Consideration for Change