Upload
rodger-bertram-berry
View
215
Download
2
Tags:
Embed Size (px)
Citation preview
SPED 537 ECSE Methods:Multiple Disabilities Chapter 9
Deborah Chen, Ph.D.California State University,
Northridge May 1-2, 2006
Communication Modes Input:Receptive
communication and language understanding
Output:Expressive
communication and language use
Input Considerations Use of available senses- vision, hearing, tactile,
kinesthesia/movement Comprehensible input-figure/ground, signal/noise- matches child’s ability- meaningful
Output: Early Communication Development Preintentional communication
Beginning intentional communication
Intentional and symbolic communication
Output: Early Communication Functions Behavior regulation- refuse or request action or object Social interaction- greet, request social routine,
comfort, or permission, show off Joint attention- comment or request information
Strategies that Support Interaction Responds contingently to child’s
signals Varies prosodic features Encourages “conversation” Modifies own communicative behaviors
in response to child’s signals Uses communication to teach language
and concepts
PLAI: Background and Model Field tested in S.CA and Utah Children ages 8-48 months Multiple disabilities Preintentional level of communication English and Spanish speaking homes Diversity of home situations Variety of service providers
PLAI Modules1. Understanding child’s cues2. Identifying child’s preferences3. Establishing predictable routines4. Establishing turn-taking5. Encouraging communicative
initiationsKlein, M.D., Chen, D., & Haney, M. (2006). Promoting learning through
active interaction. A guide to early communication with young children who have multiple disabilities. Baltimore: Paul. H. Brookes.
www.brookespublishing.com
Module 1: Understanding Child’s Cues Typical daily routines Behavioral states Antecedents, typical reactions,
consequences Getting attention Expression of state and
feelings
Behavioral States Active and alert Crying or agitated Dazed or tuned out Drowsy Repetitive or stereotypical behavior Fussy or irritable Quiet and alert
Situation: Bath time
Antecedent
M begins to washJ’s face and hair
Behavior
J screams
Consequence
M sings to him
REVISEDM puts shampoo bottle under J’s nose (cue)
J becomes quiet and alert M talks to J
Situation: Snack time
Antecedent
Adult begins to feed child applesauce
Behavior
Child screams
Consequence
Adult removes bowl
REVISEDAdult helps child touch bowl (cue)
Child quiets and alerts and sticks finger in bowl
Adult offers child spoonful of applesauce
Module 2: Identifying PreferencesLikes and dislikes Activities Persons Objects
Reaction to presentation and removal
Objects Persons Sensory events
Module 3: Establishing Predictable RoutinesSchedule of daily events Predictable sequence
Predictable sequences within activities Subroutines
Anticipatory cues Auditory Visual Tactile Olfactory Kinesthetic/movement
Home Sub-routine: Bath “Time for bath”; Carries child to bathroom Turns on water Walks back to bedroom Pulls off shirt;tickles tummy “Tickle
tummy!” Takes off diaper Picks up child Returns to bathroom Places child in tub “OK, in you go”
Suggested revisions?
School Sub-routine: Snack
“Snack time”; pushes child in wheelchair to table
Reaches for applesauce on table Puts applesauce in bowl and sets bowl
on wheelchair tray Puts spoonful of applesauce up to
child’s mouth “ You like applesauce”
Suggested Revisions?
Module 4: Establishing Turn Taking Encourage the request for
“more” Identify and extend turn taking Encourage new turn taking
games Generalize turn taking games
Interrupted Routine Strategy Identify a favorite activity Engage child in activity Pause or interrupt the activity Wait for child’s response Interpret child’s request behavior
and “speak for the child” Resume the activity
Module 5: Encouraging Communicative Initiation Encourage expression of
rejection Use delay procedures Encourage initiation of games Encourage getting attention
Delay Procedure Set up the situation for a familiar
and favorite activity Wait for the child to signal
anticipation of the activity Interpret the child’s request
behavior and “speak for the child” Begin the activity
Naturalistic Interventions Identification of child’s signals and
arousal states Identification of preferences Use of anticipatory cues Use of “pause and wait” strategy
to teach requests turn-taking Use of “delay” procedure to
encourage initiation