The Building Blocks for Early Communication

SANDRA HESS ROBBINS, M.ED.

JENNIFER J. HOOD, M.A. , CCC-SLP

STATE SUPPORT TEAM REGION 8

Introductions/Icebreaker

� Each person stand up, introduce yourself and your role, and then say one thing that is true about

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role, and then say one thing that is true about yourself� I have two children

� Fall is my favorite season

� If the statement is true for others in the group, they will stand up and say “me too!”

� Try not to repeat what others have already said

How do you promote communication?3

� What strategies do you use at home, in the classroom, and within the community to promote children’s communication?

� How do you encourage children (especially those who struggle with communication) to speak, engage, and/or attend?

Agenda4

� Introduction/Overview

� Stages of Language Development

� Assessment

� Instruction� Instruction

� Partnering with your SLP

� Parent Toolkit/Additional Resources

Context for change 5

� DEC/NAEYC joint position paper on inclusion� IDEA and NCLB requirements to implement

“evidence-based” practices in the “natural environment”

Practitioners need evidence-based, naturalistic strategies for supporting diverse groups of young children

Why Communication?6

Research shows that children of all varieties have more appropriate social interactions, stronger social interactions, stronger vocabulary, increased reading ability, and increased academic achievement when exposed to high quality early language experiences

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2008 Reading First National Conference – Dr. Mary Dahlgren

2008 Reading First National Conference – Dr. Mary Dahlgren

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What is Communication?

� Communication: The process by which meaning is conveyed during interactions among people� Behavior of the sender affects the behavior of the

recipient

� Can occur without “intent”� Can occur without “intent”

� Always occurs in the context of interpersonal interaction

� Does not require speech or language

Types of Communicative Behavior

� Partner-Perceived (Perlocutionary)

� Child does not “intend” to communicate

� Communication occurs as a result of a partner’s ability and tendency to interpret behavior

� Communication is dependent on partner’s ability to � Communication is dependent on partner’s ability to attribute meaning to behavior

� Purposeful (Illocutionary)

� Child “intends” to communicate with interactive partner

� Communication exchanges are reciprocal and dependent upon child and partner behavior

How do we facilitate the “magic” of learning language?

� Input in the form of extensive, repeated exposure to comprehensible language

� Repeated opportunities to produce language in interaction with others.

Major Stages of Language Acquisition

� PreIntentional Communication

� Intentional Communication

� First Words� First Words

� First Word Combinations

� Sentence Grammar

� Discourse Grammar

Pre-Intentional Communication0 – 9 Months

AGE: 0 – 9 MONTHS

� Communicative Means� Facial expressions� Vocalizations� Vocalizations� Motor movements

� Communicative Functions� Behavior Regulation� Social Interaction� Joint Attention

� Comprehension

Intentional Communication9 – 12 Months

� Uses gestures and/or vocalization for intentional communication to regulate behaviors, participate in social interaction and reference joint attention

Expressive Jargon� Expressive Jargon

� Comprehends words in context

First Words12- 18 Months

� Uses small number of conventional words referentially (10 words)

� Most words are used to encode existence, nonexistence, recurrence, rejection

� Shows slow vocabulary growth � Shows slow vocabulary growth

� Receptive vocabulary as much as 4X greater than expressive

� Repairs unsuccessful communicative interactions by repeating, modifying the form, or using an alternative strategy

TWO WORD COMBINATIONS18 – 24 months

� Vocabulary spurt

� Begins to engage in conversation by providing new information, requesting information, relating past experiencesrelating past experiences

� Comprehension of word meanings dependent on immediate environment and prior experiences

� Uses imitation as predominant strategy

SENTENCE GRAMMAR24 – 42 months

� Uses language to regulate own and other’s actions, plan and anticipate outcomes, report on present and past experiences, comment, project feelings, regulate interactions, express project feelings, regulate interactions, express more than one function in a single utterance

� Uses grammatical morphemes

� Constructs declarative, negative, imperative, interrogative, passive and complex sentences

DISCOURSE GRAMMAR48 Months

� Demonstrates ability to abide by conversational rules

� Conveys personal experiences and tells stories in connected discourseconnected discourse

� Comprehends narratives� Speech adjustments/elaboration� Uses multiple meanings of words in humor� Segments words into phonemes

ASSESSMENT

The Communication Matrixwww.communicationmatrix.org

Communication Matrix21

� The Basics

� General Navigation

� Using results to plan instruction

SEVEN LEVELS OF COMMUNICATIVE COMPETENCE

LEVEL SALIENT BEHAVIOR

I. Pre-Intentional Behavior

(0 – 3 mo.)

Pre-intentional or reflexive behavior that expresses state of subject. State (eg., hungry, wet) is interpreted by observer.

II. Intentional Behavior

(3 – 8 mo.)

Behavior is intentional, but is not intentionally communicative. Caregiver interprets intent.

III. Un-conventional Pre-symbolic Communication

(6 – 12 mo.)

Behaviors are used intentionally to communicate. Pre-symbolic – do not involve any sort of symbol; Unconventional – are not socially acceptable as we grow older

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grow older

IV. Conventional Pre-symbolic Communication

(12 – 18 mo.)

Conventional gestures are used with intent of

affecting observer’s behavior.

V. Concrete Symbolic Communication

(12 – 24 mo.)

Limited use of concrete (iconic) symbols to represent environmental entities. 1:1 correspondence between symbol and referent..

VI. Abstract Symbolic Communication

(12 – 24 mo.)

Limited use of abstract (arbitrary) symbols to represent environmental entities. Symbols are used singly.

VII. Formal Symbolic Communication (Language)

(24 mo.)

Rule-bound use of arbitrary symbol system. Ordered combinations of two or more symbols according to grammatical rules.

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� Body movements

� Early sound productions

� Facial expressions

� Visual

Nine Categories of Communicative Behavior

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� Simple gestures

� Conventional gesture and vocalizations

� Concrete symbols

� Abstract symbols

� Language

Entering Data

� Answer from 1 – 3 questions to determine where to begin

� Answer from 3 – 24 questions

� When indicating that the child CAN communicate a specific message, you will then indicate exactly what

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specific message, you will then indicate exactly what behaviors he or she uses to express that message AND whether the behavior is Emerging or Mastered

� Can be saved at any time and can be edited for up to 30 days

Reviewing Results

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Reviewing Results

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Shows which of the seven

levels you are viewing.

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� First – whether to focus on increasing competence at the current level and/or whether to target some behaviors at the next highest level.

� Second – which communicative behavior(s) to target.

Decision Making

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target.

� Finally – which messages to target. Determine where there are gaps in the child’s communication skills and target new messages that the child really NEEDS.

Activities Attendance and Calendar

Language Arts

Writing Math Social Community

Communication book

Points to picture in response to questions

Points to picture/text in response to questions

Points to symbol to ask to use computer to

Points to numbers on book to answer math

Points to questions and responses on conversation

Points to questions and responses on conversation

Example

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questions questions computer to access.

answer math problem

conversation page of book

conversation page of book

Voice Output Names students as attendance or calendar helper

Uses device to verbally answer or ask questions

Uses device to ask to use computer

Points to numbers to answer math problems

Points to questions and responses on conversation page of device

Points to questions and responses on community outing page of device

INSTRUCTION

The Communication Toolkit

What is the Communication Toolkit33

� Research-based� Language intervention guide� Inclusive settings� Seven (7) simple, naturalistic,

evidence-based strategies� Adaptations/Differentiation� Adaptations/Differentiation� Video examples

The communication toolkit provides simple language strategies that can be embedded across the day to

support learning opportunities within children’s natural environments.

Be a Model34

What is it?

� Commenting about everyday activities

� Labeling items when child is engaged

� Self and Parallel Talk� Mapping your own actions with language

� Mapping the students’ actions with language

� Advanced Language� Using a variety of words

� Connecting new language to familiar words or ideas

Be a Model35

� Video Example

http://www.youtube.com/watch?v=cBPMUPdkXno

� Variations� Use both labels for English language learners (ELL)� Use both labels for English language learners (ELL)

� For joint attention, label item child is using

� Sign language or other visual prompts with spoken words

� Aided Language Stimulation

Be a Detective36

What is it?� Ask questions to gather information

� Yes/ no questions

� Open-ended questions� Open-ended questions

� Open-Ended Questions� Require more than a one word answer

� Wait for student response

Be a Detective37

� Video Example

http://www.youtube.com/watch?v=qAC7LRkqgtg

� Variations� (autism) Questions can prompt appropriate language

(no answer) Model the response� (no answer) Model the response

� (ELL) Prepare common questions/ words in native language

� (D/HH) Use gestures

Be a Mirror38

What is it?

� Imitate or Repeat words or gestures

� Expand/Extend/Elaborate

� Expansions are another way to embed commenting and labeling� Expansions are another way to embed commenting and labeling

� Provide information

� Expansion, Clarification, and Specific feedback

We want children to do socially what they are already doing non-socially

Be a Mirror39

� Video

http://www.youtube.com/watch?v=hK0Bajtg0WA

� Variations� Expand gesture (e.g., say “no” with head nod)

� Expand nonverbal request (e.g., “You want a cookie”)

� Expand sign language

Be a Cheerleader40

What is it?

� Positive feedback and praise � Can be verbal or nonverbal (e.g. Smile, thumbs up, high five)

� Prosocials� Prosocials� “Please”, “Thank you”, “You’re welcome”

� Encouragement and affirmation

� Specific and descriptive recognition and reinforcement

� Should lead to student persistence

Be a Cheerleader41

� Video Example

http://www.youtube.com/watch?v=N_F-FBHubxw

� Variations� Sign language

Show affection� Show affection

� Use gestures (e.g., smile, high-five, soft touch)

� Encourage prosocials

Practice Activity42

Model, Detective, Mirror, Cheerleader

� In small groups, determine the strategy being used by � In small groups, determine the strategy being used by the adult in each of the first four vignettes

� Debrief with the large group:� Did you have trouble determining the strategy?� Did it seem like more than one strategy was highlighted?� Was the strategy effective?� How else might the teacher have promoted communication for

the child in the scenario?

Be a Follower43

What is it?

� Follow child’s lead

� Join play if invited

� Ask “how” or “what” questions� Ask “how” or “what” questions� “How did you get the truck to fit in the garage?”

� “What are you building?”

� Prompting thought processes� Ask students to explain their thinking

� Question their responses and actions

Be a Follower44

� Video Examplehttp://www.youtube.com/watch?v=lRlS--Tn8Hg

� Variations� (physical limitations) Be sure child has interest before moving

to an areato an area

� May need to watch eye gaze to determine activity of interest

� (lack of focus) Be an interesting distracter

Be a Vendor45

What is it?

� Child makes decisions about objects and activities

� Offer desirable choices (e.g., food, clothes, toys, books)books)

� Request a communicative response� “Would you like a long block or a short block?”

� Scaffolding� Provide hints and assistance to children who struggle making decisions and answering questions

Prompt Hierarchy

� Set the Environment………………………………Pause

� Open Question ………………………………………Pause

� Partial Prompt ………………………………………Pause

� Command ……………………………………………..Pause

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� Command ……………………………………………..Pause

� Full Model ……………………………………………..Pause

Descriptive Feedback Follows Communication

Be a Vendor47

� Video Example

http://www.youtube.com/watch?v=xptUQiDGLGA

� Variations� Variations� (focus issues) Use high interest items for choices

� Response may be gesture or words

� Use visual cue (e.g., picture) with verbal to support understanding

� Limit to 2-3 choices

� WAIT for response

Be Fun!48

What is it?

� Active participant

� Take turns

� Gestures, words, picture cues

� Time-delay (e.g., “Twinkle, twinkle, little ____”)

� Prompting (e.g., “Your turn.”)

� Communication as “game”

� Frequent conversations� Contingent responding� Encourage peer conversations

� Feedback Loops� Back and forth exchanges� persistence by the teacher� follow up questions

Children need to be interactive (non-verbally) before they can be verbally

communicative

Be Fun!49

� Video Example

http://www.youtube.com/watch?v=ahK1iWhCtAc

� VariationsVariations� (ELL) Ask families for signal that speaker is finished

� Ask families for turn-taking games from their cultures; teach class

� (CD) Simple toys (that light, move, play music) for turn taking and practice with waiting

Practice Activity50

Follower, Vendor, Fun!

� In small groups, determine the strategy being used � In small groups, determine the strategy being used by the adult in the last three vignettes

� Debrief with the large group

The Communication Toolkit51

� Interrelatedness of strategies – You can’t use just one!

� Systematic use of strategies – embedding schedule –a plan for implementationa plan for implementation

� Intervention integrity - frequency and intensity

Embedding Schedule Activity

� Select a partner

� Review the embedding schedule matrix

� Consider your own classroom routine and activities

� Consider the children you work with

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� Consider the children you work with

� Fill in as many of the blanks as you can with examples of how and when you would use the communication strategies discussed today

Intervention Integrity

� With your partner…

� Brainstorm ways to measure fidelity of implementation

� Consider the individuals responsible for the intervention

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intervention

� How can you ensure the strategies are being used � Systematically

� Accurately

� Frequently

Partnering with your SLP

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� Jointly determine student needs; develop goals; plan activities

� SLP can model techniques for communication expansion

SLP can observe teacher strategies in the classroom

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� SLP can observe teacher strategies in the classroom and provide feedback

� SLP can assist with data collection to evaluate progress

� Promotes consistency of expectation across providers

Who has the greatest impact?55

Parent Toolkit 56

� Encourage parents to talk less and play more

� Consider household routines� Meals, dressing, bathing, bedtime

� Sharing information with families� Newsletters

� Take home activities

� Open houses or parent support meetings

� Dual language learners

Additional Resources57

� Books� Are You Listening: Fostering conversations that help children learn

(Burman)� Communicate With Your Child: 15 ways to become a communicator

(Macdonald & Mitchell)� Meaningful Differences in the Everyday Experience of Young American Children (Hart & Risley)Children (Hart & Risley)

� Play to Talk: A practical guide to help your late-talking child join the conversation (MacDonald & Stoika)

� Web sites� NAEYC: http://www.naeyc.org/� DEC: http://www.dec-sped.org/� Zero to Three: http://www.zerotothree.org/site/PageServer� Communicating Partners: http://jamesdmacdonald.org

And More Resources…..

� http://aacintervention.com

� www.lindaburkhart.com

� http://aac.unl.edu/yaack

� www.setbc.org

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� www.setbc.org

� http://aackids.psu.edu

� www.aacinstitute.org

� www.aaclanguagelab.org

� www.aacandautism.com

� www.speechtherapyweb.com

Questions?59

Sandra Hess Robbins, M.Ed.Early Literacy Specialist

State Support Team Region 8330-945-5600 ext. 511401

sandrar@cybersummit.orgsandrar@cybersummit.org

Jennifer J. Hood, M.A., CCC-SLPSpecial Education/SLP Consultant

State Support Team Region 8330-945-5600 ext. 511311

JenniferH3@cybersummit.org