listen to me: symbolic communication michelle jones and vimla...
TRANSCRIPT
Listen to Me:
Symbolic Communication
Michelle Jones and
Vimla Ramrakhiani
Learning Objectives
What is
Symbolic Communication?
What does the learner need
before they can develop
symbolic communication ?
• Joint Attention • 1:1 correspondence • Early gesture / vocalisations• Object permanence • Anticipation • Simple turn taking / cause and effect • Symbolic / representational play skills
MSI learners need to develop
Pre-Verbal & Early Interaction
Attention & Listening
Play
Understanding
Talking
(Expressive Language)
Speech sounds
(Phonology)
Skills at the
bottom of the
pyramid need
to be in place
before skills at
the top can be
developed.
Communication pyramid
Impact of Deafblindness
on the development of
Symbolic Communication
• Be a responsive and understanding communication partner
• Build on what motivates them – start from the learner and listen to their ‘voice’
• Interact at their level and in close proximity • Use actions songs, multisensory resources,
role play, simple speech, time ….• Multidisciplinary approach to assessment using
the most appropriate tools
What can we
do to support?
Communication
Assessment:
working together
Communication Matrix
Examples:
Objects of Reference
Tactile timetables
Calendar Boxes
Symbolic Forms of
Communication
Tactile Forms of
Symbolic
Communication • BSL
• Makaton
• Sign Supported English
• Visual Frame
• Deafblind Alphabet
• Deafblind Manual
• Block
Case Study 1
• SK is 11, she is mobile but can struggle in busy environments and can ground herself to feel safe. She has CVI and a lower visual field loss. She has a severe hearing loss an auditory neuropathy.
• She has a poor concentration span but can attend up to 5 minutes in an activity which is of her interest, such as interaction with her hands. When bored she can get agitated and will engage in self-stimulatory behaviours.
• She has an 3 members of staff who work with her the whole week. One of the staff is an Intervenor and works with her for part of the week.
• She is reliant on her daily routines and shows little response to other aspects of school life. She struggles with transition to activities.
• She does not respond to speech but shows responses to tones. Hand under hand signs are used with her to tell her which activities she is going to and she has some objects of references.
• She can use behaviours to express that she is unhappy/pain/or when asked to do something/or when she wants something.
• She uses facial expressions and upper limb movements to express herself.
Video 1 of SK
Activity
• In your groups discuss what modes
of communication does the student
use?
• Where do you think she is on the
Communication Matrix?
• Why do you think so?
• Feedback
SK Communication Profile
How was SK supported
• Her strengths-touch and auditory
• What motivated her?
• Using child-guided approach
• Prep for learning boxes were set up
• Individualised Ors were established
• Hand under hand signing was coupled with speech
• Routines and sub routines
• Two Intervenors worked with SK in the week
• Choice board with one item and this developed
• Calendar system- started with a NOW and FINISH basket
• The physical environment was decluttered and tool account of the sensory difficulties.
Prep for
Learning Box
Calendar Systems
Choice board
• Video 2 – Roundabout
• Video 3 – Music
SK Current
Communication Profile
Case Study 2
• RT was diagnosed with CHARGE syndrome at birth- he was born at 36 weeks but had a range of complex health issues with his vision, hearing, feeding, breathing and had a long period in hospital. He had 13 operations at the early stage. He was 3 years old before he began to walk
• RT has a profound bilateral sensori-neural hearing loss- profoundly deaf. He has a cochlear implant on his left side but rejects to wear it.
• He is registered blind. He has bilateral retinal colobomas resulting in loss of upper field of vision, nystagmus and reduces distance vision, bilateral squint, photophobia, and limited central vision in his right eye. This is compounded by the facial palsy Which prevents him from being able to blink or close his eyes. In addition, RT has further sensory loss-impaired sense of taste and smell, and severely impaired vestibular and proprioceptive senses.
• He is tactile defensive although this has reduced over the years. He needs firm touch and dislikes gentle touch.
• He can vocalise but has no spoken language. He was surrounded by BSL during his early years at School for Deaf Children and understands a number of signs and short sign sentences. He will express through his behaviours if he doesn’t want to do something/ or not well/or is seeking sensory input. He uses objects and very familiar photographs to request with support . He still continues to use specific body language or gestures to make his needs known.
Activity
• In your groups discuss what modes of communication
does the student use?
• Where do you think she is on the Communication
Matrix?
• Why do you think so?
• Feedback
RT Communication Profile
• Core group of Intervenors and staff with knowledge of MSI
• What motivated him? Photos were established
• Photos were coupled with symbols and faded
• PECs book which was categorised
• Hand under hand signing was coupled with symbol/speech
• Routines and sub routines using task lists
• Choice board with one item and this developed
• Visual Calendar system and FINISH pouch
• Video modelling/modelling
• Daily Journal
• The physical environment was decluttered and took account
of the sensory difficulties. Enlarged symbols.
How was RT supported
PECs bookNow/next card
Finish
Doing the whole
process- routines
“doing with not for”
RT Current
Communication Profile
Any questions /
comments
Thank you