OHOA April 2015

OPEN HANDS, OPEN ACCESS: DEAF-BLIND INTERVENER LEARNING MODULES

MODULE 8: PROGRESSING FROM NON-SYMBOLIC TO SYMBOLIC COMMUNICATION AND COMPLEX LANGUAGE

LEARNING OUTCOMES

• Understand the value of observation in determining where a person who is deaf-blind is on the communication continuum.

• Describe communication modes used by students who are deaf-blind. • Describe strategies to support a student to become a more proficient

communicator. • Describe strategies to support a student to develop complex language skills. • Understand the role of the intervener and other team members in

communication development, instruction, and assessment.

Intervener Journal Module 8 (Appendix 1) Module 8 Tipsheet (Appendix 2) CEC & Professional Standards Document (Appendix 3)

Step 1: Watch the slide presentation "Our Perspective Influences Our Understanding."

Step 1: Watch the video of Brianna showing the progression of communication competence over time. http://youtu.be/RcM0NG2Fuxo

Step 2: Respond to the Inquiry Challenge questions in your intervener journal.

Step 1: Watch the slide presentation "Stages of Communication Development."

Step 2: Download the handout "Seven Levels of Communication" (http://communicationmatrix.org/sevenlevels.aspx).

INTRODUCTION (5 MINUTES)

INQUIRY CHALLENGE (30 MINUTES)

LEARNING ACTIVITY 1: STAGES OF COMMUNICATION (1

HOUR)

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OHOA April 2015

The seven levels of communication provide a framework for understanding communication development.

Step 1: Read "The Path to Symbolism"

Step 2: Watch the slide presentation "Symbolic Communication Development for Students Who Are Deaf-Blind."

Step 3: Complete and turn in the assignment "Strategies to Support Students" (Appendix 4).

Progressing from non-symbolic to symbolic communication is a complex process for

students who are deaf-blind. They require responsive communication partners and a great deal of assistance to achieve symbolic communication.

Step 1: Read "Developing Concepts with Children who are Deaf-Blind".

Step 2: Watch this slide presentation "Strategies to Support Complex Language Development."

Step 3: Read "Developing Basic Language Forms."

There are many things we can do to help shape complex language development once a student is ready to begin combining words into simple sentences. Taking advantage of spontaneous opportunities to have conversations and providing thoughtful lessons are both important.

Step 1: Watch the slide presentation "Communication Forms Used by Individuals who are Deaf-Blind."

Step 2: Read "Communication Forms."

LEARNING ACTIVITY 2: SYMBOLIC COMMUNICATION

DEVELOPMENT (90 MINUTES)

LEARNING ACTIVITY 3: COMPLEX LANGUAGE DEVELOPMENT

(2 HOURS)

LEARNING ACTIVITY 4: COMMUNICATION FORMS &

FLUENCY (2 HOURS)

Takeaway:

Takeaway:

Takeaway:

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Step 3: Watch the slide presentation "Working Towards Maximum Fluency."

Step 4: Take the module overview quiz. It has 20 questions and covers content for this entire module.

Step 5: Participate in the discussion board in Moodle.

Individuals with deaf-blindness use a wide variety of communication forms and, like most people who are hearing-sighted, they use multiple forms for communication. In order to help a student develop language fluency, we need to identify the communication forms that are easiest for him to use.

Step 1: Re-watch the video of Briana from the Inquiry Challenge at the beginning of the module. Step 2: Based on what you have learned in this module, respond to the Revisting the Inquiry Challenge questions in your intervener journal. Step 3: Submit your intervener journal in Moodle.

1. Inquiry challenge pre- and post-analysis of a student's communication

development. 2. Learning Activity 2 Assignment: Strategies to Support Students. 3. Module Overview Quiz. 4. Learning Activity 4 Discussion Board.

Please complete the self-evaluation in Moodle. (Appendix 5)

Students who are deaf-blind need a great deal of instruction and support to develop communication skills, but fortunately experts and researchers have identified strategies to give that instruction and support. Providing access to communication and helping a student develop communication skills is a key role of the intervener.

Module 8 References (Appendix 6)

REVISITING THE INQUIRY CHALLENGE (30 MINUTES)

DOCUMENTED ACCOMPLISHMENTS

SELF-EVALUATION

REFERENCES

Takeaway:

Module Takeaway:

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Sign Language Resources

Information about Pro-Tactile

NCDB Website – nationaldb.org

ADDITIONAL RESOURCES

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(Appendix 1)

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OHOA April 2015

Name: Date:

Intervener Journal Module 8

This journal is a way for you to note ideas or thoughts that you have as you proceed through the module. It also includes some questions that you will be directed to from specific sections of the module. Before you use this journal, save a copy to your computer or other location outside of Moodle.

Inquiry Challenge Questions (You will answer these questions while watching the video of Briana.)

1. What do you observe about Briana’s communication? How does it evolve over time?

2. What strategies are used to support and teach her to become a more proficient communicator?

3. What communication modes does she use? What communication modes do her communication partners use? Do her communication partners model higher levels of communication?

(Appendix 1)

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OHOA April 2015

Revisiting the Inquiry Challenge

Review your responses to the inquiry challenge questions above and add any new thoughts you may have. Then respond to the next two questions.

1. What supports/materials/instructions could be added to enhance Briana’s learning?

2. How would you use the knowledge you have gained in this module to help another

person better understand the experience of the student in this video?

(Appendix 2)

OHOA April 2015

OPEN HANDS, OPEN ACCESS: DEAF-BLIND

INTERVENER LEARNING MODULES

MODULE 8: PROGRESSING FROM NON-SYMBOLIC TO SYMBOLIC COMMUNICATION AND

COMPLEX LANGUAGE Activities within this Module

I. Introduction 5 minutes II. Inquiry Challenge 30 minutes III. Learning Activity 1 – Stages of Communication 1 hour IV. Learning Activity 2 – Symbolic Communication Development 1.5 hours V. Learning Activity 3 – Complex Language Development 2 hours VI. Learning Activity 4 – Communication Forms & Fluency 2 hours VII. Revisiting the Inquiry Challenge 30 minutes Under the “Learning Outcomes,” you will find an Intervener Journal that you can use to take notes as you go through the modules. (You will also need it for some assigned activities.) To track your progress through the modules:

Finished Activity

Takeaways Got it!

Introduction

Inquiry Challenge

Learning Activity 1 The levels of communication provide a framework for understanding communication development.

Learning Activity 2 Progressing from non-symbolic to symbolic communication is a complex process.

Learning Activity 3

There are many things we can do to help shape complex language development.

Learning Activity 4

To help a student develop language fluency, we need to identify communication forms that are easy for him to use.

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(Appendix 2)

OHOA April 2015

The best browser to use for participating in these modules is Google Chrome. If you prefer a different browser (i.e. Internet Explorer, Mozilla) be sure you have the most current version of the browser. If you have technical problems please contact your host. If you need more information about deaf-blindness, visit nationaldb.org

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Module Development Crosswalk to CEC Standards

Initial Coding of Competencies – October, 2014 (Based on One Cycle of Field Testing and Alignment) (Appendix 3)

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Module Title: Progressing From Non-Symbolic to Symbolic Communication and Complex Language

Standards Knowledge Statement Skills Statement Where Addressed in the

Module

Standard 1: Foundations SEP1K2 Basic educational terminology

regarding individuals with exceptional learning

needs, programs, roles, and instructional activities

SEP1K2 - Stages of Communication

Development; Communication Matrix; Quiz; Developing Basic Language Forms

Standard 2: Development and

Characteristics of Learners

SEP2K1 Effects an exceptional condition(s) can

have on an individual’s life DBI2K1 Impact of combined vision and hearing

loss on development and learning DBI2K2 Differences between concept

development and skill development, and the impact

of deafblindness on each

DBI2K3 Process of intervention for individuals

with deafblindness

DBI2K4 Impact of deafblindness on bonding,

attachment, and social interaction

DBI2K8 Impact of additional disabilities on

individuals with deafblindness

None

SEP2K1 - Brianna video montage-

intervener journal reflections DBI2K1 - Brianna video montage-intervener

journal reflections; Developing Concepts

with Children who are Deafblind-reading

DBI2K2 - Developing Concepts with

Children who are deafblind- reading;

Brianna video reflections; Communication Matrix readings and levels

DBI2K3 - Working towards Maximum

Fluency presentation- Module Quiz; Applying knowledge through video analysis-

“Strategies to Support Students”

DBI2K4 - Brianna video- video samples with

interveners; Christopher video with Luis;

Module Quiz DBI2K8 - Entire module focuses on

individuals who are functioning at the

emergent level of communication

Standard 3: Individual Learning

Differences

DBI3K2 Strengths and needs of the individual

DBI3K3 Likes and dislikes of the individual

DBI3K4 Learning style and communication of

the individual DBI3K6 Additional disabilities of the individual,

if present DBI3K7 Effects of additional disabilities on

individual, if present

SEP3S1 Demonstrate sensitivity to the

diversity of individuals and families DBI3S1 Facilitation of the individual’s

understanding and development of concepts

DBI3K2 - Communication Matrix reading –

Symbolic Communication Development-

analysis of video clips in “strategies to support students”

DBI3K3 - Christopher videos- “Strategies to

Support Complex Language” Video Analysis; Brianna video reflection- intervener journal

DBI3K4 - Comprehensive Module Quiz;

Discussion Board- web search and dialogue on communication forms; The Path to

Symbolism reading

DBI3K6 - Video observations of students with multiple disabilities and complex

communication needs; videos of Preston with

motor impairments and use of AAC devices; DBI3K7 - Implicit within video analysis

assignment SEP3S1 - Inclusion of videos with diverse

children and families- video interviews with

Diane, Patti DBI3S1 - Video of Brianna, Video of Chris

and his calendar system/choice-making;

Reading on Concept Development- video

Module Development Crosswalk to CEC Standards

Initial Coding of Competencies – October, 2014 (Based on One Cycle of Field Testing and Alignment) (Appendix 3)

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analysis assignment with interveners and students; journal reflections on Brianna’s

development

Standard 4: Instructional Strategies

SEP4K1 Basic instructional and remedial

strategies and materials SEP4K2 Basic technologies appropriate to

individuals with exceptional learning needs DBI4K2 The use of calendar systems

SEP4S1 Use strategies, equipment, materials,

and technologies, as directed, to accomplish

instructional objectives SEP4S2 Assist in adapting instructional

strategies and materials as directed DBI4S3 Facilitate direct learning experiences

DBI4S4 Use techniques to increase

anticipation, motivation, communication, and

confirmation DBI4S5 Facilitate interdependence for the

individual

DBI4S6 Vary the level and intensity of input

and the pacing of activities DBI4S7 Adapt materials and activities to the

individual’s needs, as directed DBI4S8 Use strategies that provide

opportunities to solve problems and to make

decisions and choices DBI4S10 Use prescribed strategies to respond

to the individual’s behavior DBI4S11 Provide the individual with

opportunities for self-determination DBI4S12 Use touch to supplement auditory

and visual input and to convey information

DBI4S13 Facilitate individual’s use of touch

for learning and interaction DBI4S14 Facilitate individual’s use of the

other senses to supplement learning modalities DBI4S16 Make adaptations for the cognitive

and physical needs of the individual

SEP4K1- Documenting observed behavior

across video analysis assignments; comprehensive module quiz; communication

glossary; Communication Matrix

SEP4K2 - Videos of Preston using AAC and other devices for communication; video of

Bapin using multiple devices for

communication and independent living DBI4K2 - Video examples with Christopher

introduced; object symbols described in

progressing to symbolic communication SEP4S1 - Video observation practice-

analysis

SEP4S2 - Video examples of Brianna, Christopher, Preston- observation within

video analysis- introduced

DBI4S3 - “Strategies to support students” video analysis- practice

DBI4S4 - Video samples of Luis and Christopher; video samples of high

preference communication topics for

students- “video analysis” assignment- Quiz DBI4S5 - Video analysis of interveners and

students

DBI4S6 - Brianna- intervener journal pre & post; “Strategies to Support Complex

Language”; prompt hierarchy

DBI4S7 Prompt Hierarchy Communication Matrix review; Seven Levels

of Communication; Path t Symbolism

reading; “video analysis” Quiz DBI4S8 - Introduced in video analysis

between interveners and students

DBI4S10 - Video Analysis Assignment Communication as behavior; Brianna pre-

post journal reflections

DBI4S11 - All module activities focus on recognizing and building the student’s full

participation as a communication partner.

Christopher and Luis video on choice-making; using high interest items for

communication/conversation

DBI4S12 - Multiple video samples- video analysis

DBI4S13 - Multiple video samples- video

analysis DBI4S14 - Videos of students- Brianna,

Preston, Laci, Christopher- using touch,

sound, residual vision for communication- video analysis

Module Development Crosswalk to CEC Standards

Initial Coding of Competencies – October, 2014 (Based on One Cycle of Field Testing and Alignment) (Appendix 3)

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DBI4S16 - Some adaptations presented for Preston’s physical access needs

Standard 5: Learning

Environments/Social Interactions

SEP5S1 Establish and maintain rapport with

learners DBI5S1 Establish a trusting relationship

with the individual DBI5S3 Promote positive self-esteem and well-

being in the individual

SEP5S1 - All assignments and learning

activities focus on communication, preferences, multiple modalities for access

DBI5S1 - Implied and explicit within journal

on Brianna- pre-post reflections; analysis of multiple video samples

DBI5S3 - Implied and explicit in all video-

demonstrated regard for students’ right to have communication access in their preferred

communication modality

Standard 6: Language

DBI6K1 Basic communication development

DBI6K2 Impact of deafblindness on

communication and interaction DBI6K3 Modes/forms of communication and

devices used by individuals who are deafblind

DBI6S1 Facilitate language and literacy

development

DBI6S2 Observe and identify the

communicative behaviors and intents

DBI6S3 Implement methods and strategies for

effectively conveying information to the

individual DBI6S4 Respond to the individual’s attempts at

communication

DBI6S5 Use communication techniques

specific to the individual DBI6S6 Incorporate/embed language and

communication into all routines and activities DBI6S7 Use strategies for eliciting expressive

communication DBI6S8 Use strategies to promote turn-taking

DBI6S9 Use strategies to enhance and expand

communication

DBI6K1 - Vocabulary, Quiz, Video

Analysis, Journaling, Readings- All

DBI6K2 - Readings- Concept

Development; Path to Symbolism- Brianna Video- Quiz- Parent interviews

DBI6K3 - “Communication Forms Used by

Individuals” Working towards Maximum Fluency; Web Search and Discussion Board-

Multiple video and picture examples

DBI6S1 - All module readings, assignments, and videos

DBI6S2 - Multiple video analyses

DBI6S3 - Video analyses

DBI6S4 - Video analyses

DBI6S5 - Video analyses- introduced only

DBI6S6 - Entire module addresses communication in all aspects of engagement

and life; practice offered within video cases-

analyses

DBI6S7 - Path to Symbolism; analyses

assignment; discussion board; pre-post

journal reflections on Brianna

DBI6S8 - Video analyses; Path to

Symbolism; Concept Development readings

DBI6S9 - Intervener journal reflections; Communication Matrix references;

Maximizing Fluency- video analysis

Standard 7: Instructional Planning SEP7S2 Prepare and organize materials to

support teaching and learning as directed

SEP7S2 - Introduced in video samples of interveners preparing or shifting materials

for students- awareness

Standard 8: Assessment SEP8K1 Rationale for assessment

DBI8S1 Collect data and monitor progress as

directed SEP8S1 Demonstrate basic collection

techniques as directed

SEP8S2 Make and document objective

observations as directed

SEP8K1 - Communication Matrix; Module

Quiz across levels of communication

DBI8S1 - Learning skills through video

analysis -can be linked to data gathering for

specific students

SEP8S1 - Communication Matrix

SEP8S2 - Communication Matrix; video analyses

Module Development Crosswalk to CEC Standards

Initial Coding of Competencies – October, 2014 (Based on One Cycle of Field Testing and Alignment) (Appendix 3)

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Standard 9: Professional and Ethical

Practice

DBI9K1 The role of the intervener in the process

of intervention

DBI9K2 The roles and responsibilities of

interveners in various settings

SEP9S5 Demonstrate commitment to assisting

learners in achieving their highest potential SEP9S9 Demonstrate proficiency in academic

skills, including oral and written communication

DBI9K1 - Role is implied in multiple video examples of Brianna, Christopher, Ashley

and Preston- instruction is given through

videos and introduced through the analysis assignments

DBI9K2 - Video observation and analysis of

videos

SEP9S5 - Brianna- pre-post video

reflections; Maximizing Fluency; Supporting

progress to symbolic communication- Module Quiz

SEP9S9 - Written assignments throughout

module; use of Communication Matrix

Standard 10: Collaboration SEP10K1 Common concerns of families of

individuals with exceptional learning needs

SEP10S1 Assist in collecting and providing

objective, accurate information to professionals SEP10S3 Foster respectful and beneficial

relationships DBI10S2 Share observations of individual’s

communication skills with others

SEP10K1 - Video insights from family members- Patti, Diane

SEP10S1 - Communication Matrix; video

Analysis SEP10S3 - Pre-Post Reflections on

Brianna’s development

DBI10S2 - discussion board assignment; video analysis

(Appendix 6)

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OHOA October 2014

References

Bruce, S. M. (2005). The impact of congenital deafblindness on the struggle to

symbolism. International Journal of Disability, Development, and

Education, 52(3), 233-251.

Buchanan, L. (August 2011, rev.). Operational definitions of best practice. Utah

Schools for the Deaf and the Blind.

Crook, C., & Miles, B. (1999). Developing basic language forms. In B. Miles & M.

Riggio (Eds.), Remarkable conversations: A guide to developing

meaningful communication with children and young adults who are

deafblind, p. 124-145. Watertown, MA: Perkins School for the Blind.

Crook, C., Miles, B., & Riggio, M. (1999a). Selection of communication modes. In

B. Miles & M. Riggio (Eds.), Remarkable conversations: A guide to

developing meaningful communication with children and young adults

who are deafblind, p. 124-145. Watertown, MA: Perkins School for the

Blind.

Crook, C., Miles, B., & Riggio, M. (1999b). Developing early communication and

language. In B. Miles & M. Riggio (Eds.), Remarkable conversations: A

guide to developing meaningful communication with children and young

adults who are deafblind, p. 146-179. Watertown, MA: Perkins School for

the Blind.

Miles, B., & McLetchie, B. (2008). Developing concepts with children who are

deaf-blind. Monmouth, OR: Western Oregon University, Teaching

Research Institute, National Consortium on Deaf-Blindness. Retrieved

from http://nationaldb.org/library/page/1939

National Consortium on Deaf-Blindness. (2008). Practice perspectives: Path to

Symbolism. Monmouth, OR: National Consortium on Deaf-Blindness.

Retrieved from http://nationaldb.org/library/page/1924

Rowland, C. (2013). Handbook: Online communication matrix. Oregon Health

and Science University. Retrieved from http://communicationmatrix.org

OPEN HANDS, OPEN ACCESS: DEAF-BLIND

INTERVENER LEARNING MODULES

MODULE 8: NON-SYMBOLIC TO SYMBOLIC

COMMUNICATION