Strategies for Strategies for Emerging Emerging CommunicatorsCommunicators

May 19May 19thth and May 27 and May 27thth

7-8:307-8:30

Barb Lark, SLP and ATPBarb Lark, SLP and ATP

Tips when taking an Tips when taking an Online ClassOnline Class If you use a If you use a

microphone, be sure it microphone, be sure it is turned off when you is turned off when you are not speaking.are not speaking.

Use the chat pod to Use the chat pod to add information or ask add information or ask questions.questions.

Signal a question or Signal a question or your opinion using your opinion using these.these.

Please…Please…

Let me know if:Let me know if:– You are having trouble hearing me;You are having trouble hearing me;– I am going over information too I am going over information too

slowly or too quickly;slowly or too quickly;– You are having any technical You are having any technical

difficulties;difficulties;– Anything interferes with your ability Anything interferes with your ability

to gain information from the class;to gain information from the class; (My cat may be howling in the (My cat may be howling in the

background. Sorry…)background. Sorry…)

Agenda tonightAgenda tonight

Who are Emergent Who are Emergent Communicators?Communicators?

Continuum of Communication Continuum of Communication IndependenceIndependence

Why might a student be an emergent Why might a student be an emergent communicator?communicator?

Examples and case studiesExamples and case studies Our primary goal Our primary goal Vocabulary selectionVocabulary selection Likes and Dislikes ChecklistLikes and Dislikes Checklist

Next week’s agendaNext week’s agenda

Review Characteristics of Review Characteristics of Emergent CommunicatorsEmergent Communicators

Symbol assessmentSymbol assessment Strategies – no tech to low techStrategies – no tech to low tech

Who are Emergent Who are Emergent Communicators?Communicators? Term used by Dr. Patricia Dowden Term used by Dr. Patricia Dowden

– University of Washington: – University of Washington: – ““An "Emerging" communicator An "Emerging" communicator

does not have a RELIABLE does not have a RELIABLE method of EXPRESSIVE method of EXPRESSIVE communication through communication through SYMBOLIC language.”SYMBOLIC language.”

– http://depts.washington.edu/augcomm/03_cimodel/commind2a_emerging.htm

Important to know the Important to know the continuum of continuum of communication communication independence…independence… Emergent CommunicationEmergent Communication

– We will talk about moreWe will talk about more Context Dependent CommunicationContext Dependent Communication

– Uses symbols to communicate, but only Uses symbols to communicate, but only with certain partners in certain contexts.with certain partners in certain contexts.

– Relies on others to supply with symbols to Relies on others to supply with symbols to use use

Independent CommunicationIndependent Communication– Can communicate on any topic with anyoneCan communicate on any topic with anyone

Back to Emerging Back to Emerging CommunicationCommunication ““An "Emerging" communicator An "Emerging" communicator

does not have a RELIABLE does not have a RELIABLE method of EXPRESSIVE method of EXPRESSIVE communication through communication through SYMBOLIC language.”SYMBOLIC language.”

RELIABLE RELIABLE communication communication The child can communicate a The child can communicate a

message he/she intends to message he/she intends to communicate; communicate;

He/she doesn’t accidentally touch or He/she doesn’t accidentally touch or activate a message symbol, activate a message symbol, resulting in an unintended message. resulting in an unintended message.

Reliability is critical for Reliability is critical for independence. independence. http://depts.washington.edu/augcomm/03_cimodel/commind2a_emerging.htm

Expressive Communication Expressive Communication = Observable = Observable CommunicationCommunication It isn’t based on what the student It isn’t based on what the student

understands,understands, Or what we think the student Or what we think the student

means to communicate.means to communicate. It is only based on what we can It is only based on what we can

objectively see the student do.objectively see the student do.

http://depts.washington.edu/augcomm/03_cimodel/commind2a_emerging.htm

What does SYMBOLIC What does SYMBOLIC language mean?language mean? Symbols REPRESENT a concept, idea or Symbols REPRESENT a concept, idea or

thought.thought. With symbolic language we can talk With symbolic language we can talk

beyond the here and now.beyond the here and now.– If a student only points or gestures related If a student only points or gestures related

to things in the immediate environment, to things in the immediate environment, they are not “symbolizing” beyond the here they are not “symbolizing” beyond the here and now.and now.

Symbols don’t always need to be visual.Symbols don’t always need to be visual.http://depts.washington.edu/augcomm/03_cimodel/commind2a_emerging.htm

What would emergent What would emergent communication look communication look like?like? Students engage in basic communication Students engage in basic communication

behaviors like gestures, facial behaviors like gestures, facial expressions, body language;expressions, body language;

The adults in the classroom try to figure The adults in the classroom try to figure out the meaning of these behaviors.out the meaning of these behaviors.

The student may have a consistent way The student may have a consistent way to indicate acceptance, rejection and/or to indicate acceptance, rejection and/or continuation of something.continuation of something.

http://depts.washington.edu/augcomm/03_cimodel/commind2a_emerging.htm

Why might a student be at Why might a student be at the Emerging the Emerging Communication level?Communication level? Motor capabilities & communication device might Motor capabilities & communication device might

not be a match. not be a match. There might be a hidden hearing impairment or There might be a hidden hearing impairment or

vision impairment.vision impairment. Adults in the student’s environment might have Adults in the student’s environment might have

low expectations and might not try AAC. low expectations and might not try AAC. There might be few opportunities to communicate. There might be few opportunities to communicate. AAC services might have been abandoned AAC services might have been abandoned

prematurely.prematurely. Some might maintain a belief in unreliable Some might maintain a belief in unreliable

methods of communication and not program for methods of communication and not program for reliability.reliability.

This information can be found at: http://depts.washington.edu/augcomm/03_cimodel/commind2a_emerging.htm

Example #1 – Example #1 – Emergent Emergent Communicator or not?Communicator or not? 3 year old girl with cerebral palsy.3 year old girl with cerebral palsy. Non-ambulatory, difficulty with Non-ambulatory, difficulty with

fine motor skills.fine motor skills. At snack time, gestures toward At snack time, gestures toward

juice pitcher. Pats a flattened box juice pitcher. Pats a flattened box of raisins and a pretzel that is of raisins and a pretzel that is under plastic, then looks under plastic, then looks expectantly at teacher.expectantly at teacher.

Example #2 Example #2

5 year old boy with diagnosis of 5 year old boy with diagnosis of autism. autism.

Pats a picture of a graham cracker. Pats a picture of a graham cracker. Plays with cracker when it is given Plays with cracker when it is given

to him.to him. Pats a picture of a cup, then pushes Pats a picture of a cup, then pushes

away cup when it is given to him.away cup when it is given to him. Pats a picture of a gummy bear, Pats a picture of a gummy bear,

then eats it when it is provided.then eats it when it is provided.

14 year old girl with 14 year old girl with developmental developmental disabilitydisability Walks over to sink in classroom. Takes Walks over to sink in classroom. Takes

glass of water her teacher gives her. glass of water her teacher gives her. Walks over to adult in class, looks at Walks over to adult in class, looks at

adult, and touches adult’s arm. Smiles.adult, and touches adult’s arm. Smiles. Reaches up for favorite toy when Reaches up for favorite toy when

placed out of reach in classroom.placed out of reach in classroom. When given a 4 cell communication When given a 4 cell communication

device with 3 object symbols, the 4device with 3 object symbols, the 4thth cell blank, she randomly touches all but cell blank, she randomly touches all but the 4the 4thth cell. cell.

7 year old boy with 7 year old boy with developmental delaydevelopmental delay Cries and fusses. Pushes away Cries and fusses. Pushes away

toys offered.toys offered. Takes adults hand and moves Takes adults hand and moves

back and forth in a rowing back and forth in a rowing motion.motion.

When provided with a Big Mack at When provided with a Big Mack at literacy time, will repeatedly or literacy time, will repeatedly or randomly hit switch.randomly hit switch.

11 year old girl with 11 year old girl with developmental delaydevelopmental delay Will seek out her object schedule Will seek out her object schedule

and take a transitional object with and take a transitional object with her to next activity (e.g. take a her to next activity (e.g. take a cassette and sit in music area, take cassette and sit in music area, take a cup to the lunch table, take a bead a cup to the lunch table, take a bead to the math work area.)to the math work area.)

Will occasionally take an object out Will occasionally take an object out of sequence to a teacher and look of sequence to a teacher and look expectantly in the associated area.expectantly in the associated area.

16 year old boy with 16 year old boy with cerebral palsycerebral palsy Has a 9 cell voice output Has a 9 cell voice output

communication aid with communication aid with programmed with 5 requests and programmed with 5 requests and 4 comments.4 comments.

Appears to hit cells randomly.Appears to hit cells randomly.

What questions would you ask What questions would you ask yourself about this student?yourself about this student?

Goal for emerging Goal for emerging communicators…communicators… Establishing a reliable method to Establishing a reliable method to

use symbolic communication use symbolic communication

Remember, this is a Remember, this is a continuumcontinuum A student may clearly be an emerging A student may clearly be an emerging

communicator, with no symbolic communicator, with no symbolic recognition;recognition;

Or a student may show some signs of Or a student may show some signs of beginning to recognize some limited beginning to recognize some limited symbols.symbols.

You can move between using those You can move between using those limited symbols in more varied ways and limited symbols in more varied ways and still work on establishing more symbols.still work on establishing more symbols.

Okay, where do we Okay, where do we start?start? Vocabulary selectionVocabulary selection

– Likes and Dislikes ChecklistLikes and Dislikes Checklist– Communication in contextCommunication in context– Problem behaviors?Problem behaviors?

Symbol assessmentSymbol assessment– Next weekNext week

Likes and Dislikes Likes and Dislikes ChecklistChecklist Motivation to communicate is KEY!!!Motivation to communicate is KEY!!! Communication must be POWERFUL.Communication must be POWERFUL. From the standpoint of the From the standpoint of the

communicator.communicator.– Requesting a preferred objectRequesting a preferred object– Requesting a preferred actionRequesting a preferred action– ProtestProtest

How to use the How to use the checklistchecklist Inventory with those who know Inventory with those who know

student well.student well. Set up activity trials to observe Set up activity trials to observe

student.student. Inventory looks at activities that utilize Inventory looks at activities that utilize

a variety of sensory systems.a variety of sensory systems. Determine what your student is likely Determine what your student is likely

to want to request.to want to request. Try over several days & times of day; Try over several days & times of day;

these students may not demonstrate these students may not demonstrate the same interests each time.the same interests each time.

Multiple contextsMultiple contexts

Study communication behaviors Study communication behaviors over a variety of settingsover a variety of settings– Snack/mealsSnack/meals– Group timesGroup times– MusicMusic

Note what the behaviors are and Note what the behaviors are and what the responses of others are what the responses of others are in the context.in the context.

Problem behaviorsProblem behaviors

Pay particular attention to Pay particular attention to inappropriate behaviors.inappropriate behaviors.

Can you determine the Can you determine the communication goal of the communication goal of the behavior?behavior?– Gain attentionGain attention– Getting or keeping objects or actionsGetting or keeping objects or actions– Getting pleasant sensory inputGetting pleasant sensory input– Escaping a taskEscaping a taskhttp://depts.washington.edu/augcomm/01_vocab/vocab2_emerging.htm

Vocabulary selectionVocabulary selection

When choosing vocabulary to work on, When choosing vocabulary to work on, don’t always select things/nouns. don’t always select things/nouns.

Try vocabulary that can be used for a Try vocabulary that can be used for a variety of different activities/wants.variety of different activities/wants.

Examples: Examples: – GoGo– Done/stopDone/stop– MoreMore– UpUp– BigBig

http://depts.washington.edu/augcomm/01_vocab/vocab2_emerging.htm

Vocabulary selectionVocabulary selection

If the student has a successful way If the student has a successful way of communicating something of communicating something through a gesture, don’t try to through a gesture, don’t try to replace it right away with another replace it right away with another symbol.symbol.

You can include a foil, or a neutral or You can include a foil, or a neutral or slightlyslightly unpleasant activity, to be unpleasant activity, to be sure that the student isn’t selecting sure that the student isn’t selecting randomly. randomly.

http://depts.washington.edu/augcomm/01_vocab/vocab2_emerging.htm

Let’s summarize!Let’s summarize!

Who are Emergent Communicators?Who are Emergent Communicators? What does Symbolic Communication What does Symbolic Communication

mean?mean? Why might a student be an Why might a student be an

emergent communicator?emergent communicator? POWERFUL communicationPOWERFUL communication

– Likes and dislikes checklistLikes and dislikes checklist– Observation of communication in Observation of communication in

contextcontext– Problem behaviors?Problem behaviors?

Next weekNext week

Conducting symbol assessmentsConducting symbol assessments Introducing symbolsIntroducing symbols Voice output devicesVoice output devices

– To participateTo participate– For communication intentFor communication intent