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Communication Has a Target (CHAT) Presented by Kelly Ligon and Sharon JonesVDOE T/TAC at VCU

Welcome to CHAT with T/TACCommunication Has a Target

Im Sharon Jones and Im sitting next to Kelly Ligon at the T/TAC Office in Richmond. Mona Pruett is our producer today. Together we are going to guide you through this Webinar and help you use some of the interactive tools in this webinar, We hope to share some informative content as well.1Communication Happens

2AAC is used only by people who cannot communicate verbally

Use your paddle to mark True or False.AAC Myth3AAC can be used by a wide variety of communicators. We all augment our verbal communication with gestures, facial expressions and so forth.FalseAs we talk to each other today, watch for gestures and facial expressions that help us understand our communication

partners better. These gestures and expressions help us know when someone is kidding around or perhaps even

telling the truth.4The primary goal of communication is to express wants and needs.

Use your paddle to mark True or False.AAC Myth5For most people, in most situations, expressing needs and wants is secondary to social expression. FALSEOne way to think about this is to put yourself in the position of the AAC communicator. If you could say only three

things would it be I need to go to the toilet, Im hungry, or Im thirsty or would they be Hi, how are you, can we

talk, or I really like you. This is not to say that being able to control your environment is not important, it just may not

be the most important thing or most motivating thing. Caroline Musselwhite refers to this as going beyond the Big

Three (EAT, DRINK, TOILET).Think about this and the way you communicate with your friends and family. Kelly and I

share an office and very rarely do I express needs and wants to her. I dont usually tell her I need to go to the restroom

or I need to get my lunch, but I will share social conversations, such as things that happened on the way to work or

what I did the night before at home. Keep this in mind as we determine the communication goals of our students.6Using AAC will delay speech development.

Use your paddle to mark True or False.

AAC Myth7Studies show that the use of AAC actually improves speech development and it can be argued that it improves language development.FalseThe most sophisticated voice output system (referred to as a VOCAVoice output communication aid) cannot be as

efficient or smooth as good speech. Its been demonstrated that individuals will choose to use the most efficient and

effective system of communication. 8We should wait to use AAC until a person is ready for it.

Use your paddle to mark True or False.AAC Myth9Anybody can use AAC. We do not wait to communicate verbally with a typical child until he/she is ready to talk, rather, we surround them with a wealth of language.FalseThe same can be said for someone who uses AAC. We should not wait to introduce other methods of communication

until they are ready to use them, we should surround them with a wealth of languageverbal, gestural, symbolic. We

all use multiple system to communicate. REFERENCE SET BC on all of these slides10We should not overwhelm somebody with access to too many symbols.

Use your paddle to mark True or False.

AAC Myth11We should provide more symbols than a person can use at one time. FalseThe word overwhelm makes this statement a little tricky. If we look at typically developing children, they have access to

all the sounds of their language by 6 months of age. They use them appropriately when they are able to. The same

can be said for people communicating with symbols. If they are not provided with any more symbols than they have

mastery of, then they will have no opportunity to practice more symbols/words when they are ready. Of course, one of

the challenges of more words is a system of organization so the individual can locate the words when they need them. 12An AAC system should be a goal for all people who are non-verbal.

Use your paddle to mark True or False.

AAC Myth13The goal is to have functional communication. An AAC system is a useful tool towards that end. FalseWe should help students and families set appropriate communication goals that meet the individuals needs in a variety

of situations and environments. We hear from many adults with speech and language disorders who choose to use

their own voices rather than an AAC device.14What student are you thinking about today?

15Communication Style Assessment

Using the Communication Style Assessment, work with your group to complete this form about your Star studentTeacher, paraprofessional, related service personnel and other members

16Three Levels of CommunicationEmerging Communicators

An emerging communicator does not have a reliable method of expressive communication through symbolic language

You spent some time recently reviewing the modules posted on the CHAT wiki. In the main module you learned about Three Levels of Communication. Let me remind you briefly about these three levels of communication.

The first level is Emerging Communicators: This communicator is not able to communicate what he/she intends to communicate. Reliability is crucial to independence.

Symbolic refers to using some type of a symbol system to communicate beyond whats happening right now. We can gesture and point to show whats happening now, but we need symbols to communicate concepts and ideas

What might limit someone to only "emerging" communication skills?

Device doesn't match motor capabilities.

Hidden hearing impairment.

Hidden vision impairment.

Low expectations from other people, so no AAC trials.

Lack of opportunities to communicate.

Lack of AAC services for selecting an appropriate device and training others to use the device.

17Context-Dependent Communicator Context-Dependent Communicator has symbolic Communication that is reliable but is limited to particular contexts or partners.www.setbc.org

A Context-Dependent Communicator has symbolic communication, but it is limited to particular contexts or partners.

We all know of someone who has the vocabulary to communicate only in certain situationssuch as during lunch time

I want a drink or to respond yes or no. SYMBOLIC COMMUNICATION does not only mean picture symbols. It can

be anything that represents a concept or meaning (sign language, words, pictures, objects, etc.) As mentioned before

symbolic language allows the communicator to talk beyond whats happening right now. They are able to talk about

things that happened yesterday or will happen in the future. We often place limitations on the things our students can

talk about through the choice of vocabulary. Some students are also limited to the people who can talk to them based

on their choice of symbolic language (word approximations or sign approximations). Sometimes the teachers or family

members are the only ones who can understand their symbol system. Its our job to help identify a communication

system and vocabulary that will expand their communication partners.

18Independent Communicator

the ability to communicate anything on any topic to anyone in any context"ACTIVITY

www.novita.orgThe Independent Communicator can communicate to anyone anywhere without help! This student may still need

support to assist with vocabulary set up, device positioning, device service. This student may also need an adult to

serve as a liaison between the student and the general education teacher to make sure their device is prepared to

respond to the communication challenges of the classroom or work environment. 19

Take 1 minute to talk with your team to decide where your STAR student(s) fall on this chart. Use your drawing tools to write the initials of your STAR student under either emerging, context-dependent or independent communicator!

Ask the person wearing the most jewelry to record. Remember Greensville is greenHenrico Is redCumberland is blue and New Kent is purple.

Comment on the drawing and turn it over to Kelly20Communication AssessmentAll people communicate. There are no prerequisites for communication.Focus on what the student might say; with whom; for what purpose; in what manner.Use natural environments.

All people communicate. There are no prerequisites for communication.Focus on what the student might say; with whom; for what purpose; in what mannerUse within the natural environments.

Using standardized assessment with students who have communication challenges typically do not provide accurate information because these tests are typically administered out of context and require responses that are not easily performed by these students. Instead, consider non-standardized testing like parent surveys, classroom observations, environmental assessments, reinforcement surveys, to determine how and when students are communicating.

**** Kelly..I added this.is that OK. What other kinds of information will this provide? Authentic, practical with input from everyone because we know we communicate differently with different people and in different situations.

Next, I will show some sample tools that will help you collect communication information on your students.21

This form is represents a conversation, and includes who the partners are, the form (How) and function (Why) of the students behavior/communication, and the interpretation of the message along the right hand column. Using this form might help to identify the students attempts to communicate. Often a misinterpretation can occur, using an observation form like this, with a running log of the conversation attempts will help the student and partners begin to understand each other better. 22

Here is an example. Megan is the student and her partner is Crystal. Note the message sent from Crystal is also recorded on the form. The right column now reads as a conversation. When listeners respond appropriately to the students request, the student is more likely to be motivated to continue. Learning communication can be fun and a opportunity for students to socially connect with peers and build close relationships. Using this information might be helpful in determining the type of AAC system that might be useful to determine vocabulary.23Trishahttp://www.youtube.com/watch?v=_n_8VF__WMI

24Luke

http://www.youtube.com/watch?v=HQ4oNtChNog&feature=related

25Family InterviewInformation provides:Input from familiar partnersCommunication attempts in different environments outside of the school environmentIdeas for vocabulary

Gathering information from family members and others familiar with the student provides data about how communication is occurring outside the school environment. We all communicate differentlyour tone and vocabulary may change depending on whether we are at work or out with friends at a restaurant for example. We need to consider these variations as we are developing AAC systems with our students.

Take one minute to talk with your team about how you will collect the Form and Function and Family Interview for your star student. 26Reinforcers/MotivatorsBehavior is communication.Motivators help to initiate communication.Define the communication and perhaps what message it conveys. Write that information down!

ACTIVITY

We all know, whether positive or negative, behavior is communication. Sometimes its difficult to determine how a student is communicating, especially for our students that do not use typical forms. If you are struggling with how a student communicates consider assessing what motivates the student, set up a scenario where the student has to ask for the motivator in some way (gesture, sign, eye gaze, facial expression, vocalization), and then remove the motivator and note the response.Identify the motivators, define the responses and perhaps what message it conveys then write that information down!

27What Motivates You?

If you are not sure what motivates your student you can use a survey like The Reinforcement Activity for Children.Now think about your STAR student work in your small group to complete a few sections of this form. Consider the age of your student as you select each section.Using your drawing tools write something that motivates your Star student.

28Wisconsin Assistive Technology Initiative

This is a much more comprehensive assessment developed by the Wisconsin Assistive Technology Initiative. There are

many other information collection tools available, but we choose to share this one because Virginia has selected the

WATI tools to highlight on the State Directed Projects AT websitewww.ttaconline.org/atsdp This Communication Section is part of their Student Information Guide. Locate your copy of the guide and lets review it

together. We want to mention that there is a companion document posted on the wiki that should help answer

questions you have once you start using this assessment profile with students.

REVIEW THE DOCUMENT SECTION BY SECTION

After reviewing the document

We would like for you to try to answer the questions on the guide with your STAR student on another day. If possible,

look at this together with your team. If not, make copies so everyone has a copy, complete the guide individually, then

come together to share the results. When we visit your classroom in February, we would like to look at all the

information the team collected on the student, then use a decision making guide to make a collaborative decision about

what type of AAC system is most appropriate for the student.

29Critical Barriers to AAC DevelopmentCommunication Partners

Vocabulary

30What is Core Vocabulary?Core vocabulary is used to describe words which are used frequently and across contexts Core words are those that are basic to the language Words like give, big, little, and eat are all examples of core vocabulary words. 80% of our what we say is made up of 300 basic core words31Core VocabularyCore vocabulary changes depending on the user and the situation

Allows for more flexibility of language

Allows student to generate more language

Its fast to use

32Core VocabularyWhat about nouns? more context specific

How do you use core words and nouns in a communication system?

For more information, visit www.ttaconline.org A Few Good Words by Barbara Cannon33Core Vocabulary

34Context Specific Vocabulary

35Core

36Vocabulary Selection

ACTIVITYPart of the decision making process involves identifying vocabulary. You will need to make a decision about how much

vocabulary a student is able to use? What type of vocabulary is appropriate? How much core vocabulary will be

used? How many context-specific words? What vocabulary is most motivating? And then match the features of a

device so the appropriate vocabulary is available and accessible to the student?

Find the Activity-Based Language Sample that has been completed for Ryanthe sample student. This purpose of this

form is to collect a sample of the Star students language and then compare it to typical language needed during a

specific activity. This exercise will help you identify the students current vocabulary, form and function of his or her

vocabulary and activity specific vocabulary needs.

Review the contents.

After you have chosen the specific vocabulary, we will talk later about how to make a decision about what symbolic

system is appropriate for the student.37Selecting Words

3 VolunteersTake a minute to talk with your team. Select a typical activity that occurs during the day to complete this language

sample. Use your drawing tool to write down the name of the activity on this screen. Now, please take some time to

complete the blank form one day during this activity. Its best to have a silent observer complete this form while

another adult conducts the activity. 38Other Important ConsiderationsSymbol SelectionObjectsPhotosTOBI (True Object Based Icon)Picture SymbolsWords

Device SelectionFeature MatchNumber of Choices, Selection Size, Visual, Dynamic Display, Portability, Etc.

novitatech.org.au39Teach and Reinforce

40Embedding Communication 41Group Activity Lap Board

We hope you will walk away with some new ideas or a few reminders about assessing the communication needs of

your students. Use the Question or Chat box to jot down the number one thing you will take away from this webinar!42ResourcesTech Tuesday wiki, www.ttactechtuesday.pbworks.com

http://ttac.selfip.org/moodle/course/view.php?id=37

http://www.patrickecker.org/quickpics.htm

Please complete your evaluations!

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