1 environmental communication teaching (ect) with students and young children who use augmentative...
TRANSCRIPT
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Environmental Communication Teaching (ECT) with Students and Young Children Who Use
Augmentative and Alternative Communication
DAY 1
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Understanding the Use of ECT in Classroom and Community Settings
Goals: Identify common communication problems Identify solutions to these problems Demonstrate use of activity-based
objectives Develop an understanding of integrated
therapy Select target students and activities Develop sets of activity-based objectives
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Team Building
Identify core team members Identify peripheral team members Identify involvement of family
explanation of ECT signed permission forms for taping viewing videotapes (last session?)
Identify team meeting opportunities
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Communication Interaction Chart
Wants/Needs
Activity
Social Closeness
Information Transfer Social Etiquette
EnvironmentPartner PURPOSE
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Facilitation Strategies that Promote Communication
Engaging the child Commenting on or describing an event or
action Responding to communication attempts Waiting for a response
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Facilitation Strategies that Promote Communication
Expanding child’s utterances Prompting for a higher level of response Increasing opportunities for peer
interactive communication
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Facilitation Strategies that Promote Communication
Identifying the communicative intent of undesirable behavior
Prompting communication to replace undesirable behavior
Modifying the environment to promote communication opportunities
Adapted from Teachers’ Use of Strategies to Facilitate the Communication of Preschool Children with Disabilities. Journal of Early Intervention, 1991, Vol. 15, pp. 358-371.
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Group Activity
School Survival Skills
Review the skills and identify which items involve
communication and which do not.
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The Basics of Environmental Communication Teaching
Arranging the environment Selecting communication targets Responding to the child’s
initiations Reinforcing the child’s
communicative attempts
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Remember:
“Incidental teaching episodes are brief, positive,
and oriented towards COMMUNICATION
rather than language-teaching, per se.”
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Parameters for Successful Assistive Technology Implementation
What you need to make it work: A Committed Team
-Knowledge of the student/young child-Willingness to increase technical
proficiency with the device/equipment
-Commitment to dynamic re-evaluation
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Parameters for Successful Assistive Technology Implementation
Instructional Best Practices-Integrated therapy-Curricular goals for present and future-Activities that are realistic and functional-Strategies for success-An organized classroom/environment
Administrative and Family Support
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VIDEO/Vanessa
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Group Activity
Brainstorm in small groups
Common characteristics of students who use or need AAC
Common partner characteristics– instructional language– interaction patterns
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Common Characteristics of Students using AAC
They: Rarely initiate interactions Primarily respond to others’ initiations Usually communicate via modes other
than their communication aid/device Head nods and shakes in response to
yes/no questions are the most frequently used mode
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Common Characteristics of Students using AAC
Unintelligible vocalizations are common
Spontaneous communication is less complex than in elicited situations
Rarely interact with peers
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Additional Concerns Facing Students and Young Children Who Use AAC
Communication system not available when student or young child needs to communicate
Communication system available but vocabulary or message needed is not there when student or young child needs to communicate
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Additional Concerns Facing Students and Young Children Who Use AAC
Vocabulary or messages available on AAC display not appropriate to the situation or activity
Message gloss is missing or is insufficient for partners to comprehend intended message
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Partner CharacteristicsCommunication Interaction Style
Adults Tend to dominate the interactions Preempt the student’s or young child’s turn Don’t give students or young children time
to formulate messages Often fail to respond to student’s or young
child’s initiations Often anticipate the student’s or young
child’s needs and thoughts, making it unnecessary for them to communicate
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Partner CharacteristicsInstructional Language Style
Adults: Use rhetorical speech for which answers
are not being solicited
Use “Fills” and “Tags” which obscure the meaningful message or cancel intended effect
May sometimes double-state messages
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Solutions
Develop an understanding of the three major aspects of the intervention process Understand the communicative
requirements of activities Understand how partners can act to
facilitate, rather than inhibit, the student’s or young child's communication skills
Understand how AAC is developed from within the context of particular activities, not as a separate enterprise
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Solutions
Understand the communicative requirements of everyday activities Examine various social contexts in which
interaction might occur:– Structure of social interactions– How interactions are initiated and maintained– How communicative functions are used within
interactions
Examine how ABO’s can be used as a planning and communication tool for teams
Identify ways to modify current activities
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Solutions
Understand how partners can facilitate the effective use of communication through the use of: environmentally-based cues a unique prompt hierarchy the use of appropriate descriptive
feedback
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Solutions
Understand how to develop and integrate AAC within the context of activities Determine the communication
potential of routine activities Develop AAC strategies for routine
activities Integrate AAC into educational,
vocational, and community activities
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Practices that Support a Curriculum-Based Model
[Using Activity-Based Objectivesas a way to Structure IEP Goals]
Identify natural environments Identify significant activities in those
environments Identify specific skills required Determine discrepancies between
current and desired performance
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Components Needed to Insure Success of Curriculum-based Model
Integrated Services Skill Cluster Instruction
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LanguageLanguage Fine MotorFine Motor
ComputerComputerFunctionalAcademicsFunctionalAcademics
Skill Clusters
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Central Premises of Skill Cluster Instruction
Movement, communication, social interaction, problem solving, recall, etc., are required components of most functional routines.
Routines provide excellent opportunities to integrate priorities and methods from a variety of disciplines.
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An Average DayActivity
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ActivityBreakdown
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Requirements for an Activity
How is it Initiated? Where does it begin?
– What is the transition from the previous activity?
Who begins it? How is it begun?
– What is said or done?
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Requirements for an Activity
How is it Maintained? What are the operations that must be
carried out?– With what must they be done?– Who must do them?
What must be said to carry them out?– Who must say these things?
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Requirements for an Activity
How is it Terminated? What actions end the activity?
– Who does them?– When
Who ends the activity?– What do they say?
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Brainstorm Vanessa’s
Activity
Initiate Terminate
Main
tain
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Selecting Target Activities Activities selected should correspond
as much as possible with the following characteristics: The activity is “process” rather than
“product” oriented The activity represents a class of
activities More than one “selection” for the activity
type can be offered at any given time The activity occurs for the student or
young child 3-4 times each week
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Using the ABO Format
What the student must do or say Vocabulary that must be available How the messages will be
represented The message selection technique
that will be used Information about the AAC Display
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Guidelines for Preparing Activity-Based Objectives
Should Describe Final Objectives of the Activity They describe the activity at the final
criterion (independence, independent but with personal assistance, etc.) level.
If memory aids, such as picture sequence charts, or assistive devices, such as adapted chairs or tools, will be permanently used, they should be reflected within the objectives.
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Guidelines for Preparing Activity-Based Objectives
Should state what the student or young child will do or say to complete the activity Do not state what the student or young
child “Will learn to do” Do not include the teaching cues and
prompts that may be needed in order to teach the student or young child
Teaching cues and prompts can be documented separately
Cues and prompts are added and taken away as needed
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Guidelines for Preparing Activity-Based Objectives
Use only verbs such as ASK, TELL, SAY, ANSWER to describe the communication of the student
Remember that all communication has equal value regardless of the modes being used
Respond to unintelligible verbalizations or indistinct gestures by requesting that the student tell “it” another way
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VIDEO
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Write ABO’s
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VIDEO/Tricia
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Write ABO’s
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Exercise #1 For one of the activities that you
“roughed out” on the Activity Breakdown form: Determine which team members would be
involved (OT, PT, SLP, T, A) Identify the communication opportunities Brainstorm the messages that need to be
available Identify any IF statements that could
develop
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Communication Interaction Chart
Wants/Needs
Activity
Social Closeness
Information Transfer Social Etiquette
EnvironmentPartner PURPOSE
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Famous Quotes
“It’s easy to be an over-achiever in the land of lowered
expectations.”
Michael Williams, AAC User
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Selecting Target Students or Young Children
Students or young children should meet one of the following criteria: Already has minimal competence in the
operation of an AAC approach Uses an AAC approach to respond, but not
initiate An initial AAC approach has been developed Demonstrates some “desire” to
communicate, or– demonstrates strong preferences or
dislikes, or– attempts to maintain participation
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Day 2 Reminders
Start time: 8:30 a.m. Bring back your
participant’s hand-out Review the student/activity selection
forms in your packet and be prepared to complete and hand-in on Day 2
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Famous Quotes
“Don’t limit your challenges.Challenge your limits.”
1996 Boston Marathon Winner