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

Session #2 Session #2 Tonight’s agendaTonight’s agenda Overview of symbol assessmentOverview of symbol assessment Not all Emergent Communicators Not all Emergent Communicators

are the sameare the same– Strategies for various levels of skills Strategies for various levels of skills

within the category of Emergent within the category of Emergent CommunicatorCommunicator

Symbol Assessment – Symbol Assessment – ala Pat Mirenda, PhDala Pat Mirenda, PhD Research has shown that, for visual Research has shown that, for visual

symbols (nouns), there is predictability symbols (nouns), there is predictability regarding easiest – to – hardest.regarding easiest – to – hardest.

This is the general hierarchy:This is the general hierarchy:– Objects (identical and non-identical)Objects (identical and non-identical)– Color photosColor photos– Black & white photosBlack & white photos– Line drawingLine drawing– Printed wordsPrinted words

From Pat Mirenda, Ph.D copyright From Pat Mirenda, Ph.D copyright 10/0810/08

Gather info through Gather info through interview and interview and observationobservation Ask those who know student well,Ask those who know student well,

– Does student recognize familiar logos (e.g. Does student recognize familiar logos (e.g. McDonald’s)McDonald’s)

– Does student recognize pictures when you Does student recognize pictures when you name them?name them?

– Has student used any symbols successfully?Has student used any symbols successfully? ObserveObserve

– With books & magazinesWith books & magazines– With picturesWith pictures

Direct AssessmentDirect Assessment

Collect 10-15 objects the student is Collect 10-15 objects the student is familiar with. Ask the family, to make familiar with. Ask the family, to make sure.sure.

Collect picture symbols to match the Collect picture symbols to match the objectsobjects– Identical photosIdentical photos– Non-identical photosNon-identical photos– Line drawingsLine drawings– WordsWords

Examples: plastic food, bubbles, bowl, Examples: plastic food, bubbles, bowl, wash clothwash cloth

Check receptive Check receptive understanding of understanding of wordswords Two or more objects or symbols Two or more objects or symbols

are placed in front of the student.are placed in front of the student. Ask the student to look at, show, Ask the student to look at, show,

or give each, one at a time.or give each, one at a time.

MatchingMatching

Show one object to the student. Show one object to the student. Then place 2 symbols on the Then place 2 symbols on the

table, one of the object and a table, one of the object and a second symbol.second symbol.

Ask the student to find, match, Ask the student to find, match, give one like the one you are give one like the one you are showing.showing.

Check reliability in a Check reliability in a variety of settingsvariety of settings Times of dayTimes of day Noisy Noisy QuietQuiet Busy/calmBusy/calm

What do use for What do use for interventionintervention In order to use a symbol for In order to use a symbol for

intervention, the student needs to intervention, the student needs to be successful selecting the be successful selecting the symbol with about 80% symbol with about 80% accuracy.accuracy.

If they can manage a symbol, it If they can manage a symbol, it needs to be provided for their needs to be provided for their use.use.

Teaching Recognition Teaching Recognition of Symbols…of Symbols… Pair the symbols with requestsPair the symbols with requests Pair the symbols with schedules, to Pair the symbols with schedules, to

help organize their day.help organize their day. Pair the symbols with steps in an Pair the symbols with steps in an

activity or taskactivity or task Start with the symbol level at Start with the symbol level at

which they have success, but also which they have success, but also pair with the next highest order pair with the next highest order symbol.symbol.

Emergent Emergent CommunicatorsCommunicators By definition, these students do By definition, these students do

not reliably use symbols to not reliably use symbols to communicate.communicate.

So what do you do to help build So what do you do to help build communication?communication?

Determine Likes and DislikesDetermine Likes and Dislikes Build communication exchanges Build communication exchanges

that have that have meaningmeaning to the child, to the child, based on their likes and dislikes.based on their likes and dislikes.

Barb’s hierarchy w/in category Barb’s hierarchy w/in category of Emergent Communicatorsof Emergent Communicators

1.1. Has awareness of activityHas awareness of activity2.2. Communicates, non-symbolically, that Communicates, non-symbolically, that

he wants an activity to continue.he wants an activity to continue.3.3. Has a non-symbolic way to indicate a Has a non-symbolic way to indicate a

choice within an activity.choice within an activity.4.4. Move toward more symbolic Move toward more symbolic

representation by representation by 1.1. Pairing the symbol with the choicePairing the symbol with the choice2.2. Pairing a symbol with a request for Pairing a symbol with a request for

continuation of pleasurable activity. continuation of pleasurable activity. 3.3. Pairing a symbol with cessation of Pairing a symbol with cessation of

undesirable activity.undesirable activity.

I am giving you I am giving you permission to have permission to have fun!fun! For a student at the emerging level of For a student at the emerging level of

communication, you must build a bond. communication, you must build a bond. You must establish yourself as someone You must establish yourself as someone this student this student wantswants to communicate with. to communicate with.

The interactions you have with this The interactions you have with this student must be student must be meaningfulmeaningful..

The interactions must provide your The interactions must provide your student with some sense of student with some sense of power and power and controlcontrol..

So….So….

With this student, you get to do the thinks With this student, you get to do the thinks he finds enjoyable.he finds enjoyable.

With this student you don’t need to stress With this student you don’t need to stress about how his activity aligns with grade about how his activity aligns with grade level standards.level standards.

Look for materials that are going to Look for materials that are going to present the most age-appropriate present the most age-appropriate interactions, but don’t stress about how it interactions, but don’t stress about how it relates to Washington State History or relates to Washington State History or Venn diagrams.Venn diagrams.

Awareness levelAwareness level

You have done your likes & dislikes You have done your likes & dislikes checklist, so you probably have some checklist, so you probably have some idea about the kinds of things this idea about the kinds of things this student attends to.student attends to.

Here are some activities I have found Here are some activities I have found positive with some students at this level:positive with some students at this level:

MusicMusic light activated toyslight activated toys

FanFan singing animalssinging animals

Lotion on armLotion on arm water fountainswater fountains

Next steps to look for:Next steps to look for:

Sharing activities the student enjoys is a Sharing activities the student enjoys is a great way to establish that all-important great way to establish that all-important bond.bond.

Pause during the activity to see if the Pause during the activity to see if the student indicates, in some recognizable student indicates, in some recognizable way, that he wants the activity to way, that he wants the activity to continue.continue.

See if there is a way to make that See if there is a way to make that gesture/movement used for a variety of gesture/movement used for a variety of activities.activities.

Continuation of Continuation of ActivityActivity If your student has a way to indicate she If your student has a way to indicate she

wants a pleasurable activity to continue, wants a pleasurable activity to continue, see if you can make it more see if you can make it more “standardized”. “standardized”.

See if you can introduce a voice output See if you can introduce a voice output switch like a Big Mack. If they can touch switch like a Big Mack. If they can touch the switch with “more” recorded on it, the switch with “more” recorded on it, see if they begin, over time, to look see if they begin, over time, to look expectantly to you after touching the expectantly to you after touching the switch.switch.

You might also look for a natural gesture You might also look for a natural gesture and see if that gesture is followed by the and see if that gesture is followed by the same kind of expectation. And see if the same kind of expectation. And see if the gesture is used in more than one activity.gesture is used in more than one activity.

Making a choice Making a choice between activitiesbetween activities Start by offering 2 objects the student likes.Start by offering 2 objects the student likes.

– Starting with 2 preferred objects establishes Starting with 2 preferred objects establishes reaching/pointing/gazing.reaching/pointing/gazing.

As quickly as possible, introduce a “foil”. This As quickly as possible, introduce a “foil”. This would be something the student is neutral would be something the student is neutral about.about.

Gradually add a third object – 2 preferred and Gradually add a third object – 2 preferred and one foil.one foil.

You can also do actions like “Go” and “Stop” You can also do actions like “Go” and “Stop” when pushing on a swing or pulling in a when pushing on a swing or pulling in a wagon. You can use “more” and “all done” for wagon. You can use “more” and “all done” for singing songs like Row, Row Your Boat. You singing songs like Row, Row Your Boat. You could use 2 Big Mack switches in this case. could use 2 Big Mack switches in this case. But realize that actions, while powerful, are But realize that actions, while powerful, are more difficult to represent in concrete ways. more difficult to represent in concrete ways. So this connection might come later than use So this connection might come later than use of 2 objects to request.of 2 objects to request.

Pairing Symbols with Pairing Symbols with ActivitiesActivities Once your have established objects Once your have established objects

and/or actions the student will request, and/or actions the student will request, start pairing the objects with symbols start pairing the objects with symbols that represent the activity.that represent the activity.– If she likes face washing, pair a part of a If she likes face washing, pair a part of a

wash cloth with the activity. Don’t use it in wash cloth with the activity. Don’t use it in the activity, just pair it.the activity, just pair it.

– If he likes the vibrating coil, pair a piece of If he likes the vibrating coil, pair a piece of blue foam that might represent the coil. blue foam that might represent the coil.

– If he likes a Hallmark singing bunny, pair a If he likes a Hallmark singing bunny, pair a small bunny with the one in the activity.small bunny with the one in the activity.

Pairing Symbols with Pairing Symbols with Activities (cont.)Activities (cont.) You don’t always have to pair an object. You don’t always have to pair an object.

See if pairing a photo or line drawing is See if pairing a photo or line drawing is as effective as the object. If it is, you as effective as the object. If it is, you have bypassed the object symbol step.have bypassed the object symbol step.

Quickly try presenting just the symbols, Quickly try presenting just the symbols, so see if he gets the connection.so see if he gets the connection.

Take data so you aren’t guessing. Take data so you aren’t guessing. Remember, “no reliable” is in the Remember, “no reliable” is in the definition of Emerging Communicator.definition of Emerging Communicator.

I like to add voice output I like to add voice output with the symbol at this with the symbol at this stage.stage. I provide 2 Big Mack switches with 2 I provide 2 Big Mack switches with 2

symbols of preferred object. I place symbols of preferred object. I place the switch within reach and the object the switch within reach and the object they want beyond reach. The Big they want beyond reach. The Big Mack is “on the way” to the object.Mack is “on the way” to the object.

When they begin activating the switch When they begin activating the switch and don’t reach for the object, and and don’t reach for the object, and they have a fair level of success, I use they have a fair level of success, I use a preferred object and a foil. a preferred object and a foil.

This can be a very long This can be a very long process.process. Don’t be discouraged. Making the Don’t be discouraged. Making the

connections between objects/actions connections between objects/actions and symbols can take years.and symbols can take years.

Account for small steps in writing your Account for small steps in writing your annual goals.annual goals.

Just know that the work is important Just know that the work is important for your student. This communication for your student. This communication is is POWERFULPOWERFUL. It will allow them to . It will allow them to recognize the impact they have on the recognize the impact they have on the world, and to move toward their best world, and to move toward their best level of independence.level of independence.

There are other things There are other things to consider…to consider… Try to include “core vocabulary” word Try to include “core vocabulary” word

symbols that are powerful along with symbols that are powerful along with nouns/object symbols.nouns/object symbols.– MoreMore– DoneDone– StopStop– GoGo

See how the student does using the See how the student does using the symbol alone and symbol with voice symbol alone and symbol with voice output.output.

Take data so you aren’t guessing.Take data so you aren’t guessing.

Remember that symbols Remember that symbols can be paired with can be paired with schedulesschedules Pairing symbols, particularly object Pairing symbols, particularly object

symbols, with daily activities can be a symbols, with daily activities can be a very effective way for your student to get very effective way for your student to get a lot of exposure to a symbol; you will be a lot of exposure to a symbol; you will be using it every day, sometimes throughout using it every day, sometimes throughout the day.the day.

If using an object symbol, assess if it has If using an object symbol, assess if it has meaning for your student.meaning for your student.

You can watch to see if the student You can watch to see if the student begins using those object symbols to begins using those object symbols to make requests.make requests.

In looking at your In looking at your student’s schedulestudent’s schedule Think about this student’s Think about this student’s

schedule differently than your schedule differently than your other students’ schedules.other students’ schedules.

Think about what activities are Think about what activities are meaningful to him and represent meaningful to him and represent those activities to him.those activities to him.

Let’s sum it up!Let’s sum it up!

1.1. Your goals for these students is to Your goals for these students is to actively engage in meaningful actively engage in meaningful activities in order to develop a activities in order to develop a sense of control.sense of control.

2.2. To determine what is meaningful, To determine what is meaningful, do a Likes and Dislikes checklist. do a Likes and Dislikes checklist. Also look at problem behaviors to Also look at problem behaviors to see what they might be see what they might be communicating.communicating.

Let’s sum it up!Let’s sum it up!

3. Determine what level of interaction your 3. Determine what level of interaction your student is engaging in:student is engaging in:

awarenessawarenesscontinuationcontinuationchoiceschoicespairing symbolspairing symbols

4. Intersperse meaningful activities 4. Intersperse meaningful activities throughout the day, targeting on throughout the day, targeting on increasing focus toward recognizing increasing focus toward recognizing symbols.symbols.

5. Look at ways to meaningful represent her 5. Look at ways to meaningful represent her daily schedule; look for ways she might daily schedule; look for ways she might make requests using those symbols.make requests using those symbols.

About clock hour forms About clock hour forms

Because this is an online class, I have Because this is an online class, I have to have some kind of assignment.to have some kind of assignment.

Your assignment is:Your assignment is:– In an email to me, In an email to me, brieflybriefly describe an describe an

emergent communicator you currently emergent communicator you currently work with, have worked with in the past, work with, have worked with in the past, or can imagine working with.or can imagine working with.

– Tell me 3 things that would have been Tell me 3 things that would have been “Likes” for that student, and 2 that would “Likes” for that student, and 2 that would have been “Dislikes”.have been “Dislikes”.

When I receive you email assignment, When I receive you email assignment, I will send you your Clock Hour form.I will send you your Clock Hour form.

Thank you for Thank you for participating in this participating in this class!class! This format for Professional This format for Professional

Development is new and evolving.Development is new and evolving. Your participation and feedback Your participation and feedback

has been greatly appreciated.has been greatly appreciated. Please fill out the online class Please fill out the online class

evaluation on the Professional evaluation on the Professional Development website, under your Development website, under your login and your schedule.login and your schedule.