Welcome to Week 8: From Communication to Social Skills

1. Welcome to Week 8: From Communication to Social Skills • [to Bobby] “You don't have what they call "the social skills. That's why you never have any friends, 'ceptfo' yo' mama.” • From Waterboy, 1998 starring Adam Sandler

2. Updates • Due Today: Ability Awareness Lesson Plan • 5/29th: Dr. Richard Simpson Presentation • Evidence-Based Practices for Students with Developmental Disabilities • Clay Building Rm. 102 • Corner of 6th & Clay St. • 6/4 (Note this is a Monday!): Quiz #4 • 6/12: Finals Week • We will be having class! • There will be Master’s project presentations • Review of the term

3. Activity • 1. Find a partner • 2. Using the communication board provided (ONLY…no speaking), explain your plan for your ability awareness lesson plan due today to your partner. • 3. The “listener” can speak, but the “communicator” will only use the communication board (change roles after 5 minutes).

4. Agenda • Function-based Communication Strategies • Assistive Technology [AT]/Alternative & Augmentative Communication [AAC; or “Aug-Com”] • Teaching Communication • Communication to Social Skills

5. Loman et al., 2010

6. Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al., 2010)

7. Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon. Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

8. Review • Discrete Trial Training • Pivotal Response Training • Difference between the two • Generalization Strategies • Maintenance Strategies

9. Pre-Requisites for Communication? • Competence in a symbolic and language system (e.g., spoken English, manual ASL)? • Formalized rules of word representation, production, & use? • Breathing is the only real pre-requisite (Mirenda, 1993)

10. Basic Conditions for Communication (Beukelman & Mirenda, 2005) • At least 2 people who understand each other • Form • Way to send the message • Content • Something to talk about • Function • Reason/Purpose to communicate • Educational team members must ensure these are addressed

11. Functional Communication Training: Carr & Durand, 1985 Desired Behavior Typical Consequence Summary of Behavior Setting Event Antecedent Problem Behavior Maintaining Consequence Alternate Behavior

12. FBA processD.A.S.H. Define behavior in observable & measurable terms Ask about behavior by interviewing staff & student -specify routines where & when behaviors occur -summarize where, when, & why behaviors occur See the behavior -observe the behavior during routines specified -observe to verify summary from interviews Hypothesize: a final summary of where, when & why behaviors occur

13. Design of Functional Analysis Conditions • Functional analyses should consist of at least three conditions: control, attention, and escape. • Control Condition: baseline condition in which student has consistently exhibited little or no problem behavior. Reinforcement should be freely available and no demands placed on student • Attention Condition: will involve the contingent provision of attention following occurrence of the problem behavior. • Escape Condition: will examine the function of student behavior through the contingent removal of aversive tasks (e.g., difficult, long, or physically taxing tasks)

14. Direct Observations During Functional Analysis • Collect observation data on the occurrence or non-occurrence of target behavior using a partial-interval recording system.

15. Activities for Conditions:

17. What would you use for the conditions to test this hypothesis? If Problem behavior occurs: Easy/Preferred Activity w/ Peers Ignore Provide him w/ attention from Peers Work Alone on easy task Remove the task Work w/ Peers on difficult task

18. What would you use for the conditions to test this hypothesis? If Problem behavior occurs: Easy/Preferred Activity Ignore Provide him w/ attention Work Alone on easy task Remove the task Work w/ teacher on double digit problems

19. FBA: Summary of Behavior Targeted Routine Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION FUNCTION is where student behavior intersects with the environment Function = Learning Student learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B

20. Function Based Interventions When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION Function should guide selection of alternative/ replacement behaviors

21. Which of the Following are Appropriate Replacement Behaviors? Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. Which is the best Replacement Behavior hide under her desk and be ignored sign for “more” to another student take completed work up to show the teacher move to sit by another student Use picture communication system to request teacher help Start w/ the Function 1. Serve same Function? Does it provide adult attn? 2. Is Behavior easier to do than problem behavior? 3. Is Behavior socially acceptable?

22. Then, move to preventing the problem behavior & prompt alternative

23. Antecedent Interventions When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION Function should guide selection of prevention strategies Function should guide selection of alternative/ replacement behaviors

24. Antecedent Interventions Critical features of Antecedent Interventions to prevent the Problem Behavior? • Does the intervention directly address: • the antecedent? • the Function of the problem behavior? Yes or No? Why?

25. Function Based Interventions When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION Function should guide selection of consequences: (+) and (-) Function should guide selection of prevention strategies Function should guide selection of alternative/ replacement behaviors

26. Consequence Intervention: Reinforcing Positive Behavior Steps in Identifying Reinforcers? Critical features of Reinforcers? 1. Identify an intervention to Reinforce the Alternate Behavior • Is reinforcervalued? (start w/ function of behavior) • b) Are expectations & timeframes reasonable for the student? Yes or No? Why? 2. Identify an intervention to Reinforce the Desired Behavior

27. Consequence InterventionResponding to Problem Behavior Steps in Identifying Responses to Problem Behavior? Yes or No? Why? 1. Prompt the Alternate Behavior at earliest signs of problem behavior 2. Identify a response to problem behavior that does not reinforce the Problem Behavior

28. Function Based Interventions When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION AVOIDING DIFFICULT TASK Consequence (+) Reinforce (a)alternate behavior w/ oppt’y to avoid task & (b) desired behavior (effort on task) (-) problem behavior should not result in avoiding task; redirect to Alt. behavior Prevent Make task less difficult to avoid difficult task Alternatebehavior Must allow student to avoid difficult task

29. Function Based Interventions When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION GETTING ADULT ATTENTION Consequence (+) Reinforce both alternate behavior & desired behavior w/ adult attention (-) problem behavior should not result in adult attention; redirect to Alt. behavior Prevent Provide adult Attention in advance & often Alternatebehavior Must give student access to adult attention

30. Communication Replacements for Problem Behavior

31. Basic Conditions for Communication (Beukelman & Mirenda, 2005) • At least 2 people who understand each other • Form • Way to send the message • Content • Something to talk about • Function • Reason/Purpose to communicate • Educational team members must ensure these are addressed

33. Communication Forms (Behaviors)Multi-modal nature of communication • Non-symbolic- No use of symbols, speech or signs (e.g., cry, laugh, reach, point) • Symbolic-Shared message between sender & receiver (e.g., speech, sign language, voice output devices, picture symbols) • Unaided- Doesn’t require external equipment • E.g., Signs, gestures, facial expressions • Aided-requires external equipment • E.g., Computers, switches, speech generating devices

34. Aided Communication • Low-Tech/Non-electronic: symbols, and communication displays • Mid to Hi-Tech/Electronic: Speech-generating devices • Advantages/ Disadvantages of both?

35. No one form of communication will meet all needs of all social situations • Teaching a combination of different modes is necessary • Examples: Vocalization, body movements, pointing, facial expressions, nodding, gestures, use of object symbols, picture symbols, manual signs • Morgan: A multiple-mode communicator! • http://www.youtube.com/watch?v=uhLA-TQX4Ow&feature=related

36. Unaided Communication • Teachers need to be attuned to how student communicates • Understand what various gestures, vocalization, and other techniques mean

37. Gesture Dictionary

38. When is unaided communication appropriate? • Used when students have no other way to get their messages across • Must be socially acceptable & intelligible

39. Contents of Communication • When there is nothing to say, there is no communication (i.e. the awkward pause when run out of things to say) • Individuals with severe disabilities need to have access to a variety of objects, pictures, and photos

40. Communicative Functions/ Intent • Request • Initiate/greeting • Terminate • Attention • Naming • Accept/Reject • Protesting situations • Affirming situations • Expressing choices or preferences

42. Assessing Receptive Communication Skills • Receptive skills for a specific activity need to be identified • What does the student do to demonstrate that the message has been received and understood? • Document what forms of communication seem to be best understood

43. Assessing Expressive Communication Skills • Any attempt by the student to start, maintain, or end a communicative exchange should be noted. • How the students communicates (the form)—Skill level? • Why the student is communicating (function/intent)—different forms of communication for different purposes? • What the student talks about (content)—information on breadth of skills and accessibility?

44. Ecological-Functional Assessment Process • Uses observational techniques to analyze skill demands of the natural environment and determine how the student performs within the environment • Leads directly to intervention plan (Snell, 2002)

46. Communication Ecological Inventory Worksheet (Figure 8-10, p.249, Best, Heller, Bigge, 2005) 1. Ask: Where does the student spend time? (environment, sub-environment, activities) 2. Select Activity: (e.g., ordering food) 3. Observe: (for vocabulary used in activity) • List Expressive Vocabulary used in the activity • List Receptive Vocabulary used in the activity 4. Review listed words and determine which words & skills need to be taught to the student.

47. Example of Communication Ecological Inventory • Where does the student spend time? • Environment: Community: McDonald’s • Subenvironment: McDonald’s counter area • Activities: Ordering food, waiting in line, socializing in line • Select activity: Ordering Food

48. Example Cont’d • Observe vocabulary used in activity • Expressive: “I want, hamburger, fish sandwich, small, medium, large, coke, milkshake, yes/no, that’s all, thank you, my order is wrong, I need, extra ketchup, for here, please repeat that, how much?” • Receptive: “May I help you?, Is that all?, Here or to go?, Your order will be ready soon?, I don’t understand, Your total is_____” • Review listed words: which are above, below, and at the student’s level. Which are within or outside student’s experience, which are necessary for the task

49. Activity • Complete a hypothetical “ecological inventory for your student OR partner’s student” 1. Select Activity: e.g. Ordering Food, Playing a game 2. Record Vocabulary used in Activity: • List Receptive Vocabulary • List Expressive Vocabulary 3. Prioritize what words to teach

50. Ecological Inventory of Communication Skills