Session 6 SPE 568 Nonsymbolic Communication

1. Session 6 SPE 568  Nonsymbolic Communication/Receptive Language This powerpoint presentation will be available at http://jeffmcnair.com under the �lectures link.�

2. Nonsymbolic - Symbolic Vocal-sounds and utterances Affect- display a feeling or emotion Tactual- using touch Body movement- leaning, pulling away Gestural- movement of limbs or body parts Physiological- alertness, muscle tone Visual- using sight Verbal- using words Sign language- system of gestures Photos or pictures- Representational objects- miniatures or parts of real objects Graphic system- method of symbols

3. The trifocus of intervention a. Understand the learner � assessment b. Broaden the communicative partner�s role � use nonsymbolic input and be responsive to learner�s nonsymbolic communication as part of the intervention c. Improve the environmental context � modify the environment, use physical and social supports as part of intervention

4. 3 stage communication progression a Perlocutionary stage � the effect of the message on the communication partner who must interpret the message, behavior communicates although not a deliberate attempt on the part of the person engaging in the behavior to communicate b. Illocutionary stage � use of preverbal gestures and sounds to communicate intentionally, deliberate use of particular signals to communicate for preplanned effects on others c. Locutionary stage � beginning of intentional communication with referential words

5. Intentional communication Intentional behavior � behavior is intentional if an individual has an awareness of or a mental plan for a desired goal as well as the means to obtain that goal 1). Intention is the plan of the message sender 2). Function refers to the purpose of the behavior as interpreted by message receiver 3). Repair strategies clarify one�s intentions when communication is unsuccessful

6. Roles and functions Communication roles 1). Expressive role is the sender of a message 2). Receptive role is the receiver of a message The function or purpose of the communicative behavior 1). Behavior regulation � get others to do or stop doing something 2). Social interaction � get others to look or notice oneself 3). Joint attention � get others to look at object or event

7. Nonsymbolic Forms (Snell 415) Generalized movements and changes in muscle tone Vocalizations Facial expressions Orientation Pause Touching manipulating, or moving with another person Acting on objects and using objects to interact with others Assuming positions and going to places Conventional gestures Depictive actions Withdrawal Aggressive and self-injurious behavior

8. Communication assessment Begin with the assumption that everyone communicates and learners with nonsymbolic skills are communicating

9. Communication assessment First assessment goal: what are the communicative forms used by the learner 1). Vocalizations and gestures a). Gestural dictionary used to keep track of communicative forms b). Behavior state may reflect a form of communication in some learners 2). High levels of alertness and challenging behavior indicate attention on the part of the learner, and potentially communicative functions

10. Communication assessment Second assessment goal: reasons or functions learner uses communication 1). The checklist of communicative functions/nonsymbolic forms (Figure 11-8, p 423)

11. Communication assessment Third assessment goal: degree of intentionality for communicative function

12. Communication assessment Third assessment goal: degree of intentionality for communicative function Fourth assessment goal: how readable the nonsymbolic communication behaviors are

13. Communication assessment Third assessment goal: degree of intentionality for communicative function Fourth assessment goal: how readable the nonsymbolic communication behaviors are Fifth assessment goal: identifying repair strategies

14. Communication assessment Third assessment goal: degree of intentionality for communicative function Fourth assessment goal: how readable the nonsymbolic communication behaviors are Fifth assessment goal: identifying repair strategies Sixth assessment goal: determine the learner�s capacity for symbol use across activities

15. Promoting communication Current research theory suggests 1). Focus teaching on interactions that are learner centered in natural home, school and community environments 2). Use responsive and nondirective systematic instruction 3). Use intervention strategies that enhance early communication, such as naturalistic teaching procedures, including time delay, mand model, and incidental teaching 4). Use a communication dictionary so that partners respond to idiosyncratic gestures consistently 5). Use scripted routines 6). Use joint-action routines 7). Provide choice-making opportunities 8). Use augmented input 9). Use interrupted behavior chains

16. Preparing partners Increase opportunities -Requests (illocutionary level) -Responsive state of behavior (perlocutionary level) -Choices

17. Preparing partners Sequential predictable format Pairing vocal input and alternative modes Enhancing sensitivity readiness nonsymbolic behavior contingent responses communicative intent of behavior