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Please check. APA Tip of the Day: Attributing action – third person.

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  2. APA Tip of the Day: Attributing action – third person “Inappropriately or illogically attributing action in an effort to be objective can be misleading. Examples of undesirable attribution include use of the third person, anthropomorphism, and use of the editorial we” [emphasis added] (APA, 2010, p. 69). Use I or we instead of the author or the authors, when referring to yourself.

  3. Announcements Please turn in your readings reviews now. The is a readings review due next week. Your intervention papers should be INDIVIDUALLY written – they are due in two weeks. PowerPoint is not required, but appreciated, as are handouts. Don’t wait to get started on your final assignment.

  4. Quick questions or quandaries?

  5. Today’s Topic: Intervention (day 1)

  6. General Considerations for Teaching Beginning Communication Skills: • Get close and on students’ eye level. • Facilitate eye contact (or physical contact): • position yourself, students and their communication partners carefully, • don’t force it (i.e. “look at me”) without a meaningful reason, and • be culturally sensitive. • Look expectant. From: Downing, J. (1999). Teaching communication skills to students with severe disabilities. Baltimore, MD. (pp. 69-90)

  7. General Considerations, cont. • Accept and respect how students currently communicate: • communication partners must be responsive and attentive. • De-emphasize symbolic communication: • shape “inappropriate” nonverbal communication, rather than insisting on a symbolic substitution. From: Downing, J. (1999). Teaching communication skills to students with severe disabilities. Baltimore, MD. (pp. 69-90)

  8. General Considerations, cont. • Provide wait time: • don’t rephrase immediately, • don’t insert a direct question, • don’t immediately state a command, and • don’t supply the answer for the student. • Use fewer directives: • follow the student’s lead, and • support and encourage student initiation. From: Downing, J. (1999). Teaching communication skills to students with severe disabilities. Baltimore, MD. (pp. 69-90)

  9. General Considerations, cont. • Make sure that students have a means to communicate: • allow students to employ a variety of modes of communication, • use available materials in the environment to supplement AAC devices, and • make sure students have access to their AAC devices. From: Downing, J. (1999). Teaching communication skills to students with severe disabilities. Baltimore, MD. (pp. 69-90)

  10. General Considerations, cont. • Teach communication in natural contexts. • Create the need to practice skills. • Foster student motivation to communicate: • make the connection between communication efforts and getting needs met very clear, and • accept and respond to students’ communication efforts. From: Downing, J. (1999). Teaching communication skills to students with severe disabilities. Baltimore, MD. (pp. 69-90)

  11. General Considerations, cont. • Establish a student-centered approach: • follow the student’s lead, and • respond to current attention and interest. • Offer choices: • provide fixed choices (i.e. ‘this’ or ‘this’), • provide easy and clear choices, • make the connection between the choice and the reward clear, and • make sure choices are of interest to the student. From: Downing, J. (1999). Teaching communication skills to students with severe disabilities. Baltimore, MD. (pp. 69-90)

  12. General Considerations, cont. • Enhance the social environment: • provide opportunities for student to interact with typically developing peers. • Make communicating fun. • Shape a desired communication response: • model the behavior, • use prompting strategies, • fade prompts when students recognize and respond to natural cues independently, • reinforce desired behaviors. From: Downing, J. (1999). Teaching communication skills to students with severe disabilities. Baltimore, MD. (pp. 69-90)

  13. Quick Write In what way(s) do the intervention paradigm(s) described in the readings differ from that we typically see in classroom for students with severe disabilities?

  14. Small Group Activity: In small groups, summarize the main points of Chen and McCollum, (2001). Discuss ways in which your work with students with intensive communication needs fits the recommendations from the readings and ways in which you would like to improve your practice.

  15. Looking ahead… More on intervention!

  16. Please take a minute for the minute paper. .

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