Chapter 5: Interpersonal Communication Flashcards
Communication: Process by which information is _____ between individuals
Communication: Process by which information is exchanged between individuals
Form- how a message is \_\_\_\_ ~\_\_\_\_\_\_\_ ~\_\_\_\_\_\_\_ ~\_\_\_\_\_\_\_ ~\_\_\_\_\_\_\_ ~\_\_\_\_\_\_\_ ~\_\_\_\_\_\_\_, \_\_\_\_\_\_\_, \_\_\_\_\_\_\_
Form- how a message is conveyed ~Gestures ~sign language ~words ~pictures ~AAC ~Phonology, morphology, syntax
Content- _____; ____ of message
Content- semantics; meaning of message
Use- _______
Use- pragmatics
SLP’s role
~_____ ______ interpreter
~Translates both ____ and ____ messages to child with ASD
~Reduce _____ of foreign/misunderstood messages
~Many individuals in the child’s life can be _____ to be a social communication _____
SLP’s role
~Social communication interpreter
~Translates both spoken and unspoken messages to child with ASD
~Reduce anxiety of foreign/misunderstood messages
~Many individuals in the child’s life can be trained to be a social communication interpreter
Emerging communicator
~Children who are not yet using ____
~Also known as ____ ____
Emerging communicator
~Children who are not yet using words
~Also known as social partners
Early predictive sign of ASD is lack or delay of ___ _____
Early predictive sign of ASD is lack or delay of joint attention
Children with ASD are wired to focus on _____ more than ____ in the environment
~____ _____ impairment
~Early ____ _____ of social communication are ____
~Associated with ____ ____ that can increase _____ skills
Children with ASD are wired to focus on objects more than people in the environment
~Social orientation impairment
~Early building blocks of social communication are absent
~Associated with play strategies that can increase language skills
____ social strategies are____ developed
~Often ______ behaviors
~____ with not being able to ____
~Pattern: ____ _____ for their challenging behaviors
Compensatory social strategies are later developed
~Often challenging behaviors
~Frustration with not being able to communicate
~Pattern: positive reinforcement for their challenging behaviors
~Show children with ASD that people can be ___, interesting, ___, and reinforcing
-___-____ children
~Clinician should ____ environment to encourage interaction
-Create _____ temptations while working with you or with ____
-Model ____ for caregivers
*Setting up specific _____ for communication
*Stop the ___ of reinforcement for their _____ strategies
~Show children with ASD that people can be fun, interesting, useful, and reinforcing
-Own-agenda children
~Clinician should manipulate environment to encourage interaction
-Create communicative temptations while working with you or with caregivers
-Model strategies for caregivers
*Setting up specific opportunities for communication
*Stop the cycle of reinforcement for their compensatory strategies
Form
~Often comprised of:
-\_\_\_\_\_\_\_\_
-\_\_\_\_\_\_\_\_
-\_\_\_\_\_\_\_\_
-\_\_\_\_\_\_\_\_
~Treatment goal- “To enable \_\_\_\_\_ through any means \_\_\_\_.”
~\_\_\_\_\_ \_\_\_\_\_ \_\_\_\_\_ by those around them
-Teaching family and caregivers NALForm
~Often comprised of:
-vocalizations
-signs
-gestures
-pictures
~Treatment goal- “To enable communication through any means necessary.”
~Naturally Aided Language by those around them
-Teaching family and caregivers NALContent
~Choose _____ to teach
-Also, which to add to ___
~Based on _____ and _____ language evaluations
-____ will usually be higher than ____ language on evaluations
~Based on _____-_____, important content
Content
~Choose vocabulary to teach
-Also, which to add to AAC
~Based on receptive and expressive language evaluations
-Receptive will usually be higher than expressive language on evaluations
~Based on child-driven, important content
Goal is a shift from _____, ____, and ___ attention to more ____ communicative functions
~____, sharing emotion, ____ _____, relationship maintenance
~Will hopefully lead to more _____, learning social ____
Goal is a shift from protesting, requesting, and gaining attention to more complex communicative functions
~Commenting, sharing emotion, social routines, relationship maintenance
~Will hopefully lead to more meaningful, learning social relationships
Play and peer interaction
~Find which ____ and games are highly _____ for the child
~Create ____ communicative temptations with these
~____ this type of play for caregivers
Play and peer interaction
~Find which toys and games are highly motivating for the child
~Create natural communicative temptations with these
~Model this type of play for caregivers
Early communicators
~Children who have developed some ____ language and understand that communication involves ___ ____
~However, language is mostly ___ or ____-word phrases or ____ sentences
~Uses a limited array of ____ functions
~Synonymous with ____ ____ stage in SCERTS model
Early communicators
~Children who have developed some symbolic language and understand that communication involves two people
~However, language is mostly one- or two-word phrases or simple sentences
~Uses a limited array of communicative functions
~Synonymous with Language Partner stage in SCERTS model
~Goal is to increase ____ of words/word combinations used _____ with multiple people and multiple _____
~Develop complex ____ ____ skills
~Go over _____ info and bring in different people in a ____ of settings
-More ____ vs. ______
~Utilize various _____
-Reassure families that AACs will not ____ language
~Goal is to increase amount of words/word combinations used spontaneously with multiple people and multiple scenarios
~Develop complex joint attention skills
~Go over assessment info and bring in different people in a variety of settings
-More social vs. behavioral
~Utilize various AACs
-Reassure families that AACs will not decrease language
~When the child uses language, _____ upon it
-E.g., “Bird” “Blue bird” or “I see the bird, he’s in the tree”
~Make sure to be aware of communicative _____ and communicative _____
-Mismatch between intention and function
-______: What the child wants to happen by communicating
-_____: the child’s point and request
~Use ____ _____, _____ _____, and ____ ______ to teach social skills
~When the child uses language, expand upon it
-E.g., “Bird” “Blue bird” or “I see the bird, he’s in the tree”
~Make sure to be aware of communicative intention and communicative function
-Mismatch between intention and function
-Intention: What the child wants to happen by communicating
-Function: the child’s point and request
~Use video modeling, social stories, and role playing to teach social skills
~Conversational communicators
-Plethora of ____ _____ and use all communicative functions but struggle with ____ and social rules
~Often speak in long _____ about _____ interests
-May answer ___-____ academic and _____ questions
-Struggle to join ____ groups
-Difficulty with ____, central coherence, and ____ functions
~Conversational communicators
-Plethora of expressive language and use all communicative functions but struggle with pragmatics and social rules
~Often speak in long monologues about specialized interests
-May answer high-level academic and cognitive questions
-Struggle to join peer groups
-Difficulty with ToM, central coherence, and exec. functions
Meaning of any spoken message is conveyed:
~____ by ____ cues
-____ tone of ____
-____ ____ language
~____ by ____ _____ spoken
Children with ASD have trouble recognizing _____ cues
~_____ interpretations
~Working on _____ language understanding
-_____, _____, ____, ____, ____
~Work on understanding that there are ____ interpretations for words and sentences
Meaning of any spoken message is conveyed:
~93% by nonverbal cues
-38% tone of voice
-55% body language
~7% by actual words spoken
Children with ASD have trouble recognizing nonverbal cues
~Literal interpretations
~Working on figurative language understanding
-Metaphors, similes, irony, sarcasm, proverbs
~Work on understanding that there are multiple interpretations for words and sentences
Lack of telling “___ ____” because they were told not to lie when younger
~Will not ___ to preserve ____ situations
____ play and peer group _____, depending on child
____ ______ Conversations
_____ ______
Lack of telling “white lies” because they were told not to lie when younger
~Will not lie to preserve social situations
Symbolic play and peer group modeling, depending on child
Comic Strip Conversations
Video Modeling
