Chapter 9 Flashcards
Beginning Communicators
Refers to any individual (regardless of age) who has one or more of the following characteristics
o Relies primarily on nonsymbolic modes (gestures, vocalizations, facial expressions, body language)
o Is learning to use aided or unaided symbols to represent basic messages for requesting, rejecting, sharing info, and engaging in social interactions
o Uses nonelectronic communication displays and/or simple switches or SGDs
Behavior is Communication!!
• Behaviors may include tantrums, hitting, screaming, pushing, self-injurious, climbing tables, dumping out toys, and the list goes on…..
3 Principles – Interventions for Problem Behaviors
- Principle of functional equivalence
- Principle of efficiency and response effectiveness
- Principle of goodness-of-fit
- Principle of functional equivalence
- Teaching an alternative behavior that serves the same function
- FBA to determine functions of the behaviors
- Principle of efficiency and response effectiveness
- People communicate in the most effective manner available to them at any given point in time
- Alternative behavior must be at least as easy and effective
- Principle of goodness-of-fit
• Sometimes the most appropriate response is to create a better fit between the person and his or her environment
• Usually requires altering relevant aspects of the environment based on the FBA
o Focus on changing the environment/sequence of events NOT the person
Participation Model
Intervention in natural contexts
• Kids- home, community
• School-age- classroom, playground
• Adults- home, work, community
Resolving Opportunity Barriers – “Young Children”
- 1st Norm-referenced assessments: not best practice for measuring abilities of people with CCN
- 2nd Build on “young children’s” strengths
- 3rd Believe least dangerous assumption
Intervention Goals – “Young Children”
• Development of natural speech should always be included in intervention
• Support development of literacy skills
• Assume general-education kindergarten placement is the goal
• Increase communication opportunities
o Teach specific communication and social interaction skills
• Create opportunities for them to communicate and capitalize on their abilities and opportunities
Early Intervention Services
• In Oklahoma our program is SoonerStart
o Collaboration between Oklahoma State Department of Education and Oklahoma Department of Health
• Services typically occur in the home
• Training parents/caregivers who then provide inputs and supports.
• At 3 children transition into the Local Education Agencies (LEAs) services
o Maybe Head Start or another preschool program
• Focus on inclusion
o Natural environment for therapy when they are 3
Communication Opportunities
• Increase meaningful participation in natural contexts that are conducive to communication
o Highly motivating
o Familiar
o Valued by child/family
o Should provide meaningful, sustained social and communicative interactions
Create Predictable Routines
Daily living routines • Dressing • Bathing • Eating • Toileting o Child can start to anticipate occurrence of steps.
Adaptive Play
• Increase participation • Remain play not work • Select toys and play materials with interaction goals o Blocks o Balls o Vehicles o Puppets o Switch toys o Modify toys (easier to hold, carry, manipulate)
Resolving Opportunity Barriers – School-Age Individuals
• Inclusive education with appropriate supports greatly increases the likelihood that students with CCN will have more opportunities for natural communication with a variety of partners
o BUT we can’t stop here!
• We still have to create/capitalize on communication opportunities
• Inclusive education presents considerable challenges to those who provide classroom support.
Person-Centered Planning
• Process that enables people with disabilities and facilitators to
o Develop personal relationships
o Have positive roles in community life
o Increase control of their own lives
o Develop skills and abilities to achieve these goals
