Class 2 Flashcards
What identifies a child as having “complex needs”?
- profound intellectual disability (IQ<20)
- often with movement impairments
- often with visual and/or hearing impairments
- often with ASD and/or epilepsy
- often with behaviour viewed as ‘challenging’
What 3 principles does the MRO model consist of?
MRO Model (Money and Thurman, 2002)
- Means (how we communicate)
- Reasons (why we communicate)
- Opportunities (where/when/with whom we communicate)
What is an affective communication assessment? (ACA) and who conducts it?
- an observation or video based assessment
- shows child in response to range of sensory stimuli, events and experiences
-completed by team of people who know the individual well
What does ACA stand for?
Affective Communication Assessment
What are some examples of communication categories?
9 total- try remember 5
- body movements
- early sounds
- facial expressions
- visual looking
- simple gesture
- conventional gesture/vocalisation
- concrete symbol
- abstract symbol
- language (2 or more symbols)
What are the 7 levels of communication?
- Pre-intentional behaviour
- Intentional behaviour (but no communicative indent)
- Unconventional communication (pre-symbolic)
- Conventional communication (pre-symbolic)
- Concrete symbols
- Abstract symbols
- Language
What does the communication matrix provide for each individual child?
- a full 1 page profile
- a list of (expressive) communication skills
- a report of emerging areas to build on
- comparison reports to show progress
(Focus is NOT on receptive communication)
According to who, what are the 7 stages of understanding?
Goodbart & Ware (2015)
- Responds to emotional tone in voice
- Extracts meanjng from intonation and facial expression
3.
Understands non verbal communication and contextual cues
4.
Understands some single words and abstract symbols
5.
A range of single words, signs and/or symbols
6.
Short phrases with supporting context
7.
Understand relatively more complex language
According to the communication matrix, what are the four earliest reasons to communicate?
- Refuse
- Obtain
- Social Interaction
- Provide or seek information
What three types of understanding come under umbrella term “comprehension”?
- Vocabulary understanding
- Situational understanding: includes context, routine, non
verbal aspects - Functional understanding: fluctuates based on time of
day, feeling well, tired, emotional factors
What are ways of assessing children with intellectual disability include…?
- Communication Matrix
- ACA
- Routes for learning (online educational profiling)
- Pragmatics Profile of Everyday Communication Skills in
Children - Communication Symbolic Behaviour Scales -
Development profiling (CSBS-DP)
What are the SLT roles within intervention?
- Managing the health needs
- Ensure a shared means of communicating
- Promoting reasons for communication
- Create opportunities for communication
- Making information accessable
- “Working at the level of the person, environment and
community” ~ Money and Thurman (2004)
When planning intervention, you must choose communication partners who are….?
- Familiar, caring and responsive to child
- Respond contingently to the child
- Understand how the person communicates
- Create appropriate opportunities for communication
- Have flexibility using appropriate means of
communication
What is the total communication approach?
“Inclusive communication approach”
- Creates a supportive and effective communication
environment - Uses every available means of communication to
understand and be understood
Creating a “communication-friendly environment” can be informal or through structured training. Give examples of the training for this which can be received?
- Elklan: Communication support for 0-25s with complex
needs - Elklan: Specialist training package for AAC.
- SLTs, and specialist teachers, give accredited training to
others in the locality
What is a communication passport?
- A booklet (or cards, folders, wallets, wall charts)
- Always in a accessible, attractive format
- Present unique info. about the child
- Helps them to be ‘the best they can be’
- Useful for meeting new people or transition periods
What are the key principles of a communication passport?
- Belongs to the child
- Co-created with the child and key others
- Present the child positively as an individual (not a list of
diagnosis or problems)
What are objects of reference?
- An object gains significance for the learner
- Signals what is about to happen (E.g. a cup for “snack
time”) - Operates at a level before symbols
- Used to offer a choice (e.g. “drink or food first?”)
- Later used to make a visual timetable
What are the stages in increasing abstractiveness of an object?
- Index- The actual object
- Icon- Visual or tactile resemblance (e.g. a mini horse)
- TOBIs (True Object Based Icons)- photo of an object cut
to same shape and size. - Symbol- Arbitrary link, learner has to learn association
What is Intensive Interaction?
- Enjoyable exchanges (like parent- infant interaction)
- Vary in intensity, duration, energy
- Provides the opportunity to learn communication routines and skills
- Can involve a lot of necessary repetition
What are the principles of Intensive Interaction?
- Quality 1-to-1 time
- Imitation, copying, joining in
- Simple behaviour
- Pauses
- Mutual Enjoyment
- Responsiveness
- Slow and follow
What is Responsive education and pre-linguistic milieu teaching? What are the aims and goals of this style of intervention?
RE: Delivered by an SLT to atleast one parent
PMT: Delivered by an SLT to a child who has limited
intentional communication and less than 5 signed or
spoken words
Aims: To enhance child’s communication while ensuring
parental responsiveness
Goals: Establish and increase the frequency, clarity and
complexity of the child’s prelinguistic
communicative acts. Increase requests and
comments through encouragement of gesture, co-
ordinated eye gaze and vocalisation.
What are some principles of the “enabling contexts” approach?
- Arrange the environment in a way that naturally creates opportunity for communication
- Positioning of the adult: allow direct face to face interaction
- Follow the child attentional lead (imitating, parallel play, copying)
- Use of prompts: pauses, verbal, gestural
- Embed techniques into play and social routines
- Recasting and linguistic mapping
What are some examples of intervention approaches for a child with Intilectual Disability?
- Total Communication
- Communication Friendly Environment
- Objects of Reference
- Objects of increasing abstractiveness
- Communication passport
- Intensive interaction
- Enabling contexts
- RE/ PMT (Responsive Education and Prelinguistic Milieu
Teaching)
