Communicating with Your Child More than words...More than just words It‟s the exchange of information, feelings, intentions and ideas. Kurrambee School - Little By Little 2010 Why

Communicating with Your Child –More than words !

Kurrambee School - Little By Little

2010

I hear and I forget.I see and I remember.I do and I understand.

Chinese Proverb


2010

What is communication ?

More than just words

It‟s the exchange of information, feelings, intentions and ideas.


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Why is it so important ?

The ability to communicate is linked to a child‟s quality of life and the ability to function in society …

Children with little or no language –

* may not know what‟s going on;

* many not know what is expected of them;

* are cut off from and can‟t socialise with other children;

* are more dependent on others.


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Development of communication skills

* Coo, gurgle, cry or move their body;* Look at objects, fuss, smile, reach for or push away objects

& people;* Laugh, make random sounds, look an adult in the eye or

move the adult‟s hand to reach something;* Use reguar sound patterns („dada‟), point, wave, kiss, hug or

make choices;* Mimic the sounds of objects („moo‟), use gesture (pat chair

to say „sit here‟) and objects, photos or concrete line drawings (line drawing of a cat);

* Use single spoken words, manual signs, abstract graphics (more PCS) or single printed words;

* Combine 2 or more spoken words, manual signs, graphics or written words.


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Kurrambee SSP

At Kurrambee we believe that communication is possible for all children, irrespective of their ability

or disability

We believe that communication is vital to everyday living and plays a pivotal role across all aspects of student

learning.

All students to have at least 1 IEP Goal that addresses Communication (English)


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Communication is a complex process.

The most challenging and immediate task facing parents and others working with children without useful

language is to establish a means of communication.

Our Challenge …


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Do you have a calendar that

you write things on to

help you organise your

life ?


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Do you have a list of things

to do on

your desk or

fridge ?


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Do you make up a shopping listbefore you go

shopping ?


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Have you ever pointed to a picture in a catalogue of an item you

would like, to show some one

what you want ?


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Have you ever read a sign to tell you want line to stand in or what

door to exit from ?


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Do you ever write notes to your family or co-workers to explain what

you want them to do ?


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Did you ever attach a note

to your bathroom mirror or

steering wheel to remind you

to do something ?


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Have you

ever read

step-by-step instructions to assist you to assemble an

item ?


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“When I see it …then I understand.”


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Visual Supports

Visual supports are those things we seethat enhance the communication

process.

Body Language, objects and printed matter of any kind can become visual

supports for communication – as long as the student can derive meaning from

them.


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Effective Visual Supports

* Easily recognised

* Easily understood

* Universally understood

* Non-Transient (always there)


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Symbolic Representation

Objects

Object Symbols

Photographs

Drawings

Line Drawings

Whole written words - familiar words

Whole written words - unfamiliar words


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Coca-Cola Example

Object Symbol/Remnant

Label from coke bottle

Photographs

Photo of coke can

Drawings

Coloured Boardmaker

Line Drawings

B&W Boardmaker

Whole written words –Familiar script

Whole written words –Unfamiliar script

Coca - Cola


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http://images.google.com.au/imgres?imgurl=http://www.osfphila.org/files/images/initiatives/coca-cola-1.jpg&imgrefurl=http://www.osfphila.org/justice_peace/csr_success&usg=__YwP6EGl59GhkZrYBqe5L7OfG1u0=&h=320&w=430&sz=36&hl=en&start=8&tbnid=lkLvHtFyvJEVvM:&tbnh=94&tbnw=126&prev=/images%3Fq%3Dcoca%2Bcola%26gbv%3D2%26hl%3Denhttp://images.google.com.au/imgres?imgurl=http://mandatemedia.typepad.com/photos/uncategorized/2007/07/10/coca_cola.jpg&imgrefurl=http://cocu141a.wordpress.com/&usg=__-9HRIllUh3VSlr6Z9-H7NASRy48=&h=960&w=512&sz=94&hl=en&start=16&tbnid=fYRtvCaRQed2TM:&tbnh=148&tbnw=79&prev=/images%3Fq%3Dcoca%2Bcola%26gbv%3D2%26hl%3Denhttp://images.google.com.au/imgres?imgurl=http://web.uvic.ca/akeller/pw401/resources/rf_image_optimze/coca_cola_large.gif&imgrefurl=http://web.uvic.ca/akeller/pw401/exercises/graphics_optimize_EX.html&usg=__ULZq7t_O9JSsNQIK7sVT6DpUw1g=&h=413&w=1181&sz=111&hl=en&start=3&tbnid=a6ooWxz0gnfccM:&tbnh=52&tbnw=150&prev=/images%3Fq%3Dcoca%2Bcola%26gbv%3D2%26hl%3Den

Tools To Give Information

Presenting information in a visual form –

* Helps establish and maintain attention* Gives information that‟s easier for the student to

understand* Clarifies verbal information* Provides a concrete way to teach concepts such as

time, sequence, cause/effect* Gives the structure to understand and accept change* Supports transitions between activities or locations.


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Daily Schedules

A schedule gives a student information such as:

* what‟s happenning today

* what is not happenning today

* what is the sequence of events

* what is changing that I normally expect

* when is it time to stop one activity and move on to another one


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Chris‟s Schedule

Calendar Time Toy Time Books Writing

Lunch Sandpit Art Bus


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http://images.google.com/imgres?imgurl=http://www.bip.utm.my/skit/image/calendar.jpg&imgrefurl=http://www.bip.utm.my/skit/&usg=__7L-Q7yRUCLFPFOIORMiONiBOsnA=&h=425&w=369&sz=30&hl=en&start=2&tbnid=Edcyjf0ZUmKNIM:&tbnh=126&tbnw=109&prev=/images%3Fq%3Dcalendar%26gbv%3D2%26hl%3Denhttp://images.google.com/imgres?imgurl=http://1.bp.blogspot.com/_3pEBVhsb0QM/SVErxdJ4dQI/AAAAAAAAFzk/VCCLS2sq7wc/s320/pic_toys.jpg&imgrefurl=http://3psmamasays.blogspot.com/&usg=__V85J2UgdDyPUM3HE7kFHTYz5Ayw=&h=303&w=320&sz=23&hl=en&start=13&tbnid=zP8-rjqfDmjHpM:&tbnh=112&tbnw=118&prev=/images%3Fq%3Dtoys%26gbv%3D2%26hl%3Denhttp://images.google.com/imgres?imgurl=http://kclibrary.lonestar.edu/childrensbooks.jpg&imgrefurl=http://kclibrary.lonestar.edu/childrens_literature.html&usg=__KQtDYawrS8xC5bmpoJrY9wDrpZk=&h=309&w=400&sz=54&hl=en&start=1&tbnid=P0kYs8OcaOqNjM:&tbnh=96&tbnw=124&prev=/images%3Fq%3Dchildren%2527s%2Bbooks%26gbv%3D2%26hl%3Denhttp://images.google.com/imgres?imgurl=http://www.consumingworship.org/wp-content/uploads/2009/09/writing_tablet.jpg&imgrefurl=http://www.consumingworship.org/&usg=__CzZCKTYUGxpqUnqw_vbGZIHKa0c=&h=300&w=450&sz=91&hl=en&start=8&tbnid=zqPlFRSWPfAD0M:&tbnh=85&tbnw=127&prev=/images%3Fq%3Dwriting%26gbv%3D2%26hl%3Denhttp://images.google.com/imgres?imgurl=http://www.cradlerock.com.au/www/189/files/dinosaurslunchbox.jpg&imgrefurl=http://www.cradlerock.com.au/www/189/1001127/displayproduct/crocodile-creek-lunchbox-dinosaurs--1041162_back-to-school--1139821_.html&usg=__cRxsRawxUdYi-zeciIdeArEq02c=&h=347&w=375&sz=53&hl=en&start=13&tbnid=yuu_IerBKCm2IM:&tbnh=113&tbnw=122&prev=/images%3Fq%3Dlunchbox%26gbv%3D2%26hl%3Denhttp://images.google.com/imgres?imgurl=http://www.imaginationspreschool.com.au/images/final_popup_pics/sandpit.jpg&imgrefurl=http://www.imaginationspreschool.com.au/popup_htmls/sandpit.html&usg=__hdFXxHSNt06ABEBBomFrWJwJnuI=&h=413&w=551&sz=72&hl=en&start=11&tbnid=cCDDLP3rv23wiM:&tbnh=100&tbnw=133&prev=/images%3Fq%3Dsandpit%26gbv%3D2%26hl%3Denhttp://images.google.com/imgres?imgurl=http://www.abundanthealth4u.com/v/vspfiles/images/FingerPaints400.jpg&imgrefurl=http://www.abundanthealth4u.com/Essentially_Scented_Finger_Paints_s/79.htm&usg=__IvKoZ0CZ6Hgank2iWFXS9g0WXog=&h=343&w=400&sz=86&hl=en&start=19&tbnid=kNeMXMCRfNWhzM:&tbnh=106&tbnw=124&prev=/images%3Fq%3Dpaints%26gbv%3D2%26hl%3Denhttp://images.google.com/imgres?imgurl=http://www.transit.uga.edu/94212-4.jpg&imgrefurl=http://www.transit.uga.edu/dsvan.html&usg=__rETBnSPiUna4YAwRcuaAvW_Af5I=&h=1536&w=2048&sz=638&hl=en&start=8&tbnid=b2HNg45GFSE4hM:&tbnh=113&tbnw=150&prev=/images%3Fq%3Dvan%26gbv%3D2%26hl%3Den

Mini-Schedules

Unpack Bag

Lunchbox Bag on HookHS DiaryCommunication Book


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Calendars

Calendars can be used by students with a wide range of abilities. A student does not need to be able to speak or read to use the calendar concept successfully.

Knowing or reciting days of the week or moths of the year are not prerequisities

and are actually unnecessary skils for meaningful calendar use.


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Calendars

* Which days are school days* Which days are not school days* When regular activities occur

(Barnardos)* Appointments - doctor, haircut, etc* Who will be at home after school* Today‟s teacher (RFFT)* Countdown to special activities (Party !)


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Choice Boards and Menus

One of the most common and often the first form of visual communication a child will use.

* Teach acceptable requesting behaviour

* Broaden range of choices for kids

* Improve communication effectiveness

* Provide a way of saying something is not available

* Reduce protesting behaviour


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Leisure Choices


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Communicating „No‟

* What is not a choice

* What is not acceptable behaviour

* What is not going to happen


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People Locators

* Who is here today

* Who is not here

* Where someone is

* Who is coming later

* When someone will come

* Who is supposed to come but will not

* Who is not supposed to come but will


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Where is My Family ?

Dad home

Mum horse show

Chad work

Ralph home

Carrie horse show


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Transition & Travel Helpers

How can I help ?1. Prepare students for transitions2. Make transitions part of the routine3. Give information and cues to prepare

students for what is next4. Let students know when they can return to

the activity they don‟t want to leave.5. If you are transitioning to a less prefferred

activity, let the student know what will be happenning after this thing he doesn‟t like.


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Where are we going ?


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http://images.google.com/imgres?imgurl=http://www.webrarian.co.uk/eaststonehouse/30caroline_place_frontdoor.jpg&imgrefurl=http://www.webrarian.co.uk/eaststonehouse/caroline_place.html&usg=__K4gkNgjsv3-jP63f0yYfBrVtXKY=&h=1280&w=960&sz=84&hl=en&start=50&tbnid=PY2QUq3lIAchPM:&tbnh=150&tbnw=113&prev=/images%3Fq%3Dfront%2Bdoor%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN%26start%3D40

Visual Strategies to Organise the Environment

Organising the environment with visual supports can:

* Create orderliness that leads to stability

* Lead to structure and predictability

* Help students function more independently

* Lead to being responsible for their own belongings

* Make it easier for everyone to find or remember what they need.


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Labelling

* Label your child‟s belongings with their photo

* Label their personal spaces

* Label where things belong

* Label the environment (where appropriate)


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Organising Life in General

• Signs

• Lists

• Charts

• Remembering & Giving Messages

• Memory Supports


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Communication between Environments


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Visual Bridges

Communication between home and school frequently becomes parents and

teachers trying to write quick notes to each other.

What would happen if your child was responsible for this ?


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Home-School Communication

1. Use symbols that are easily recognised by the student

2. Make sure everyone can understand it !3. Make the student as much a part of the

preparation as possible4. Be flexible about when you include this

activity in your day5. Have some variety in your routines6. Use this to teach expanded communication

(initiating conversation & turn taking)7. Be a multimedia experimenter !!!


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Communication at Home

Visual tools are excellent resources for the home to:

* Give information

* Provide structure and organisation

* Manage behaviour

* Support communication and independence for greater family

enjoyment


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Creating Opportunties for Communication at Home

* Put a desired object up high - but still in sight (request)

* Put a funny hat on (comment)* Hide favourite toys/activities (where ?)* Give an empty cup to your child (request)* Tighten the vegemite lid before making toast

(help)* Start to play with your child‟s favourite toy

(my turn)* Stop pushing the swing or turn the DVD off

(more)Kurrambee School - Little By Little

2010


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Picture Exchange Communication System (PECS)

* Uses the physical exchange of items to teach the child to initiate communication

* The child first learns to request items that they really want

* The child is taught to hand an exchange card (what they want) to an adult who is holding the desired item


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6 Phases of PECS

1. The Physical Exchange

2. Persistence and Distance

3. Discrimination Training

4. Sentence Structure

5. Responding to “What do you want ?”

6. Responsive and Spontaneous Commenting (I have …, I see …)


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YouTube


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http://www.youtube.com/watch?v=vPnrrEGrctg

Documents

Communicating with Your Child More than words...More than just words It‟s the exchange of information, feelings, intentions and ideas. Kurrambee School - Little By Little 2010 Why