Updates Task Analysis on Communication Skills due today.
Wednesday, May 18 th - Instructional Plan for Functional Skills Due
Task analysis on academics due May 23 rd May 25 th - Instructional
Plan for Communication Skills June 1 st - Instructional Plan for
Academic Skills Ecological Assessment Report due June 6 th June 8
th - Implementation Plan
Slide 3
Quick Review Explain the difference between functional
routines, discrete trials training (DTT), & pivotal response
training (PRT)
Slide 4
Functional Routines Instruction Cue (opportunity to respond)
Response/ Behavior ConsequencePause FREnvironment provides a
natural cue Student does each step needed to complete the activity
Student gets natural outcome of activity Student focuses on next
routine EXStudents bus arrives and door opens. Other students get
off bus S gets off bus, goes in the correct direction, enters
building, goes to class, puts away materials Student is now inside
with other students and has inviting activities to do. Teacher
offers praise Student transitions to next routine
Slide 5
Discrete Trial Training Cue (opportunity to respond) Response /
Behavior ConsequencePause DTTT provides instructional cue
(prompting may be needed) Student Responds Teacher praises and give
child a positive reinforcer There is a pause EX1.Student indicates
interest in chips 2.Teacher says Give me a car Student gives car to
teacher Teacher praises student and gives student a chip Student
eats chip and teacher waits a few seconds before next cue
Slide 6
Pivotal Response Training Cue (opportunity to respond)
Response/ Behavior ConsequencePause PR T 1.S indicates interest
2.Teacher withholds access to desired item/activity Student
Responds S gets desired item There is a pause EX1.Student reaches
for car. 2.Teacher withholds and says, Car Student imitates the
word car. Teacher gives student access to car Student plays with
car
Slide 7
More Review When would you decide to use a functional routine
vs a discrete trial approach? What is meant by prompt
hierarchy?
Slide 8
Discuss your communication task analysis with a partner Look at
their steps.are they logical? Look at the relevant/critical stimuli
to vary box.are they programming well for generalization? Discuss
with them their plan to prompt these steps.total task chain,
forward chaining, backward chaining..why?
Slide 9
Augmentative & Alternative Communication is any means that
helps a person communicate when conventional speaking, writing,
and/or understanding others are not possible. (McCormic, Loeb,
& Schieffelbusch, 2003) any item, piece of equipment, or
product system, whether acquired commercially off the self,
modified, or customized, that is used to increase, maintain, or
improve the functional capabilities of children with disabilities.
(IDEA, 1990 ~ Federal Register)
Slide 10
Two types of AAC techniques Unaided- Do not require any
external equipment (i.e. manual signs, facial expressions,
gestures) Aided- Incorporate external devices (i.e., computers,
microswitches, or speech-generating devices (SGDs) Most people use
both to communicate in different situations with different
people
Slide 11
Communication System Combination of all of the techniques used
by an individual student
Slide 12
Unaided Communication Teachers need to be attuned to how
student communicates Understand what various gestures,
vocalization, and other techniques mean
Slide 13
Gesture Dictionary What John Does What it means How to Respond
Runs to the door I want a drink of water Let him go for a drink of
water from the water fountain or set a timer for when he can go
Grabs another students arm I like you Explain the meaning to Johns
classmate & help them work together
Slide 14
When is unaided communication appropriate? Used when students
have no other way to get their messages across Must be socially
acceptable & intelligible
Slide 15
Manual Signs: Pros & Cons Some people who can hear use
manual signs (e.g. ASL) Advantage: requires no equipment
Disadvantage: Many people do not understand signs, therefore
limited communication partners What are other pros or cons?
Slide 16
When to teach signs Poor prognosis for speech Signing partners
available Physically able Adequate cognitive skills A portable
communication system is desirable
Slide 17
Aided Communication Low-Tech/Non-electronic: symbols, and
communication displays Hi-Tech/Electronic: Speech-generating
devices Advantages/ Disadvantages of both?
Slide 18
Symbols for Communication Real Object Symbols Photographs &
Pictures Line Drawing Symbols Textured Symbols Letters &
Words
Slide 19
Selecting SymbolsWhat to look for? Should make sense to the
user & communication partners (assess with range of choices)
Similarity between the symbols & what represents should be
obvious Students sensory modalities should be considered Symbols
introduced gradually building on current communication skills
Slide 20
Communication Displays--examples Velcro board with a few
picture symbols that students point to Plexiglas eye gaze display
that a student uses eye to point (Figure 8-19, p.261) Communication
Book or Wallet
Slide 21
Considerations for Designing Displays Messages: which are
needed, in what contexts Symbols: depending on the individual &
messages How symbols are displayed: booklets, notebooks, wheelchair
trays, scanners Organizing symbols: context specific, how many per
page, etc.
Slide 22
Graphic arrays Designing communication boards or communication
notebooks Choosing items Size of each item Positioning each item
Accessibility of each item Perception of each item (both user and
communication partner) Item placement/ordering- groups? Effort in
scanning? Motor involvement in using array- vertical or
horizontal?
Slide 23
Using Symbols to Promote Participation/Conversation
Calendar/Schedule Systems Choice Displays Remnant (e.g. Movie
ticket, scraps from activities) Displays Conversation Displays
Slide 24
Hi-Tech: Speech Generating Devices Devices talk when a student
touches a symbol on the device What are advantages/
disadvantages??
Slide 25
Types of Electronic Devices Single-level Devices: deliver a
limited number of messages (about 20), simple to program &
operate (e.g. BIGmack) Multi-level Devices: Up to thousands of
messages, more difficult to program, multiple symbol displays to
program messages on two or more levels. Comprehensive Devices:
dynamic display technology
Slide 26
Supporting AAC learners is a collaborative effort
Family/caregivers & friends Present & future employers
Teachers (SPED & Gen Ed.) Speech/language specialists Physical
& occupational therapists Student
Slide 27
Supporting AAC Learners (continued) Access to AAC Available
Accessible Appropriate Atmosphere of acceptance Nonjudgmental - OK
to make mistakes, model correct response, praise attempts, allow
more time, minimize peer pressure, reinforce tolerance of
individual differences.
Slide 28
Teaching Communication Skills General Education Classroom Ideal
environment- numerous opportunities to communicate with responsive
communicative partners However, students need specific &
systematic instruction to acquire desired skills Educational Team
must develop teaching strategies and implement them
consistently
Slide 29
Things to Consider with AAC Mode of communication Input: how
the student receives the message; Output: means in which the
student transmits the messages to others Mechanism for
communication Gestures, Vocalizations, Graphic Type of selection -
Direct selection, Scanning Physical display - Number of graphic
symbols, Spacing and arrangement, Background, Orientation, Fixed or
dynamic Vocabulary selection Output - Print copy, Speech, Scan
display
Slide 30
What do we choose to teach? Consider: What to communicate about
Activities/environments used in People communicate with
Slide 31
Initial Instructional Strategies Establishing Want/No Response
Prompt Strategies (Time Delay, System of Least/Maximum Prompts)
Milieu Teaching- modeling, manding, time delay, incidental teaching
Environmental Arrangement & Interrupted-chain Strategy
Conversation skill training
Slide 32
Supporting AAC AAC Training Training for student,
parents/family/friends, teachers, employers, peers Training in the
use/maintenance of the system Training in
facilitative/instructional techniques that promote
communication
Slide 33
In-Class Activity Please complete both sides of your in-class
activity. Please take about 30 minutes to complete the activity We
will discuss this together!
Slide 34
Brief Experimental Analysis of Sight Words (Baranek et al.,
2011) Multiple interventions for academic instruction compared to
determine which intervention is best suited for an individual
student. Used for oral reading fluency, oral reading comprehension,
mathematics, leetter formation, and spelling. In this study used
for sight words
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Slide 39
Self-Directed Science Concept Learning (Jimenez et al,
2009/2010) Currently, limited research on science instruction for
students with moderate to severe intellectual disabilities
Inquiry-based science instruction= a set of interrelated processes
by which scientists & students pose questions about the natural
world and investigate phenomena; Students acquire knowledge and
develop a rich understanding of concepts, principles, models, and
theories