Proactive Strategies Communication Strategies for Supporting Adolescents and

Proactive Strategies Communication Strategies for Supporting Adolescents and Adults Sensory Social

Topics • The foundation for communication • Communication and behavior • Communication systems • Communication strategies and activities • Communication supports

Person Centered Approach. Make the least dangerous assumption: presume competence

“In my language” Amanda Baggs video clip: www. youtube. com/watch? v=Jnyl. M 1 h. I 2 jc

The Foundation for Communication http: //youtu. be/2 Fl. Iy. JJRc 0 E

Why? How? Use / Purpose Form / Means Communication Components

Communication Challenges Activity How? Why? Who, Where, & When? What?

Nonverbal Communication Expressing self without words • Difficulty recognizing or using body actions • Difficulty with pointing and smiling • Difficulty with eye contact • Difficulty with facial expressions

Verbal Communication Expressing self with words and other ways to communicate • Often limited to using words for requesting • Limited in using words for commenting, describing, telling

Receptive Communication Understanding and responding to communication • Difficulty following directions / multiple steps • Difficulty with figurative / vague language • Difficulty understanding the perspectives of others • Difficulty interpreting the behaviors of others

Prosocial Communication Saying the socially “nice” thing • Difficulty using words with social meaning • May use words to request but not to be polite or indicate appreciation • May be direct

Conversation Talking back and forth with others • Often talks about well-loved topics of interest • Typically does not talk about interests of others in creative and empathetic ways

Conversation Difficulties • Too many details • Reciprocity/flexibility/ conversing appropriately • Prosody Need to Learn • To summarize info or get to main idea • To listen and understand another’s perspective; to take turns • To modulate; to place less emphasis on facts and more on ideas

Activity Go to the Profile and complete #1 under Communication. 1. List the person’s unique behaviors using the communication components Why: Hunger How: Words (or behavior) What: “I’m hungry. ” Who, Where, & When: To supervisor, at work, at lunch time.

Functional Communication Goals Requesting Choice-making Refusing Affirming/Negating Self-advocacy

Functional Communication Goals Turn-taking Greeting Closing Commenting Interaction

Functional Communication Goals Assistance Answering Asking Describing Sharing feelings Clarification/ Independence

Activity • Select one function/intent. • Describe behavior if Steven is unable to communicate the intent and benefit if he learns to communicate it. ü Requesting ü Turn-taking ü Refusing ü Making choices ü Greeting/closing ü Affirming/negating ü Commenting ü Asking ü Answering ü Sharing feelings

Intent (Select one) Resulting behavior ___Requesting • Pushes ahead in line • Eliminate behavior X Turn-taking • Interrupts others incidents when in ___Refusing • Monopolizes lines or waiting ___Making choices conversation • Demonstrate more ___Greeting and closing ___Affirming or negating ___Commenting ___Relating information ___Asking/answering ___Sharing feelings Benefit to person if person learns communication skill appropriate skills in group situations • Have conversation

Communication and Behavior

Functions of Behavior Underlying basis for most behaviors • Attention • Object / action seeking behaviors • Avoidance or escape seeking behaviors • Gratification seeking behaviors/selfstimulatory • Reactive/release seeking behaviors

What Is the Person Communicating through Behavior? When analyzing behavior, ask yourself: • What is the person saying? • What is the purpose/function? • What does the person get from this behavior? – Receive? – Avoid?

What Is the Person Communicating through Behavior? Leads to the question: What skills does the person need to learn to replace the inappropriate behavior?

Reinforcement Get something desirable Avoid something undesirable Behavior

Decrease Challenging Behavior Increase Communication Skills

What Is the Person Communicating through Behavior? Context Behavior Function Received / (Purpose) Avoided (Response) Replacement Behavior (Skill needed) Person ate Teach how to fries request (Positive "Can I have reinforcement) some fries? " Lunch Grabbed fries off another person’s plate Acquired fries 27

What Is the Person Communicating through Behavior? Context Behavior Function Received / (Purpose) Avoided (Response) Math or Work Rested Avoid head on work desk/ takes long work breaks Replacement Behavior (Skill needed) Person did not Teach do work person to (Negative ask for break reinforcement) 28

What Is the Person Communicating through Behavior? Context Behavior Function Received / (Purpose) Avoided (Response) Work Touched coworkers hair Gain Social interaction attention with coworker Replacement Behavior (Skill needed) Teach person script to interact

Replacement Skills Behavior Screaming (to escape) Screaming (to get something) Communication Skills – – “I need help. ” “I don’t like this. ” “I don’t want that. ” “I need a break. ” – – – “I want that. ” “I want more. ” “Look at what I did. ” “Look at me. ” “Talk to me. ”

Pivotal Communication Skills Affecting Behavior How to refuse appropriately How to make general requests How to request help How to indicate a problem

Activity Refer to the Individual Profile to complete the communication functions chart under #2. 2. Complete this chart for a person you support.

Communication Systems

Communication Systems • Verbal • Augmentative/Alternative Communication (AAC) – Sign – Visual symbol – Communication device

Considerations for Selecting Communication Systems • Chronological age of person • Developmental age of person • Communication level of person • Communication needs of person • Physical ability of person

Sign and Gesture • No equipment needed • Transient • Requires motor skills • Requires recall/retrieval memory skills

Visual Symbols • Non-transient • Requires recognition memory • Requires minimal motor skills • Equipment needed 37

Speech Generating Device • Provides verbal model • Promotes verbal imitation • Clarifies pragmatic intent • Ensures listener attention • Requires equipment and programming • Needs to be carried or mounted

Video Augmentative Communication Examples • http: //youtu. be/2 Fl. Iy. JJRc 0 E Wretches and Jaberers • http: //youtu. be/98 b_o. Slx. Lv. U Picture Exchange • http: //youtu. be/d. Kc 1 Ss 5 d 1 Nw Proloquo 2 go

Communication Strategies and Activities

Determine the Communication Goals! • • Verbal Nonverbal Receptive Conversation

How Do We Teach Communication? • Teach during… naturally occurring opportunities • Create opportunities to teach communication

How Do We Teach Communication? • Teach in … context to promote meaning and generalization

How Do We Teach Communication? • Teach through … motivational activities to create desire and interest

How Do We Teach Communication? • Teach through… routines to provide opportunity for repetition – Build communication into developed routines – Alter established routine to elicit communication

How Do We Teach Communication? • Teach through… environmental modifications to provide frequent opportunities – Set up obstacles to desired objects or activities – Set up problem-solving situations

Communication Supports

Communication Supports • Communication boards / book

Communication Supports • Cue cards I need help. No, thank you. I don’t understand

Communication Supports • Scripts I want a cheeseburger, small fries, and a diet Coke • Conversation starters / terminators I’m going to Kings Dominion on Saturday

Communication Supports • Peers – Provide nonverbal cues – Provide verbal assistance

Choosing Topics of Conversation Taboo Depends Topics 1_______ 2_______ 3_______ 4_______ 5_______ Safe Topics 1_____________ 2_____________ 3_____________ 4_____________ 5_____________

Activity: Steven • Take advantage of naturally occurring opportunities • Create additional opportunities • Ensure motivation / reinforcement • Teach through routines • Alter the environment • Use communication supports

Activity: Communication Teaching Strategies and Activities • Select a goal • Complete the chart • Share with group .

Closing Points • Seek to understand the desires and needs of the person • Seek to understand the communication challenges the person faces and its impact on behavior • Provide communication supports the person desires to maximize inclusion in the community