Promoting CommunicationCue Hierarchy andElicitation Strategies

Kate HanaganNovember, 2011

“It’s the way youdo the things you do”

Promoting Communication:Cue Hierarchy

Cue Hierarchy

OWL Observe, wait, listen

A little Cue visually, verbally, tactilely

Repeated Cue, more supportive cues or Prompt

Model response may ask student to imitate

Cue or Prompt Hierarchy

A Mayer-Johnson

Reminder sign for

Staff.

Works well for all

Kinds of tasks

#1 OWLO bserve

W ait

L isten

Silence is hard for some staff We can learn silence is OK We can feel comfortable having a

nonverbal communication partner and having to wait a little more

If someone is thinking or composing their message, give them the time

WE Also work with device users to be faster when they can

#2 Cue where the information is missing helping a student see an opportunity or

need to communicate

helping the student understand what and when to communicate

helping the student understand how to effectively communicate

#2 Cue where the information is missing. helping a student see an opportunity or

need to communicate

helping the student understand what and when to communicate

helping the student understand how to effectively communicate

Give permission to communicate ”Go ahead, you seem to have an idea...”

Cue around the obligation ”W hen someone gives us a gift, we say THANK YOU!

IF you suspect the student has the communication skill but does not know when to use it

Cue for OPPORTUNITY -WHEN

Watch for the student’s possible intent or interest, observe and listen very closely. Notice changes facial expression. Look for clues about what this student likes

Following a pause in a high interest activity, the student will...DO WHAT to get the activity going again?

Cue for WHAT to communicate

12

make your hand available for the student to take and direct

say “Swing” and start the motion slightly

gestures, sign and symbol use can be guided

Cue HOW to communicate

try to only give as much support or “cued information” as the student needs

then try to reduce the amount of support

Cues often have mixed purposes (when, what and how)

Complete information may be needed for a new skill

a model or demonstration may teach about the OPPORTUNITY or OBLIGATION, WHAT to communicate and HOW to communicate

Same for a motor task

15

Model use of the specific words, gestures, signs or symbols

#3 Model communication

Verbal Models are everywhere Many of our students can not be successful

in a verbal mode of communication

Strive to make augmented systems as viable as we make verbal systems

16

17

Model the whole system as much as possible. Help students see the function, value and how that system works

Model use of the specific words, gestures, signs or symbols

Promoting Augmented Communication

ACCEPT THAT COMMUNICATION!!!

We need to accept a huge number of the attempts our students make and shape toward desire outcome

Aim toward a more conventional communications- but don’t labor it

Working thru the hierarchy The student has succeeded at some level

even if with full support

Learning occurs with practice

Next time- less support

keep a sense of how much help or what level of cue the student needed before he responded

next time try to get the communication with less support

14

Benefits of a Cue Hierarchy

Using a cue hierarchy builds student toward independent spontaneous communications

Asking a larger number of questions builds student communication toward being a responder to questions and dependent on others to ask the right questions

14

Benefits of a Cue Hierarchy

The student moves to independence in communication of the cued communications

Asking a larger number of questions builds student communication toward being a responder to questions and builds dependence on others to ask the right questions

14

Benefits of a Cue Hierarchy

Staff can exchange information more completely if using the same or similar language terms (model, cue, guide, spontaneous)

Consistency helps students understand the instructional process easier and can put more attention on the target of instruction.

Examples of CUES I’m listening

After being greetedBody language that reflects listener’s

anticipation such as “the slow lowered head nod and pause” and “the big eyed cue”.

Often staff will tell a student: “When you are ready to…(go, eat, play a game) let me know” sets expectation of communicating for permission and making a request

Cues aroundCommunication Obligations

Communication ObligationsMany students need those nonverbal cues

and social communication expectations put on a more obvious concrete, visual, or “rule” level.

By naming a general kind of activity- students are often cued into what they can specifically ask for that they like. Such as “for literacy time you pick...”

Starting Cues – engage Verbal comments alone invite

communication

WOW! Look at that!Um, something smells good.

Information in, then wait

List options to give model information But DO NOT ASK A CHOICE QUESTION

We have markers, crayons, glitter... (wait).

We have.....Next cue may be, “see something good?”

Information in, offer a CHOICE

List options then ASK A QUESTION

We have..... (wait). SEE SOMETHING YOU WANT?

We have apples and pears. Which do you want?

Why a student may do better with 1 offer at a time

less processing needed

less concern with the best/right choice,

less pressured, felling controlled or in the spotlight

less need to act in specific amount of time

Bait and Wait- open

I statements are great comments and they give model information

I love free time! (Show point toward area with optional materials) (wait)

I think I want to ...um...look at a magazine. Yes, a magazine for me.

Markers, I love markers!

I statements with more specific content modeled

I smell cookies!!! (wait) I just love cookies!!!

I see you looking at those cookies.

Bait and Wait- closing in

3rd party cue cues broadcast to no one specific - can be

combined with the “big eye cue”

Anybody want anything, just ask.

Looks like someone needs help.

When I can’t open something, “help me please”.

Strengthen the cueI wonder....

Tell me ...

I need to hear from you...

(notice you have obligated a communication, but have NOT determined the content)

Strengthen the cue with amodel

I was hot, so I took off my coat.

You look hot!... We will be inside for a long time now.

“I’ll help, coat _____”

Fill in the blank Open ended prompt

We need to pour the ___(milk)

Someone please, open the ____(door)

You are reaching for the ___(orange)

a gesture can add even more information

Echolalic LanguageIncreasing Expressive Skills for Verbal Child

ren with Autism

by Susan Stokes

Cues that Work with Echolalic language

Language learning more likely done in chunks and phrases so completing an open statement is much easier than a question.

May echo part of what is said in a question, often a tag line breaks it up. We have apples and bananas, Which do you want?

SLOW DOWN often repeating what was said indicates difficulty processing.

close topics

split topics into a time and place

Cues that Work with Echolalic language

keep in the “here and now”

make language and concepts more concrete and available longer with visuals

use key words

rephrase with emphasis on key words

Cues that Work with Echolalic language

Some ways to address “permission to communicate”One example of “giving permission” would

be posting a list of things that students can have with a staff “OK”.

Having a list of student communication responsibilities is another idea

Some ways to address “permission to communicate”If a student knows what to say or do and is

waiting for permission, often giving a cue such as “go ahead” or “I’m listening” will result in student communication of what they had in mind.

Reminder of obligation and cues to communicateExample- Listing communication behaviors

on a picture schedule can provide order and a reminder that there is the need to communicate.

19

Communication efforts need to be acknowledged

It takes a great amount of courage to put yourself out there with a large chance that you may fail to express yourself.

Acknowledging the message is important so that the student does not need to continue to send it.

Every requests cannot be honored, but can be acknowledged

The Big Communication Prize

student communications that are independent, spontaneous and true self expressions

highest possible level of language and communication achievement

situationally appropriate social interactions

Promoting Communication:Elicitation Strategies(everything else that supports communication)

13

People will communicate

more if listeners...

allow enough time use appropriate eye contact wait for and attend to others communications

4

Optimal Communication Environment

Communication Learning Opportunities

Active Student Involvement

In addition our Unique Learners need...

5

All Staff take part

Provide communication opportunities throughout the day

Encourage active involvement appropriate to the students’ development

Encourage the students’ communication skill development and use

11

Opportunities for Student CommunicationMay arise naturally when others observe,

wait, and listenOften are reduced when others anticipate a

student’s needs, talk for the student, appear uninterested or are unresponsive to a student’s communications.

12

Increase when listeners attend to the student’s interests and follow the student’s lead and pace

Are often reduced when there is a tight schedule or agenda with no flexibility for individual input or differences

Opportunities for Student Communication

9

presenting instruction and cues systematically---CUE HIERARCHY

using student specific communication modes (includes paper symbols, communication devices, signs, gestures, etc)

activity specific tools and means for involvement and communication (message switches, music choice lists, schedule boards)

Learning Opportunities and Active Involvement ...often requires

4

Optimal Communication Environment

physically accessible, safe and respectful

appropriate activities and expectations

meaningful materials

genuine interactions

4

addressing a variety of sensory channels

multiple opportunities to communicate and practice skills

monitoring for student understanding and presenting information in the most understandable way

containing conversational scope to the “here and now”

Learning Opportunities and Active Involvement ...often requires

Having fun! Enjoyment is our motivator too!

Learning Opportunities and Active Involvement ...often requires

Try to limit

frequently asking questions to obligate a response or get communications

filling all quiet time with less meaningful “noise”

attempting to maintain humor as the only form of connection

If you want to get a specific answer to a question Ask the question Questions are a part of our language

development too Ask questions consistent with

comprehension Be prepared to support the student thru the

process to answer your question

16

BUT...If you want to develop communicationProvide an optimal environment

Elicit communication by use of a hierarchy of cues and variety of natural interactions, where questions are used less often

Know the students’ comprehension limitations and work within them

18

Other drawbacks to questions

once asked a question, the listener tends to take the role as the “responder” and waits for the next question (like an interview)

creates unbalanced conversations

18

Other drawbacks to questions

generally 1-2 words is the language practiced when responding to a question

the questioner has the lead, picks the content, makes all the decisions, holds all the POWER

Prize our students self expression:GOLD Card

61

Please remember to CUE …

2

“It’s the way youdo the things you do”

Thank you!

Promoting CommunicationCue Hierarchy andElicitation Strategies

EXTRA SLIDES

65

21

Prompt or Cue Hierarchy

Bridge school's prompt hierarchy

Research shows “Wait time” has powerful educational effect

Start at 43seconds skip on to 1:15 to end

tip #7