SPED 537 ECSE Methods:Multiple Disabilities Chapter 9

Deborah Chen, Ph.D.California State University,

Northridge May 1-2, 2006

Communication Modes Input:Receptive

communication and language understanding

Output:Expressive

communication and language use

Input Considerations Use of available senses- vision, hearing, tactile,

kinesthesia/movement Comprehensible input-figure/ground, signal/noise- matches child’s ability- meaningful

Output: Early Communication Development Preintentional communication

Beginning intentional communication

Intentional and symbolic communication

Output: Early Communication Functions Behavior regulation- refuse or request action or object Social interaction- greet, request social routine,

comfort, or permission, show off Joint attention- comment or request information

Strategies that Support Interaction Responds contingently to child’s

signals Varies prosodic features Encourages “conversation” Modifies own communicative behaviors

in response to child’s signals Uses communication to teach language

and concepts

PLAI: Background and Model Field tested in S.CA and Utah Children ages 8-48 months Multiple disabilities Preintentional level of communication English and Spanish speaking homes Diversity of home situations Variety of service providers

PLAI Modules1. Understanding child’s cues2. Identifying child’s preferences3. Establishing predictable routines4. Establishing turn-taking5. Encouraging communicative

initiationsKlein, M.D., Chen, D., & Haney, M. (2006). Promoting learning through

active interaction. A guide to early communication with young children who have multiple disabilities. Baltimore: Paul. H. Brookes.

www.brookespublishing.com

Module 1: Understanding Child’s Cues Typical daily routines Behavioral states Antecedents, typical reactions,

consequences Getting attention Expression of state and

feelings

Typical Daily Activities

Time Activity

Likes?

Dislikes?

How do youKnow?

Behavioral States Active and alert Crying or agitated Dazed or tuned out Drowsy Repetitive or stereotypical behavior Fussy or irritable Quiet and alert

Situation: Bath time

Antecedent

M begins to washJ’s face and hair

Behavior

J screams

Consequence

M sings to him

REVISEDM puts shampoo bottle under J’s nose (cue)

J becomes quiet and alert M talks to J

Situation: Snack time

Antecedent

Adult begins to feed child applesauce

Behavior

Child screams

Consequence

Adult removes bowl

REVISEDAdult helps child touch bowl (cue)

Child quiets and alerts and sticks finger in bowl

Adult offers child spoonful of applesauce

Module 2: Identifying PreferencesLikes and dislikes Activities Persons Objects

Reaction to presentation and removal

Objects Persons Sensory events

Module 3: Establishing Predictable RoutinesSchedule of daily events Predictable sequence

Predictable sequences within activities Subroutines

Anticipatory cues Auditory Visual Tactile Olfactory Kinesthetic/movement

Home Sub-routine: Bath “Time for bath”; Carries child to bathroom Turns on water Walks back to bedroom Pulls off shirt;tickles tummy “Tickle

tummy!” Takes off diaper Picks up child Returns to bathroom Places child in tub “OK, in you go”

Suggested revisions?

School Sub-routine: Snack

“Snack time”; pushes child in wheelchair to table

Reaches for applesauce on table Puts applesauce in bowl and sets bowl

on wheelchair tray Puts spoonful of applesauce up to

child’s mouth “ You like applesauce”

Suggested Revisions?

Module 4: Establishing Turn Taking Encourage the request for

“more” Identify and extend turn taking Encourage new turn taking

games Generalize turn taking games

Interrupted Routine Strategy Identify a favorite activity Engage child in activity Pause or interrupt the activity Wait for child’s response Interpret child’s request behavior

and “speak for the child” Resume the activity

Module 5: Encouraging Communicative Initiation Encourage expression of

rejection Use delay procedures Encourage initiation of games Encourage getting attention

Delay Procedure Set up the situation for a familiar

and favorite activity Wait for the child to signal

anticipation of the activity Interpret the child’s request

behavior and “speak for the child” Begin the activity

Naturalistic Interventions Identification of child’s signals and

arousal states Identification of preferences Use of anticipatory cues Use of “pause and wait” strategy

to teach requests turn-taking Use of “delay” procedure to

encourage initiation

Progressively Matched Turn-taking Child does not communicate

intentionally- adult imitates sounds and actions

Child uses gestures and sounds - adult imitates and provides words

Child uses words – adult provides standard form and adds a bit more information