Supporting Higher Level Communication Skills Folden Supporting Higher Level... · Supporting Higher...
Transcript of Supporting Higher Level Communication Skills Folden Supporting Higher Level... · Supporting Higher...
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Supporting Higher Level Communication Skills
in the Classroom, Community, and Home
Jillian Baldwin M.Sc., RSLP, S-LP(C)
604-444-3773
Marla Folden M.Sc., RSLP, S-LP(C)
604-444-3773
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Long Term Goals
• What is going to be most important to your
students’ “quality of life” down the road?
�Lasting relationships
�Employment
�Independence
• Focus on functionality
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Today’s Goals
Skills
• Communication strengths
• Communication challenges
Demands
• Environmental demands
• Communication opportunities
Strategies
• Build skills
• Compensate
Help
• Professionals
• Resources
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What is communication?
• How people
communicate
– Spoken words, sounds
– Voice
– Facial expressions
– Body language
– Gestures
– Pictures
– Sign language
– Writing
– Devices
• Why people
communicate
– Meeting needs
(getting/refusing
things), safety
– Exchange information
– Social interaction
– Build/maintain
relationships
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Get to know your child’s learning profile“The profile should inform practice”
Consider:
1. Physical, perceptual, and sensory factors
2. Cognitive factors
3. Communication factors
Identify both strengths and challenges….
Then work from strengths!
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Vision (60%)
Hearing (65-80%)
Touch (49%)
Perceptual and Sensory Factorsin Communication
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• Attention
• Verbal short-term
memory
• Reasoning / problem-
solving
• Abstract thinking
• Memory for words
• Sequencing /
organization
• Generalization
Cognitive Factorsin Communication
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= Communication Profile
Strengths vs. Challenges
Receptive Language
(understanding) + gesturing
Expressive Language (speaking)
+ speech clarity
Visual processing + memory Auditory processing + memory
Vocabulary (especially for
things)
Grammar (putting words
together in sentences)
Concrete words Abstract concepts
Repetitive language Novel sentences
Social motivation Social skills (pragmatics)
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Today’s Goals
Skills
• Communication strengths
• Communication challenges
Demands
• Environmental demands
• Communication opportunities
Strategies
• Build skills
• Compensate
Help
• Professionals
• Resources
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Health status
Child’s current health status will affect behaviour, skill, and
sensory abilities.
OpportunitiesSkill Demands
Day-to-day interactions
at:
• Home
• School
• Community
Communication
profile:
• Strengths
• Challenges
Include:
• Environment
• Cognitive load
Social & emotional state, and learning
How your child responds to others affects willingness to try something new.
Learning challenges affect skill acquisition
Child factors in Communication
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Today’s Goals
Skills
• Communication strengths
• Communication challenges
Demands
• Environmental demands
• Communication opportunities
Strategies
• Build skills
• Compensate
Help
• Professionals
• Resources
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Key Strategies
Understanding
others
Following
directions
Comprehending
stories
Asking and
answering
questions
Communicating
about day-to-day
experiences
Sentence length Social interactions
Fixing
communication
break-downs
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• Follows directions accurately
• Responds meaningfully
• Respond consistently to similar directions/ requests
Does the child understand me?
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• Bored and fidgeting
• Starts doing self-directed things
• Responds incorrectly
Does the child understand me?
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• Smile
• Say ‘yes’, ‘ok’, or ‘no’!
• Pick the last choice you gave
• Say the last word you said
Does the child understand me?
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When You’re Giving Information
�Reduce distractions
�Length and simplicity
�Use visuals*
Does the child understand me?
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Reduce
Distractions
Does the child understand me?
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Highlight Your Language
www.hanen.org
Does the child understand me?
Length & Simplicity
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Key Strategies
Understanding
others
________________
________________
________________
________________
________________
________________
Following
directions
Comprehending
stories
Asking and
answering
questions
Communicating
about day-to-day
experiences
Sentence length Social interactions
Fixing
communication
break-downs
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When You’re Giving Directions
�Labels: Be specific
�Visuals: say it AND show it
�Repeat, repeat, repeat!
Following Directions
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Labels: Be specific
Hand in your
assignments
Put your chapter 6
definitions in the blue
science homework tray
Following Directions
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Labels: Be specific
Put that away. Hang your coat in the
closet.
Following Directions
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Following Directions
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Demonstrate what you want your child to do
Visuals
Following Directions
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Visuals
Low-Tech Picture
Systems can support
verbal directions.
Following Directions
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Visuals: First � Then
Keep it simple, clear, consistent
Following Directions
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Visuals: Schedules
Following Directions
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Visuals: Size
Following Directions
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Visuals: write your own schedule
Following Directions
Let your student help write
the list: this
increases motivation,
provides functional practice
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Repeat, Repeat, Repeat!
PRE-TEACH
new
concepts
PRE-TEACH
new
concepts
REPEAT
key points
REPEAT
key points
REVIEW
concepts
REVIEW
concepts
Following Directions
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Key Strategies
Understanding
others
Following
Directions
_____________
_____________
_____________
_____________
_____________
_____________
_____________
Comprehending
stories
Asking and
answering
questions
Communicating
about day-to-day
experiences
Sentence length Social interactions
Fixing
communication
break-downs
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Sequencing – putting events in order
Understanding stories
Identifying WH details
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Understanding stories
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Key Strategies
Understanding
others
Following
Directions
Comprehending
stories
________________
________________
________________
________________
________________
________________
Asking and
answering
questions
Communicating
about day-to-day
experiences
Sentence length Social interactions
Fixing
communication
break-downs
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Explicitly teach
what type of
information each
question word
seeks
Asking and Answering Questions
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Asking and Answering Questions
Harder
(abstract)
Easier
(concrete)
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Asking and Answering Questions
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Asking Questions
Asking and Answering Questions
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Visuals: Asking for help
Asking and Answering Questions
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Key Strategies
Understanding
others
Following
Directions
Comprehending
stories
Asking and
answering
questions
________________
________________
________________
________________
________________
________________
Communicating
about day-to-
day experiences
Sentence length Social interactions
Fixing
communication
break-downs
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Communicating day-to-day experiences
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Visuals
Asking and Answering questionsCommunicating day-to-day experiences
“…evidence that suggests individuals with DS have strengths
in visual processing that can be leveraged to improve relative
weaknesses in narrative language (Chapman et al., 1998;
Roberts et al., 2008).”
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Communicating day-to-day experiences
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Key Strategies
Understanding
others
Following
Directions
Comprehending
stories
Asking and
answering
questions
Communicating
about day-to-day
experiences
________________
________________
________________
________________
________________
________________
Sentence
lengthSocial interactions
Fixing
communication
break-downs
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Improving Expressive Language
�Vocabulary (words your student knows)
�Sentences (putting words together)
Sentence Length
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Through
Crawl
UnderStart!
Between
Bounce
Your turn!
Again
Fast
Vocabulary: Teach a Variety of Words
Sentence Length
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Pour
Combine
HotStir
Fast
Spatula
Creamy
Mix
Measuring cup
Vocabulary: Teach a Variety of Words
Sentence Length
Wipe
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Vocabulary: Personal Dictionary
Sentence Length
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Improving Expressive Language
�Vocabulary (words your student knows)
�Sentences (putting words together)
Sentence Length
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Building Sentences: Pacing
Sentence Length
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Building Sentences: Visual Manipulatives
Sentence Length
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Building Sentences: Visual manipulatives
Sentence Length
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Building Sentences:
Communication Binders
Sentence Length
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AACAugmentative and alternative communication
“Any method that assists with or supplements speech and language, or that replaces speech as the primary communication system.”
– Libby Kumin
HOW
• sign language
• picture
symbols
• Electronic
devices
• voice output
machines
WHY
• low
intelligibility
(speech)
• difficulty
formulating
messages
(language)
Sentence Length
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Key Strategies
Understanding
others
Following
Directions
Comprehending
stories
Asking and
answering
questions
Communicating
about day-to-day
experiences
Sentence
length
________________
________________
________________
________________
________________
________________
Social
interactions
Fixing
communication
break-downs
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• Appropriate greetings (Hi! Bye!)
• Taking turns in a conversation
• Commenting on what someone said
• Compliments, jokes, questions
• Eye contact, facial expressions and body
language
• Proxemics (personal space)
• Repairing communication breakdowns
What are the challenges?
Social Communication
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How can we address them?
• Teach directly*
• Model
• Scripts
• Role play
• Visuals
• Prompt
• Specific feedback
• Generalize
Social Communication
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Direct Teaching Tool
1. Identify expected and unexpected social communication behaviours.
2. Use social behaviour mapping to teach the consequences of each choice.
Social Communication
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Direct teaching tool: Teach Concepts with a
‘Social Story’
Social Communication
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Direct Teaching
Social Communication
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Conversation: Scripts & Role-Play
Social Communication
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Supporting Peer Interactions
• With parents’ permission, talk to the class
about the peer and their differences
• Teach peers the skills and language to use
• Encourage as many INTERACTIONS in a day as
possible – facilitate early on
*Think: Can a peer or the individual can do
this instead of me?
Social Communication
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Key Strategies
Understanding
others
Following
Directions
Comprehending
stories
Asking and
answering
questions
Communicating
about day-to-day
experiences
Sentence
length
Social interactions
________________
________________
________________
________________
________________
________________
Fixing
communication
break-downs
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What to do if you don’t understand
the child’s speechUnderstand it can be frustrating!
• Stay relaxed
• Show that you’re interested and trying to understand
Ask your student to:
• Say it again, say it slowly
• Write it, sign it
• Say it a different way, Tell you the 1st sound
• Show you
Ask questions:
• Choices: “Do you mean X or Y?”
• Yes/no: to narrow it down – “Is it on TV?”
Ask if they want to try again later
Repairing Breakdowns
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How to fix it:
Repairing Breakdowns
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In summary
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Today’s Goals
Skills
• Communication strengths
• Communication challenges
Demands
• Environmental demands
• Communication opportunities
Strategies
• Build skills
• Compensate
Help
• Professionals
• Resources
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Resources: Who can help?• Public or private SLP, OT
• Resource teachers
• AAC specialists – usually available through the school board
• Behaviour interventionist
• Medical professionals
Private SLP:
https://www.osla.on.ca/en/childirectory
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Resources: Language Development
Books• Early Communication Skills for Children with Down Syndrome
– Libby Kumin, 2012
• Helping Children with Down Syndrome Communicate Better– Libby Kumin, 2008
• Teach Me to Talk!: The Therapy Manual– Laura Mize, 2011
• It Takes Two to Talk: A Practical Guide for Parents of Children With Language Delays– Jan Pepper and Elaine Weitzman, 2004
• Social stories http://carolgraysocialstories.com/social-stories/– Caron Gray, 1991
• Zones of Regulation http://www.zonesofregulation.com/index.html
• Social thinking curriculuum https://www.socialthinking.com/– Michelle Garcia Weiner
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Resources: AAC
• Boardmaker Achieve website– www.boardmakeronline.com
• SET BC website– www.setbc.org
• Free sign language videos– www.signingsavvy.org
• AAC RERC (Rehabilitation Engineering Research Centre) website– http://aac-rerc.psu.edu/index.php/pages/show/id/44
• Touch Chat app: web resources, manuals, and training videos– https://touchchatapp.com/
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THANK YOU!
� Consider skill profiles
• Capitalize on strengths to target challenges
� Goals should focus on long-term functionality
• But go step by step
� Contact an SLP for individualized recommendations and strategies
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ReferencesBuckley, S. Bird, G., & Sacks, B. 2006. Evidence that we can change the profile from a study
of inclusive education. Down syndrome research and practice, 9(3). 51-53.
Breslin, J., Spano, G., Bootzin, R., Anand, P., Nadel, L., & Edgin, J. (2014). Obstructive sleep
apnea syndrome and cognition in Down syndrome. Developmental Medicine & Child
Neurology, 3(2), 1 - 8. http://onlinelibrary.wiley.com/doi/10.1111/dmcn.12376/pdf
Bull, M.J. & Committee on Genetics. (2011). Health supervision for children with down
syndrome. Pediatrics, 128(2). Retrieved from:
http://pediatrics.aappublications.org/content/128/2/393.full.html
Chen, C.C. (JJ), Spano, G., Edgin, J.O. (2012). The impact of sleep disruption on executive
function in Down syndrome. Research in Developmental Disabilities, 34, 2033 – 2039.
Capone, G., Goyal, P., Ares, W., & Lannigan, E. (2006) Neurobehavioral disorders in children,
adolescents, and young adults with Down syndrome. American Journal of Medical
Genetics 142C, 158-172.
First years. (2011).Developmental milestones, Birth to 8 years. Available online at:
http://firstyears.org/miles/chart.htm
Forster-Gibson & Berg. (2011). Health watch table: Down syndrome [PDF]. Surrey Place
Centre. Retrieved from:
http://www.cfpc.ca/uploadedFiles/Directories/_PDFs/Down%20Syndrome.pdf
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Kumin, L (2012). Early communication skills in children with Down syndrome:
A guide for parents and professionals (3rd.). Bethesda, MD. Woodbine
House.
Kumin, L. (2008). Helping children with Down syndrome communicate better.
Bethesda, MD. Woodbine House.
Lanza, J.R. & Flahive, L.K. (2009). Linguisystems guide to: Communication
Milestones. East Moline, IL. LinguiSystems, Inc.
Motley, W.W. Vision and eye issues affecting individuals with Down
syndrome[webinar]. Retrieved from Webinar Web site:
http://www.ndss.org/Global/Vision_and_Eye_Issues_Webinar.pdf
National Down Syndrome Society. Vision & Down Syndrome. Retrieved from:
http://www.ndss.org/Resources/Health-Care/Associated-
Conditions/Vision--Down-Syndrome/
Paul, R. & Norbury, C.F. (2012). Language disorders from infancy through
adolescence: Listening, speaking, reading, writing, and communicating.
4th. St. Louis, MI. Elsevier.
References