Webinar on the Communication Matrix Area IV Deafblind Projects August 21, 2007 Charity Rowland,...

Webinar on the Communication Matrix

Area IV Deafblind ProjectsAugust 21, 2007

Charity Rowland, Ph.D.Oregon Health & Science University

Agenda

• Development of Communication

• Communication Matrix—Print versions for Professionals and Parents

• Communication Matrix Online

Seven Levels of Early Communication

SEVEN LEVELS OF COMMUNICATIVE COMPETENCE

LEVEL SALIENT BEHAVIORI. Pre-Intentional Behavior Pre-intentional or reflexive behavior that expresses

state of subject. State (eg., hungry, wet) is interpreted by observer.

II. Intentional (Proactive) Behavior (Not intentionally communicative)

Behavior is intentional, but is not intentionally communicative. Behavior functions to affect observer’s behavior, since observer infers intent..

III. Non-conventional Pre-symbolic Communication

Non-conventional gestures are used with intent ofaffecting observer’s behavior.

IV. Conventional Pre-symbolic Communication

Conventional gestures are used with intent of affecting observer’s behavior.

V. Concrete Symbolic Communication

Limited use of concrete (iconic) symbols to represent environmental entities. 1:1 correspondence between symbol and referent..

VI. Abstract Symbolic Communication

Limited use of abstract (arbitrary) symbols to represent environmental entities. Symbols are used singly.

VII. Formal Symbolic Communication

Rule-bound use of arbitrary symbol system. Ordered combinations of two or more symbols according to syntactic rules.


LEVEL SALIENT BEHAVIOR

I. Pre-Intentional Behavior

Pre-intentional or reflexive behavior that expresses state of subject. State (eg., hungry, wet) is interpreted by observer.

















Behavior is intentional, but is not intentionally communicative. Behavior functions to affect observer’s behavior, since observer infers intent.


Non-conventional gestures are used with intent ofaffecting oserver’s behavior.















Non-conventional gestures are used with intent of affecting observer’s behavior.
















IV. Conventional Pre-symbolicCommunication


















Limited use of concrete (iconic) symbols to represent environmental entities. 1:1 correspondence between symbol and referent.





Communicative Behaviors

for each Level of Early Communication

Communication Modes Associated with Each Level of Communication

Communication Level Vocal/Speech Motor/Gestural

Electronic Technology

2- and 3-dimensionalSymbols

Level IPre-intentional behavior

Cry GurgleCooGrunt

Head and limb movementsPostural changes Facial expressions

Level IIIntentional behavior

FussBabbling sounds

Gaze at object SmileAvert head Approach objectMove away from Push awayTake object

Contingency awareness(not communication)

Level IIIUnconventional pre-symbolic behavior

LaughWhineScream

Eye contactManipulate person

Calling device

Level IVConventional pre-symbolicCommunication

Intonated sound patternsVocalizations accompany gestures

Alternating gaze ShrugOpen palm Hands up/out Point Extend objectNod/Shake head WaveKiss/Hug/Pat Raise handTouch object, person

Two-choice optionYes/no option

Level VConcrete symbolic communication

Mimic sounds of objects

Iconic gestures (mine. come, sit)Pantomime action, object

Selection of concrete 2- or 3-dimensional symbols

Concrete 2-dimensional symbolsConcrete 3-dimensional symbols

Level VIAbstract symbolic communication

Single spoken words

Single manual signs Selection of abstract symbols

Abstract shapesAbstract graphicsWritten wordsBrailled words

Level VIIFormal symbolic communication (Language)

Combinations of 2 or more spoken words

Combinations of 2 or more manual signs

Selection of combinations of 2 or more symbols

Combinations of 2- and 3-dimensional symbols






Cry GurgleCooGrunt



FussBabbling sounds




LaughWhineScream


Calling device











Single spoken words Single manual signs Selection of abstract symbols




Combinations of 2 or more manual signs Selection of combinations of 2 or more symbols







Cry GurgleCooGrunt



FussBabbling sounds

Gaze at object SmileAvert head Approach objectMove away from Push away Take object



LaughWhineScream


Calling device






















Cry GurgleCooGrunt



FussBabbling sounds




LaughWhineScream


Calling device




















2- and 3-dimensional

Symbols


Cry GurgleCooGrunt



FussBabbling sounds




LaughWhineScream


Calling device

Level IVConventional pre-symboliccommunication


Alternating gaze ShrugOpen palm PointHands up/out WaveExtend objectNod/Shake headKiss/Hug/Pat Raise handTouch object, person



Mimic sounds of objects Iconic gestures (mine. come, sit)Pantomime action, object














Symbols


Cry GurgleCooGrunt



FussBabbling sounds




LaughWhineScream


Calling device






















Cry GurgleCooGrunt



FussBabbling sounds




LaughWhineScream


Calling device











Single spoken words

Single manual signs Selection of abstract symbols










Symbols


Cry GurgleCooGrunt



FussBabbling sounds




LaughWhineScream


Calling device






Mimic sounds of objects Iconic gestures (mine. come, sit)Pantomime action, object








Combinations of 2 or more manual signs

Selection of combinations of 2 or more symbols


Communicative States, Functions and Intentsfor each Level of Early

Communication

Development of Communicative Intent Communication level Pragmatic Features (States, Function and Intents)


STATES expressed by behaviors (as interpreted by caregivers)DiscomfortComfortInterest/Excitement


FUNCTIONS that behaviors serve (as interpreted by caregivers)Protest/rejectContinue pleasurable actionObtain more of somethingAttract attention

Level IIIunconventional pre-symbolic communication

INTENTS for which behaviors are used by childRefuse/rejectRequest more of an actionRequest a new actionRequest more of an objectRequest a new objectRequest attentionShow affection

Level IVConventional pre-symbolic communication

All of the previous INTENTS +GreetingsOffer/ShareDirect another person’s attention to somethingPolite forms of address (please, thank you)Confirm/Negate (yes/no)Ask Questions


All of the previous INTENTS +Request Absent ObjectLabel


All of the previous INTENTS +Comment

Level VIIFormal symbolic communication (language)

All of the previous INTENTS +Abstract, subtle, sophisticated intents



STATES expressed by behaviors (as interpreted by caregivers)

DiscomfortComfortInterest/Excitement


FUNCTIONS that behaviors serve (as interpreted by caregivers)Protest/rejectContinue pleasurable actionObtain more of somethingAttract attention


INTENTS for which behaviors are used by childRefuse/reject Request more of an actionRequest a new action Request more of an objectRequest a new object Request attentionShow affection













FUNCTIONS that behaviors serve (as interpreted by caregivers)

Protest/rejectContinue pleasurable actionObtain more of somethingAttract attention















FUNCTIONS that behaviors serve (as interpreted by caregivers)Protest/reject Continue pleasurable actionObtain more of something Attract attention


INTENTS for which behaviors are used by child

Refuse/rejectRequest more of an actionRequest a new actionRequest more of an objectRequest a new objectRequest attentionShow affection


All of the previous INTENTS +Greetings Offer/ShareDirect another person’s attention to somethingPolite forms of address (please, thank you)Confirm/Negate (yes/no) Ask Questions















All of the previous INTENTS +Greetings Offer/ShareDirect another person’s attention to somethingPolite forms of address (please, thank you)Confirm/Negate (yes/no) Ask Questions







Communication Matrix:capturing the skills of individuals operating at the

earliest stages of communicative competence

• Communication Matrix (professionals)

• Communication Matrix…Especially for Parents (English & Spanish))

• Online Communication Matrix (English & Spanish)

What is the Target Population?

• Individuals of all ages who are at the earliest stages of communication. In the typically developing child the range of communication skills covered by the Matrix would occur between 0 and 24 months of age.

• Individuals who use any type of communicative behavior, including "augmentative and alternative" (AAC) forms of communication and pre-symbolic communication.

• Individuals who experience any type or degree of disability, including severe and multiple disabilities.

• Individuals of all ages.

• But NOT individuals who already use some form of language meaningfully and fluently.

Intent is Critical!!!!

Read the questions carefully!

Ways to REFUSE things that you don’t want

• Expresses Discomfort (Level I): Can you tell when your child is uncomfortable (in pain, wet, hungry, startled)?

• Protests (Level II): Can you tell when your child doesn’t want something specific such as a certain food or a toy or a game you’re playing, like tickling?

• Refuses or Rejects (Levels 111-VII): Does your child intentionally show you that he or she doesn’t want a certain thing or a certain activity?

Question 8 Requests New Object

• “Does you child intentionally show you that she wants something new (such as a toy or some food) that is within her sight, hearing or touch, but that you have not offered?”

Mastered: individual produces behavior independently and consistently in most instances when an opportunity occurs. Behavior appears in a number of different contexts and with different people.

Scoring Options for Communication Matrix

Emerging: individual produces behavior inconsistently or only with prompting and encouragement. Behavior appears in restricted contexts or with only one person.

Completing the Profile

• Shade in cells if at least one behavior is mastered for the specific state, function or intent.

• Use stripes for cells if one (or more) behaviors are emerging and none are mastered.

Summarizing Results

Total Score

From Profile, give 2 points for each cell that is mastered and 1 point for each cell that is emerging. Maximum score = 160.

Highest Level of Competence

Highest level (of 7) at which child has mastered behaviors.

• An online version of the Communication Matrix (Rowland, 2004), an assessment designed for early communicators who use any form of communication is now available free of charge.

• Users enter information about an individual’s communication skills and print out a one-page graphic profile and a list of specific communicative behaviors and intents expressed.

• Entries may be updated for repeated assessments.

• The data collected are used to develop scientific information about the communication skills of individuals with specific disabilities. This is a global service and research initiative.

The Online Communication Matrix

Home Page: www.communicationmatrix.org

Your Contribution• We DO NOT request any identifying

information and we have no way of tracking who has used this service.

• When you complete the Matrix online, the information you provide will be stored. This information will provide valuable data about the communication skills demonstrated by individuals with various disabilities. This information may be summarized in scientific reports, professional presentations, articles in professional journals and book chapters.

Logging In

• “Start Now” on navigation bar to left.

• New Users click on button to register (requires only that you give yourself a password: a UserID is generated for you).

• Returning Users have option to: View/Delete existing MatrixResume unfinished MatrixUpdate starting with previous

MatrixStart a Matrix on a new child

DEMOGRAPHIC INFORMATION-Page 1

What is your relationship to the person you are assessing? Parent or other family member Teacher Speech-language pathologist Other educator or therapist Other

Who is the person whom you are assessing? Age: year(s), month(s) Ethnic or racial background with which the individual is most closely identified (you may check more than one):

African American Asian Caucasian Hispanic/Latino Native American Pacific Islander Southeast Asian Other

Gender: Male Female

DEMOGRAPHI C INFORMATI ON-Page 2

Country of Residence: United States Primary Language Spoken in the individual's home:

English Please describe the individual's disability (e.g. Down Syndrome, Cerebral Palsy, Rubella, traumatic brain injury, premature birth, etc.) Please indicate any specific impairments the individual experiences:

Autism Cognitive Impairment/Mental Retardation Hearing Impairment Learning Disability Other Health Impairment Physical Impairment Speech/Language Impairment Vision Impairment Other Impairment

Next

Getting Started Statements

• Same as for Parent Matrix

• Automatically begin questions at appropriate level, depending on which statement you check to describe child’s communication skills.

Question C1: Refuses or Rejects Something

“Does your child intentionally show you that s/he doesn’t want a certain thing or a certain activity? If so, what does your child do to refuse or reject something?”

Scoring

Each possible communicative behavior is scored as either Not Used (default), Emerging, or Mastered, using drop-down boxes.

Sample Response Page

Results: Sample 1-page Communication Profile

Automated Profile Results

• If start at Level II, Level I is automatically highlighted as mastered.

• If start at Level III, Levels I and II are automatically highlighted as mastered.

Results: Sample Communication Skills List

This is the first page of five showing exactly which communicative behaviors this individual uses to express which communicative intents.

Site Users by Country

United Kingdom

Singapore

Ireland

Canada

Australia

50 Other Nations

United StatesSpanish-speaking Nations

Age of Assessed Individual

User Relationship to Assessed Individual

Other

Parent or Family Member

SpeechLanguage Pathologist

Teacher

Other Professional

4 – 8 yrs

2 – 4 yrs

8 – 12 yrs

12 – 16 yrs

16 – 20 yrs20+ yrs

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Autism CognitiveImpairment

HearingImpairment

PhysicalImpairment

SpeechImpairment

VisionImpairment

LearningDisability

Deafblind Other HealthImpairment

OtherImpairment

% Of Individuals Assessed Who Experience Specific Impairments

(many individuals experience multiple impairments)

Join the Global Research Initiative!New funding has recently been awarded by the U.S.

Department of Education to:

• Expand the web site• Improve the web site• Evaluate the web site

The site will continue to operate in its present format while it is undergoing improvements.

Please use it! It’s free!

www.communicationmatrix.org

www.matrizdecomunicacion.org

Webinar on the Communication Matrix Area IV Deafblind Projects August 21, 2007 Charity Rowland,...

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