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Communication in the Autistic Support Classroom

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Incorporating Communication into the MDS Behavioral Classroom Students with Complex Communication Needs
Activity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Discussion ,[object Object],[object Object],[object Object],[object Object]
What is Communication? ,[object Object],[object Object],[object Object]
Communication… ,[object Object],[object Object],[object Object]
Communication takes place within a social context ,[object Object],[object Object]
YOUR kids! ,[object Object],[object Object],[object Object],[object Object]
Communication Modes (“the tools”) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
PECS ,[object Object],[object Object],[object Object]
PECS Myths ,[object Object],[object Object],[object Object],[object Object]
Myths ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Myths ,[object Object],[object Object],[object Object],[object Object]
PECS Phases ,[object Object],[object Object],[object Object]
Phases ,[object Object],[object Object],[object Object],[object Object]
 
What does it look like?
 
Question ,[object Object],[object Object],[object Object],[object Object],[object Object]
Communication ,[object Object],[object Object],[object Object],[object Object]
Benefits when managing a pointing system ,[object Object],[object Object],[object Object],[object Object],[object Object]
Concerns ,[object Object],[object Object]
Loss of familiar system ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
CONCLUSION ,[object Object],[object Object]
Signing ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Vocal/Verbal ,[object Object],[object Object],[object Object],[object Object]
Echolalia ,[object Object],[object Object]
Echolalia ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Echolalia ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Communicative Purposes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Communicative purposes ,[object Object],[object Object]
Non-communicative purposes: ,[object Object],[object Object]
Requesting ,[object Object],[object Object]
Indicating affirmation in response to a previous utterance ,[object Object],[object Object]
Perseverative speech/incessant question asking ,[object Object],[object Object],[object Object]
AAC – Low to High Tech ,[object Object],[object Object],[object Object]
What is AAC? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Benefits of AAC? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
AAC is uniquely suited for promoting engagement in ASD: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Myths About AAC ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Tools and Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],Text Graphics Objects Gestures
Low Tech ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Mid -Tech ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
High Tech ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Alternative AAC resources ,[object Object],[object Object],[object Object]
Communication is a MESSAGE sent and received. Language is the structure and rules that apply to that message
What is language? ,[object Object],[object Object],[object Object],[object Object]
The presence of language does not necessarily mean that communication will follow, the absence of language does not always mean that communication will not occur. ( Downing, 1999)
Communication Issues - SYNTAX ,[object Object]
Poor Communicators often: ,[object Object],[object Object],[object Object],[object Object],[object Object]
Possible Solutions: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Phonology ,[object Object],[object Object]
Poor Communicators: ,[object Object],[object Object]
Solutions: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Semantics ,[object Object]
Poor Communicators: ,[object Object],[object Object],[object Object],[object Object]
Solutions: ,[object Object],[object Object],[object Object],[object Object]
Morphology ,[object Object]
Poor Communicators: ,[object Object],[object Object],[object Object]
Solutions: ,[object Object],[object Object]
Pragmatics ,[object Object]
Poor Communicators: ,[object Object],[object Object],[object Object],[object Object]
Solutions: ,[object Object],[object Object],[object Object]
Core Vocabulary Activity
Creating Interactive Comboards ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Creating Interactive Communication Boards ,[object Object],[object Object],[object Object],[object Object]
Vocabulary Selection ,[object Object],[object Object],[object Object],[object Object]
Core Vocabulary – Research Is To Have Is 10 In We What One 9 And That To A 8 My Do Do That 7 It You That To 6 A And A Do 5 The The You The 4 You A The You 3 To I It It 2 I It I I 1 Beukel-man et al. (1984) Deffner & Johnson (2004) Gray (2006) Mattson (2006) #
Core Vocabulary Fringe Vocabulary Social Request Describe Question Direct Give Information Language Functions
Core versus Fringe Vocabulary ,[object Object],[object Object]
Level 1 Core and Fringe Vocabulary
Level 2
Level 3
Level 6
Spelling/Text Based ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Communication: Where does it fit into my day? ,[object Object],[object Object],[object Object],[object Object]
Discussion ,[object Object],[object Object],[object Object],[object Object]
Individual day Mapping ,[object Object]
Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Framework for assessment ,[object Object],[object Object],[object Object],[object Object]
Assessment framework ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Assessment…. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What information do we need? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Information… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Information…. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Information… ,[object Object],[object Object],[object Object],[object Object]
Team Members and Roles ,[object Object],[object Object],[object Object],[object Object]
The Team ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Team ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Data Driven Decision Making ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Implementation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Implementation ,[object Object],[object Object],[object Object]
IEP ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Who you gonna call??? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Sample goals ,[object Object],[object Object]

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Communication in the Autistic Support Classroom

  • 1. Incorporating Communication into the MDS Behavioral Classroom Students with Complex Communication Needs
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  • 16. What does it look like?
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  • 48. Communication is a MESSAGE sent and received. Language is the structure and rules that apply to that message
  • 49.
  • 50. The presence of language does not necessarily mean that communication will follow, the absence of language does not always mean that communication will not occur. ( Downing, 1999)
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  • 71. Core Vocabulary – Research Is To Have Is 10 In We What One 9 And That To A 8 My Do Do That 7 It You That To 6 A And A Do 5 The The You The 4 You A The You 3 To I It It 2 I It I I 1 Beukel-man et al. (1984) Deffner & Johnson (2004) Gray (2006) Mattson (2006) #
  • 72. Core Vocabulary Fringe Vocabulary Social Request Describe Question Direct Give Information Language Functions
  • 73.
  • 74. Level 1 Core and Fringe Vocabulary
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