SPED 537 ECSE Methods:Multiple Disabilities Chapter 9

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SPED 537 ECSE MethodsMultiple Disabilities
Chapter 9

• Deborah Chen, Ph.D.
• California State University, Northridge
• May 1-2, 2006

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Communication Modes

• Input
• Receptive communication and language understanding

• Output
• Expressive communication and language use

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Input Considerations

• Use of available senses
• - vision, hearing, tactile, kinesthesia/movement
• Comprehensible input
• -figure/ground, signal/noise
• matches childs ability
• meaningful

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Output Early Communication Development

• Preintentional communication
• Beginning intentional communication
• Intentional and symbolic communication

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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

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Strategies that Support Interaction

• Responds contingently to childs signals
• Varies prosodic features
• Encourages conversation
• Modifies own communicative behaviors in response
  to childs signals
• Uses communication to teach language and concepts

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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

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PLAI Modules

• Understanding childs cues
• Identifying childs preferences
• Establishing predictable routines
• Establishing turn-taking
• Encouraging communicative initiations
• Klein, 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

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Module 1 Understanding Childs Cues

• Typical daily routines
• Behavioral states
• Antecedents, typical reactions, consequences
• Getting attention
• Expression of state and feelings

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Typical Daily Activities
Time Activity Likes? Dislikes? How do you Know?

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Behavioral States

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

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Situation Bath time
Antecedent M begins to wash Js face and hair Behavior J screams Consequence M sings to him
REVISED M puts shampoo bottle under Js nose (cue) J becomes quiet and alert M talks to J
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Situation Snack time
Antecedent Adult begins to feed child applesauce Behavior Child screams Consequence Adult removes bowl
REVISED Adult helps child touch bowl (cue) Child quiets and alerts and sticks finger in bowl Adult offers child spoonful of applesauce
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Module 2 Identifying Preferences

• Likes and dislikes
• Activities
• Persons
• Objects
• Reaction to presentation and removal
• Objects
• Persons
• Sensory events

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Module 3 Establishing Predictable Routines

• Schedule of daily events
• Predictable sequence
• Predictable sequences within activities
• Subroutines
• Anticipatory cues
• Auditory
• Visual
• Tactile
• Olfactory
• Kinesthetic/movement

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Home Sub-routine Bath

• Time for bath Carries child to bathroom
• Turns on water
• Walks back to bedroom
• Pulls off shirttickles tummy Tickle tummy!
• Takes off diaper
• Picks up child
• Returns to bathroom
• Places child in tub OK, in you go
• Suggested revisions?

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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 childs mouth
  You like applesauce
• Suggested Revisions?

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Module 4 Establishing Turn Taking

• Encourage the request for more
• Identify and extend turn taking
• Encourage new turn taking games
• Generalize turn taking games

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Interrupted Routine Strategy

• Identify a favorite activity
• Engage child in activity
• Pause or interrupt the activity
• Wait for childs response
• Interpret childs request behavior and speak for
  the child
• Resume the activity

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Module 5 Encouraging Communicative Initiation

• Encourage expression of rejection
• Use delay procedures
• Encourage initiation of games
• Encourage getting attention

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Delay Procedure

• Set up the situation for a familiar and favorite
  activity
• Wait for the child to signal anticipation of the
  activity
• Interpret the childs request behavior and speak
  for the child
• Begin the activity

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Naturalistic Interventions

• Identification of childs 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

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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