Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download A Communication Tool for Children with Complex Communication
Document related concepts
no text concepts found
Transcript
+ PODD Pragmatic Organization Dynamic Display - or A Communication Tool for Children with Complex Communication Needs + Introduction Accessible Learning Environments Accessible Learning Environments, encompassing Michigan’s Integrated Technology Supports, is a Mandated Activities Project (MAP), funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education, Office of Special Education + Goals n Review typical communication development n Introduce participants to AAC strategy PODD n Link the use of PODD to typical communication development + What is Communication? greet manipulate agree / disagree relate information answer ask questions instruct others ask for things joke express an opinion share information express feelings protest describe discuss interest "make social contact" comment request / attract attention bargain complain + What would you like to see “said” with PODD? n Examples: + Communication Understanding others Being understood + Multi-Modal Spoken Pictures Gestures Written + Efficient Lengthy Integrated Brief Dedicated + Typical Language Development n People speak to infants from birth n People interpret infant movements and vocalizations n Infant coos or smiles in response to people’s speech + Typical Language Development n Early communication n Infants make more purposeful movements n Adults respond to those movements, creating a “map” of the interpreted meaning n Shared attention is developed n Gestures with words + Typical Language Development n Spoken language is developed n Approximations understood by familiar partners n Sufficient experiences of language used in context to determine meaning n Natural feedback from adults help child clarify meaning + In a nutshell… n Language happens in real life situations + Adult role in Communication n Model communication all day n Expect that children’s behavior is meaningful n Respond n Shape in meaningful ways behavior n Expand communication to adult form + Child role in Communication n Ample opportunity to practice n Receive meaningful feedback to their attempts n Gradually work out what language is all about and how to use it n Integrate all the skills they require + Learning language is a process and it doesn’t happen overnight. + What if? n The process of learning spoken language is interrupted? n Motor n Vision n Hearing n Cognition + Receptive Input Typical Development n Immersed n by 18 months 4,380 waking hours n Reach Language Competency 9-12 years n 36,500 waking hours n Immersed in and practicing oral language Jane Korsten (2011) QIAT Listserv + By contrast Children using symbol communication n Exposure by 18 months n 84 years n @ two times a week for 20-30 minutes exposure to symbols n Reach Language Competency n 701 years n @ two times week/20-30 minutes exposure to symbols Jane Korsten (2011) QIAT Listserv + We all use AAC Augmentative/Alternative Communication n Overcome external constraints n Noisy environments n Over distance n Bridge language barrier n Overcome internal constraints n Laryngitis n Complex communication needs + We all use Multi-Modal Communication n Point, gesture, draw, write… In essence, we choose the most efficient method for the time or environment Different types may be more or less effective given the situation, message or partner + AAC is introduced when… n Speech is likely to be significantly delayed n Adding AAC to assist in understanding (clarification) n Speech n Limited is difficult to understand (back-up) speech (main system of communication) + Input Output Spoken language development Spoken Language Spoken Language Child learning aided symbols Spoken Language Aided Language + The goal? “The aim is to create a language learning environment with more balance in the modes of communication used for receptive input and those the child is learning to expressively use.” Aided Language Sign Language Spoken Language Aided Language Sign Language Spoken Language + “Children learning their first spoken language are immersed, from birth, in a rich environment of language users, modeling the pragmatics, semantics and syntax of their language… + …The importance of participation in an environment with experiences of a language used interactively is also reflected in immersion approaches to second language teaching.” + What does immersion look like? n Aided language stimulation n Communicating with the child using their communication system n Pointing to the graphic symbol while speaking in natural contexts n Children need lots of “receptive input” before they can be expected to produce messages + What does it look like in a classroom? + Creating Aided Language Learning Environments n Three important tasks required to create an aided language learning environment: 1. ensuring the required aided symbol vocabulary is available at all times. 2. using the aided symbols to interact for genuine communicative purposes throughout the day. 3. training partners to use the AAC systems. + Communication at any time n Putting away: n Implies a communication system to the child that you are not expecting them to have anything to say n May imply that communication only happens at certain times, as directed by someone else when they make the AAC system available n Increases the effort and motivation required to communicate, as the child or the partners have to take time to retrieve the system as well as communicate the message + Many types of AAC n This is PODD n Pragmatic Organization Dynamic Display + Genuine communication opportunity n PODD n Pragmatic – functional use of language n Organization – the way it’s designed n Dynamic Display – changing pages Developed by Gayle Porter + Design n Graded developmental progression across page sets n Increasing complexity of pragmatics, semantics, morphology and syntax + Design n One page opening books n Early Functions (9, 12) n Language age below 18 months n “here and now” language n Expanded Functions (9, 12, 16, 20) n Language age 18 months and above n 2-4 word phrases/sentences + + Finn One Page Opening Book + Callaghan 2.6 years old + Design n Two page opening n Key Word (36, 40) n English word order n Not all words n Expanded Key Word (48, 70) n English word order n Not all words n Complex Syntax (90+, 100+) n English word order n All words in sentence + + Finn with 2 Page Opening Book + Alternate Access Methods n Partner n Eye Assisted Scanning Gaze n Combination n Coded Access Access + Alternate Access Methods Emma and Linda + How does it “work”? n Adult-modeled n Provide receptive input (just like we do with children developing language typically) n Model initiation (“I have something to say”) n Say a little bit, every day, all day long + How does it “work”? n “Talk” to the child in normal, everyday contexts, whenever possible n Model initiating, self-talk, range of communicative functions) n Word not found? Add it to the “list” n Model mistakes (“OOPS”) n Practice, practice, practice + Here are your statements: n Examples: + Why Use This? n Communication n Make allows us to contact with others n Establish relationships n Express our personality n Demonstrate and share our knowledge n Ensure that our needs are met and our desires are considered + Questions? Comments? + Upcoming PODD Learning Opportunities n 2 Day Introductory Training n June 17-18, 2025 n Traverse City, MI n 5 Day Advanced Training n June 22-26, 2015 n Owins Mills, MA n 2 Day Introductory Training n October 6-7, 2015 n Lapeer, MI + You may be a winner!! n Thank you so much for attending today’s conference! n Red ticket in your bag n Go to the ALE – Accessible Learning Environments table to see if you are a winner! n Good luck! + Contact n Laura Taylor n mits.cenmi.org n [email protected]
