Date Created: 10/3/2016
Posts: 4
I am a researcher focused on identifying instructional and support interventions to support the communication and social participation of children and youth with complex communication needs. My background is as a special educator, and I am especially passionate about school-based interventions that are feasible for educators in real-life schools to implement. I’m also really interested in strategies to support children’s social communication and interaction with peers within inclusive school settings.
Don't relationships with peers happen naturally? This post talks about why educators, service providers, and family members should intentionally plan for and support postitive interactions with peers.
There is likely little disagreement that social relationships matter for everyone—including children and youth with complex communication needs. However, children with complex communication needs ofte...
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Why don’t meaningful, positive interactions with peers happen naturally? This post identifies three types of potential barriers to social interaction among children with complex communication needs and their peers
What is seen in schools as well as the research literatureis that simply being in the same physical space often is not enough to promote meaningful, positive social interaction between children with c...
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What can we do to support social interaction with peers? This post talks about some really important things to have in mind
Intervention efforts to support social interaction andcommunication among children with complex communication needs and their peers can involve a lot of different things. But, there are several elemen...
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What helps peers be successful in their interactions with a classmate with complex communication needs? This post talks about information to share—and not to share—with peers when involving them.
Peers may need to be equipped and encouraged in order tobuild the skills and motivation to interact really positively with a classmate with complex communication needs. So often, peers without disabil...
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The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
Does this statement describe your child?
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
