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Using and Expanding on Existing Topics
Linda Hagood
5/18/2016 3:32 AM
In the previous post, I discussed the importance of expanding topics for communication. In this session, I will begin to discuss strategies for addressing topic-expansion goals and objectives.
Step #1: Start where s/he is. Through interview and observation, look at the student’s current
· Likes/Dislikes. Take your time and observe to learn about the student's preferences. Some students may be able to actively and purposefully choose between activities, and many will not be able to express themselves so clearly. In the book
· Activities which s/he currently engages in at home and at school. One instrument which may be helpful in identifying current or potential topics for communication is the “Home Talk” assessment, (especially the section on what the child likes to do at home).(https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf). In the Symbols and Meaning guide (2012, APH), Millie Smith provides detailed forms for evaluating students' understanding and use of objects within functional environments.
Question: How do you assess student likes/ dislikes and their functional participation in activities? Do you have particular assessment tools which have been helpful?
· Develop joint action routines to build more opportunities for the student to actively participate and communicate within the current areas of interest. Joint action routines are predictably and consistently sequenced activities which are specially structured to facilitate communication (Snyder-McLean, et al. 1984, retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/19368/Sack__1984_JointActionRoutines.pdf?sequence=1)
· A joint action routine has the following features
Consistent beginning and ending steps./ object cues
Exchangeable roles
Plan for controlled variation (materials, people, location, action)
- Structured to build opportunities for communication through sabotage, planned surprises/ changes.
The following is an example of joint action routine for a child who loves a video of Raffi singing Baby Beluga:
Watching Raffi video on the iPad started as an isolating "alone time" activitiy, which Joey used to calm himself, and sometimes to escape from activities which were overwhelming. The teacher has gradually turned it into a more interactive experience, a topic for communication. She began to join Joey, when he retreated to the iPad video, , and he accepted it when she added hand and body movements to the song. Jeffrey loves the black and white "whale gloves" which one of the partners wears when they're doing the Beluga Dance and now they are using them as a symbol for the routine. He puts them on her hands in anticipation of Beluga Time. She has also added another role for tambourine player .to accompany the video music. She and Joey are beginning to exchange roles, one of them wearing the gloves, and the other playing the tambourine, during the activity. Sometimes she offers a choice between gloves and tambourine, or sabotages the activity by offering only one glove to facilitate his request for more. Other students are getting interested in the activity, so she is planning on adding another rhythm instrument so they can begin to join the activity , one at a time.
Step #2. Use this information to brainstorm about new activities which could be added to the topic repertoire.
· Find a common thread or motivating factor in the student’s likes/ dislikes (e.g., all are food related, all involve computer games, music, movement)
· Use this hypothesis to build new topics in the area of interest.
For the above child, whose topics for interaction and communication are highly restricted, the teacher and other team members worked together to build some “spin-off “ topics, finding connections between Joey’s favorite song and other activities which share similar elements, objects, or qualities.
BABY BELUGA SPIN-OFF TOPICS
Other Raffi songs
The guitar
Whales and other sea creatures
Going fishing
One fish two fish, red fish blue fish Dr. Seuss book
Swimming
Black and white animals (penguins, zebras, cows, Dalmations)
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Statement A
My child doesn't seem to have real control over his body yet.
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?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
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?
Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
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Does this statement describe your child?
How to score 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
Mastered
– 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
Emerging
– 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.
Tips on Communication Devices
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