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Adding partners to the conversation
Linda Hagood
5/18/2016 4:50 AM
In previous items in this collection, I described the importance of expanding topics for students with complex communication needs, and also strategies for assessing topics and introducing them. In this collection, I will discuss expansion of the conversations to new partners through the use of integrated playgroups and video modeling.
PLEASE SHARE OTHER IDEAS YOU HAVE WHICH HAVE BEEN HELPFUL IN ADDING PARTNERS TO YOUR STUDENTS’ ACTIVITIES/ TOPICS FOR CONVERSATION.
Step #4. Add new partners to the activity (peers, parents,siblings, other teachers, different paraeducators) to the activity
Playgroups. With appropriate instruction and coaching, peers can be motivating communication
partners for students with complex communication needs. They often notice and read subtle communication initiations made by students, in ways that adults just don’t “get.” The most comprehensive approach to developing playgroups has been developed by Wolfberg (2003). In this model, peers are enlisted as “expert players”, available to provide a play-based context of support for the child with autism, who is the “novice player.” Wolfberg’s website provides a lot of information and references for those who would like to use this model. http://www.autisminstitute.com/ipgmodel.html
Wolfberg, P.J. (2003) Peer play and the autism spectrum: The art of guiding children’s socialization and
imagination (Integrated Play Groups Field Manual) Shawnee, KS: Autism Asperger Publishing
Company
Video Modeling.This is another strategy that would be a good way to include peers or family members in the search for new topics. Make a video of peers or family members engaged in activities that they enjoy, and share it with your student as a way to plan or preview his participation.
See the following link and reference for detailed instructions on producing videotapes to model social communication skills. http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.u...
LaCava, P. (2008). Video modeling: An online training module. (Kansas City: University of Kansas, Special Education Department). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org. Columbus, OH:OCALI.
Step #5. Add interests/ activities of communication partners to the topic inventories.
Observe peers or siblings at play and in the lunchroom—what are they doing that could be highlighted to make it more comprehensible/ accessible to your student? Watch especially for activities they are engaged in which do not require much language—playing freeze tag, hide and seek, taking a walk, playground activities, sharing pictures of activities or people on phones, listening to music.
Teachers and therapists—your “likes” count too! Think about what YOU like to do and find a way to include it in the classroomschedule. If you’re a gardener or a cook, or if you like yoga or drama, those can all be adapted to the student’s schedule. You are part of the relationship, and you’ll find you’re more invested in the conversations if your topic of interest is included.
Talk to family members or make a home visit to find out what this family does on weekends and evenings which could be modified to make it more accessible for their student with complex communication needs.
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Statement A
My child doesn't seem to have real control over his body yet.
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My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
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Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
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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