How We All Learn, The Brain, the Body, and Communication PowerPoint – Wednesday
Mark Campano, M.Ed. Summer Institute June 23rd -27th , 2014 Hosted by: Connections Beyond Sight and Sound
Communication Development & the Communication Matrix Essentials of Communication Components Complexity Communication Matrix 4 Reasons to Communicate 7 Levels of Communication Competencies 1
Components of Communication
Pre-Intentional - Reaction/Reflex Intentional – Purposeful, I get what I want Message– I want you to know that I want
Child Driven
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Components of Communication Sound “pen” representation (modality) 1:1 correlation (label
vocabulary)
Cause and Effect (I do this I get that) Easier Means to Express (quickest bang for your buck) Hearing - sign or voice? Deaf – voice or sign? Concepts (complexity of content, the “What”)
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Complexity of Communication Message
“The reason to communicate”
Abstract
Concrete
Discussion of content that is not present
Obtain Reject
Emotions Reasoning Sharing without common point of reference
“More/Finished” Content Present
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Complexity of Communication Symbol
Object – 3 D duplicate, 3 D partial, 2 dimensional
Abstract
Concrete
=
two dimensional
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Duplicate
Complexity of Communication Symbol
Picture –based on visual and physical interaction (i.e. interaction with object)
Abstract
Concrete
Coke Soda Pop colored photo
B&W photo
colored picture B&W picture Writing/Braille
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Complexity of Communication Vocabulary
“The focus of what we are trying to say”
Abstract
Concrete Behavior viewed as having meaning,
Behavior viewed as having meaning,
Reflexive, not planned
Behavior intentional
Behavior intentional and directed towards another person to get or stop…
Representation of meaning replaces behavior
Representation of meaning
Clear connection between representation and meaning
Abstract connection between representation and meaning
Do for self
Complexity of Communication System
“How we organize what we are trying to say”
Abstract
Concrete
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Complexity of Communication System
“How we organize what we are trying to say”
Abstract
Concrete Actual item
Representation of Item
Representation of items
Representation of items
Immediate
Begin Distancing
Distanced in time and space
Generalization
Used for a verity of needs
Immediate
Representation of items organized to replicate literacy structure
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Complexity of Communication Behavior/ Action
Exploration for self, me myself and I (self)
Interaction
Exploration/interaction with another Use other as tool, shape their behavior (self vs other)
Concrete to Abstract, Pre-Symbolic Meaningful to Self vs Symbolic Meaningful to Others
System
Collection of Symbols, Structure and rules of use, Concrete vs Abstract
Complexity of Communication Familiar Content
Unfamiliar Meaningful/Functional
Level of Complexity for
Vocabulary
Pre-Symbolic Symbolic
Concrete Process System
Complicated Process Sensory Channel Accessed
Complexity of Communication Content
Level of Complexity for
Vocabulary
Familiar Unfamiliar Meaningful/Functional Pre-Symbolic Symbolic Concrete Process
System
Complicated Process Sensory Channel Accessed
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Complexity of Communication Content
Level of Complexity for
Vocabulary
Familiar Unfamiliar Meaningful/Functional Pre-Symbolic Symbolic Concrete Process
System
Complicated Process Sensory Channel Accessed
Complexity of Communication Content
Level of Complexity for
Vocabulary
Familiar Unfamiliar Meaningful/Functional Pre-Symbolic Symbolic Concrete Process
System
Complicated Process Sensory Channel Accessed
Complexity of Communication Content
Level of Complexity for
Vocabulary
Familiar Unfamiliar Meaningful/Functional Pre-Symbolic Symbolic Concrete Process
System
Complicated Process Sensory Channel Accessed
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Complexity of Communication Content
Level of Complexity for
Vocabulary
Familiar Unfamiliar Meaningful/Functional Pre-Symbolic Symbolic Concrete Process
System
Complicated Process Sensory Channel Accessed
Complexity of Communication Content
Level of Complexity for
Vocabulary
Familiar Unfamiliar Meaningful/Functional Pre-Symbolic Symbolic Concrete Process
System
Complicated Process Sensory Channel Accessed
If you can read this please stand up.
Putting the Pieces Together Likes/Dislikes Strongest Sensory Input Channel Concrete Routines (day-activity-interaction) Repeated Opportunities Student shows anticipation for next step Carry Over Home/School (preference not mandatory) Pick one activity Sensory Channel Used to Experience Activity Matches Preferred Primary or Secondary Channel Create Accessible Symbol Present Symbol Close Range then Distance Have 3 or 4 Symbols that are Recognized Before Creating a Calendar Box (schedule system) 18
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Literacy for Students without Language
Communication
Environment
Memory
Personal Experience Emotional value Mental processing Brain pairs mental & emotional values
System
Vocabulary
Literacy 19
Literacy for Students without Language
Communication Environment Responsive Repeated Consistent Reliable Sen. Channels
Memory Meaningful Purposeful Cause an Effect
Personal Experience Emotional value Mental processing Brain pairs mental & emotional values Vocabulary Pre-Symbolic Symbolic Concrete to Abstract
System Structure for Vocab
Literacy Vocabulary Symbolic Concrete to Abstract
Environment Lack of Responsiveness Limited experiences Inconsistent random Weaker Sensory Channels
System Structure for Vocab
Vocabulary Behaviors Learned Helplessness Compliance
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ACC replaces Natural Com Dev Language
Symbols in a system symbolic/representational
Communication
Action w/others in mind (msg) Action for self, on purpose Memory
Self & Environment
Meaning Reflex Experience
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Communication Matrix Level I - Pre-Intentional Behavior Level II – Intentional Behavior Level III – Message, must know child Level IV – Message, most would understand Level V – Concrete Symbol, clear relationship Level VI – Abstract Symbol, little or no relationship Level VII – Language, syntax rules and structure
Communication Matrix
Communication Matrix 4 Reasons to Communicate Refusal Obtain Social Information 24
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Communication Matrix 7 Levels of Communicative Competencies Pre-intentional Intentional Unconventional Pre-Symbolic Conventional Pre-Symbolic Concrete Symbolic Abstract Symbolic Language
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Communication Matrix LEVEL
SALIENT BEHAVIOR
I. Pre-Intentional Behavior
Pre-intentional or reflexive behavior that expresses state of subject. State (e.g., hungry, wet) is interpreted by observer.
II. Intentional (Proactive) Behavior (Not intentionally communicative)
Behavior is intentional, but is not intentionally communicative. Behavior functions to affect observer’s behavior, since observer infers intent..
III. Non-conventional Pre-symbolic Communication
Non-conventional gestures are used with intent of affecting observer’s behavior.
IV. Conventional Pre-symbolic Communication
Conventional gestures are used with intent of affecting observer’s behavior.
V. Concrete Symbolic Communication
Limited use of concrete (iconic) symbols to represent environmental entities. 1:1 correspondence between symbol and referent..
VI. Abstract Symbolic Communication
Limited use of abstract (arbitrary) symbols to represent environmental entities. Symbols are used singly.
VII. Formal Symbolic Communication
Rule-bound use of arbitrary symbol system. Ordered combinations of two or more symbols according to syntactic rules.
Communication Matrix Communication level Level I Pre-intentional behavior Level II Intentional behavior
Pragmatic Features (States, Function and Intents) STATES expressed by behaviors (as interpreted by caregivers) Discomfort, Comfort, Interest/Excitement FUNCTIONS that behaviors serve (as interpreted by caregivers) Protest/reject, Continue pleasurable action, Obtain more of something, Attract attention
Level III Unconventional presymbolic communication Level IV Conventional presymbolic communication
INTENTS for which behaviors are used by child Refuse/reject, Request more of an action, Request a new action, Request more of an object, Request a new object, Request attention, Show affection All of the previous INTENTS + Greetings, Offer/Share, Direct another person’s attention to something, Polite forms of address (please, thank you), Confirm/Negate (yes/no), Ask Questions
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Communication Matrix Communication level
Pragmatic Features (States, Function and Intents) All of the previous INTENTS +
Level V Concrete symbolic communication
Request Absent Object Label
Level VI Abstract symbolic communication
All of the previous INTENTS + Comment All of the previous INTENTS +
Level VII Formal symbolic communication (language)
Abstract, subtle, sophisticated intents
Communication Modes Associated with Each Level of Communication Communication Level
Vocal/Speech
Motor/Gestural
Electronic Technology
2- and 3-dimensional Symbols
Level I Pre-intentional behavior
Cry Gurgle Coo Grunt
Head and limb movements Postural changes Facial expressions
Level II Intentional behavior
Fuss Babbling sounds
Gaze at object Smile Avert head Approach object Move away from Push away Take object
Contingency awareness (not communication)
Level III Unconventional pre-symbolic behavior
Laugh Whine Scream
Eye contact Manipulate person
Calling device
Level IV Conventional pre-symbolic Communication
Intonated sound patterns Vocalizations accompany gestures
Alternating gaze Shrug Open palm Hands up/out Point Extend object Nod/Shake head Wave Kiss/Hug/Pat Raise hand Touch object, person
Two-choice option More/finished option
Level V Concrete symbolic communication
Mimic sounds of objects
Iconic gestures (mine. come, sit) Pantomime action, object
Selection of concrete 2- or 3-dimensional symbols
Concrete 2-dimensional symbols Concrete 3-dimensional symbols
Level VI Abstract symbolic communication
Single spoken words
Single manual signs
Selection of abstract symbols
Abstract shapes Abstract graphics Written words Brailled words
Level VII Formal symbolic communication (Language)
Combinations of 2 or more spoken words
Combinations of 2 or more manual signs
Selection of combinations of 2 or more symbols
Combinations of 2- and 3-dimensional symbols
Communication Matrix
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Billy Madison
9/1/2010
Billy Madison
9/1/2010
5/1/2011
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Communication to Literacy to Common Core Outcome Essence Skills/Concepts Accommodations Environment’s means/ability to create accessibility on student’s level of comprehension
Student’s connection to the world Likes/Dislikes, Strongest Sensory Channel, Personality Communicative Competency, Meaningful/Functional, Personal Experience, Consistent Responsive Environment
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Communication to Literacy to Common Core
Communication to Literacy to Common Core
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Skills/Concepts Language Word Meaning Emergent Literacy Skills Object Discrimination Sight Words Turn-Taking Visual Discrimination Vocabulary Words
Skills/Concepts Language Word Meaning Emergent Literacy Skills Object Discrimination Sight Words Turn-Taking Visual Discrimination Vocabulary Words
Skills/Concepts Language Word Meaning Emergent Literacy Skills Object Discrimination Sight Words Turn-Taking Visual Discrimination Vocabulary Words
Possible Accommodations AAC System Pictures/picture symbols
Possible Accommodations AAC System Object Symbols Calendar Box
Possible Accommodations AAC System Picture Symbols Voice Output Device Adapted Keyboard
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