Mchandout ppt wednesday

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

How We All Learn, Campano 2014

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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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How We All Learn, Campano 2014

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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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