SPED 537: ECSE Methods Multiple Disabilities May 8-9, 2006 Deborah Chen, Ph.D. California State University, Northridge

Jan van Dijk’s Framework Nurturance Resonance Coactive movements Nonrepresentational reference Natural gestures Language

Turn-taking Routines Game-based exchanges Imitation-based exchanges Action-based exchanges Reference-based exchanges Chen, D. (1996). Parent-infant communication: Early intervention for very young children with visual impairment or hearing loss. Infants and Young Children,9 (2)., 1-12

Alternative Communication Modes Tactile signals or touch cues Objects (whole, parts) Textures Pictures (photos, drawings) Signs (visual, tactile)

Selecting Cues and Symbols How does child respond to sensory (visual, auditory, tactile) information? - Awareness - Attention/alerting - Discrimination - Recognition - Comprehension What are the child’s preferences?

Daily Activities Preferred Dislikes Person in activity (distinctive features) Objects used in activity (distinctive features) Actions on objects

Components of Daily Routines Engaging in conversation Getting ready Beginning the activity Supporting participation Engaging the activity

Creating Conversations Shared focus or joint attention Interesting materials Inadequate portions Need for assistance Silly situations Memorable activities

Supporting Early Symbolic Communication Meaningful social contexts Comprehensible input Accessible output Add words to child’s communicative behaviors

Benefits of Signing Key Words Accessible language input Specific labels Repetition Appropriate pacing Provides a means of communication output Supports language development

Considerations for using Key Word Signs Input - Family priorities - Frequency - Access - Adaptations - Communication modes Output - Motivation - Efficiency - Motor ability - Physical assistance - Communication modes

Initial Sign Vocabulary Motivation: want to use Function: need to use Complexity: easy to produce Iconicity: easy to understand Family culture and comfort level

Adaptations Coactive signs Tactile signs Visual Distance from child Position and placement Size and amount of movements Rate or speed

Considerations Does the child demonstrate intentional communication? Does the child reach for or point to objects or people? Does the child imitate any actions? Does the child use any gestures?

Strategies Sign name of object when child is focused on object Produce sign on referent Make sign on child’s body Sign action words just before action begins Help child produce sign (coactive) Have child feel the signer’s hands (tactile)

ACTIVITY Pair up with another person Take turns being the child and adult Child closes eyes Adult interacts with coactive, tactile, body signs – DO NOT TALK Discuss experience after both people have had a turn being the child

Important Considerations Decide how and when to use alternative communication modes Use meaningful strategies appropriate for individual child Allow seconds for child to respond

Important Considerations Agree on consistency across environments Eliminate distractions Use spoken words with other communication input