1. Early Intervention-Preschool Conference
Everyone Communicates! Strategies for Young Children with Multiple Disabilities and Sensory Loss
Deborah Chen, Ph.D.
October 25, 2016
Early Intervention-Preschool Conference
Montgomery, Alabama

2. Communication Value and belief: Everyone communicates
May be intentional or unintentional
Occurs through multiple means
Communication is a basic human right

3. Questions to Gather Information
Receptive communication
Expressive communication
Social interaction
Vision, hearing , motor skills
Preferences
Temperament
Strengths
Learning needs

4. EBP Promoting Communication
Use of preference inventory
Identify motivating items and activities
Provide means (switch, communication boards, object symbols, adapted PECS, gestures, signs, speech)
Teach child to request
Provide wait time
Embed in daily routines
Fade prompts
(Banda et al., 2014; Brady et al., 2016; Johnson & Parker, 2013;Parker et al, 2008; Pinto & Bakken, 2009)

5. Assessment Practices High preference inventory
Observations of routine activities
Structured or communication temptations
Forms and functions of communication acts (e.g., Communication Matrix)

6. Communication Modes Output (Expressive) General body movements
Input (Receptive)
Touch cues
Object cues
Tangible symbols
Gestures
Vocalizations
Manual signs
Speech
Output (Expressive)
General body movements
Object cues
Tangible symbols
Gestures
Vocalizations
Manual signs
Speech

7. Output: Early Communication Functions
Behavior regulation
refuse or request action or object
Social interaction
greet, request social routine, comfort, or permission, show off
Joint attention
comment or request information

8. Considerations Demonstrates intentional communication?
Look toward, reach for or point to objects or people
Take someone’s hand and leads to location
When do these behaviors occur and with whom?
Imitate any actions?
Use any gestures?

9. Progressively Matched Turn-taking
Child does not communicate intentionally- adult imitates sounds and actions
Child uses gestures and sounds - adult imitates and provides words
Child uses words – adult provides standard form and adds a bit more information
(MacDonald & Gillette, 1986)

10. Interrupted Routine Strategy
Identify a favorite activity
Engage child in activity
Pause or interrupt the activity
Wait for child’s response
Interpret child’s request behavior and “speak for the child”
Resume the activity

11. Delay Procedure
Set up the situation for a familiar and favorite activity
Wait for the child to signal anticipation of the activity
Interpret the child’s request behavior and “speak for the child”
Begin the activity

12. Offering choices 1. High preference object 2. Foil & high preference
3. Two of equal preference

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

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

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

16. Adaptations Coactive signs Tactile signs Visual Distance from child
Position and placement
Size and amount of movements
Rate or speed
Sign on body- birthday party

17. 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)

18. Creating Conversations
Pause and wait/interrupted routines
Inadequate portions
Need for assistance
Silly situations/planned mistakes
Making choices
Interesting materials and events
Memorable activities
Upping the ante