1. Behavior and Communication
Sylvia F. Diehl, Ph.D., CCC-SLP

2. What is communication?
Communication means exchanging thoughts, messages or information between people
Speech
Body
Facial expressions
Vocalizations
Gesture
Writing

3. Relationship Behavior and communication are strongly linked
Some say the behavior is communication If

4. Communication Development
The development of communication in children influenced by the development of 1) joint attention and 2) symbol use
Joint attention occurs when the focus of the child and the communication partner are directed to the same object of phenomenon. Both communication partners are aware of the fact that this attention is shared.

5. Communication Development
Shared attention
Provides a platform for modeling and linking the linguistic environment with the child’s environment.
Cornerstone for the learning of associations between words and their meanings (symbols)

6. Joint Attention
Joint attention involves the development of four components (Wetherby, Prizant, & Schuler, 2000):
Orienting and attending to a communicative partner
Coordinating attention between people and objects
Sharing affect or emotional states with people
Being able to draw others’ attention to objects or events for the purpose of sharing

7. Symbols
A symbol is “something that stands for or suggests something else.” The development of efficient communication requires the learning of shared meanings for symbols.
Communication typically develops from non-symbolic forms to symbolic forms.
Early non-symbolic interactions become more complex as interaction with the environment unfolds around a child.

8. Symbols
Rituals and routines in the child’s environment help the child anticipate what comes next. The communication that develops between the child and their partner in these rituals and routines is initially idiosyncratic..
As the child becomes purposeful in their use of communication symbols, intentional non-symbolic communication develops.
As success is experienced, communication responses are shaped, become less ambiguous, and more universal

9. Communicative acts

10. Communicative Acts
Describing communicative purpose of a child’s behavior provides valuable information
These descriptions provide a framework for increasing both the amount and the success of communicative events.
Successful communication occurs when the intention of communication and the function of communication combine to achieve the intended goal of the communicator.

11. Communicative Act Needs 3 things Reason to communicate
A way to communicate
Directed toward a person

12. Reasons to Communicate
Behavior regulation
Request object/action
Protest object/action
Social Interaction
Direct another to begin or continue a social interaction
Seek attention or comfort
Gain attention to self
Permission
Joint attention
Direct attention to an entity or event
Seek information, explanation, clarification of entity, event or previous utterance

13. A way to communicate
Was the act a gesture, vocalization, or verbalization?
Giving object
Touching hand
Moving hand
Nodding
Hitting, pinching, biting adult
Throwing dropping object
Verbalization

14. Directed toward a person
Touching adult
Moving object to reach toward or away from adult reference
Looking at an adult while making gesture or verbalization

15. Helpful information How often do communicative acts happen
Why does the person communicate
What kind of forms do they use

16. What to do?

17. Using the Connection
Make the environment supportive of communication that you want
Find why the child is communicating
Teach the child to communicate in a more appropriate way
Must be as efficient as the old behavior
Make sure that it is reinforced

18. Following the Child’s Lead
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Following the Child’s Lead
If a child doesn’t readily follow your joint attention, then you must start with following their attention
Capitalizes on their motivation
Control comes with what you put in environment

19. Choices
Provide opportunity to choose between two or more objects or activities
Communicates power of communication
Promotes compliance
Great to work on concepts
You can provide choice on almost anything

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Limited Access
Place desired objects out of reach, in a closed container, or temporarily block from participating
Use in a temporary way
Avoid upset or distress
Never use in a punishing way

21. Giving a little bit Give a small portion of favored item
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Giving a little bit
Give a small portion of favored item
Creates need to get more
Should never be used to force child to do something or punish for not being successful

22. Incomplete Activities
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Incomplete Activities
Set up activity with some but not all of the items necessary to complete the activity
Creates a problem solving situation
Make sure routine is familiar to child
Do not do this with a tricking manner but rather a forgetful one

23. Unexpected Events Say or do something the child does not expect Silly
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Unexpected Events
Say or do something the child does not expect
Silly
Funny
Inaccurate
Helps create communication situations for comments, questions, or solving problems

24. Commenting Describe what child has, sees, or does
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Commenting
Describe what child has, sees, or does
Describe what you have, see, or do
Joint attention is crucial
Use voice or gesture to emphasize focus of comments

25. 11/20/2018
Expansion
Repeats what the child says but adds one or two extra words but not in a correcting way
Helpful to start with “yes”or “oh”
For instance:
Child: “block”
Adult:“Yes, a blue block” or
Adult: “Oh, want blue block.”

26. If nonverbal.. Many ways to communicate other than verbal
No research that says the use of Augmentative and Alternative Communication inhibits speech
Supports development of communicative act

27. Summary Communication and behavior is strongly linked
Discovering the reason for communication is very important
Replace inappropriate behavior with appropriate behavior that achieves the same person