Transcript Behavior and Communication - CARD

Behavior and
Communication
Sylvia F. Diehl, Ph.D., CCC-SLP
[email protected]
What is communication?
 Communication
means exchanging
thoughts, messages or information
between people
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Speech
Body
Facial expressions
Vocalizations
Gesture
Writing
Relationship
 Behavior
and communication are strongly
linked
 Some say the behavior is communication
 If
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.
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)
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
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.
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
Communicative acts
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.
Communicative Act
Needs
3 things
Reason to communicate
A way to communicate
Directed toward a person
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
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
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
Helpful information
How
often do communicative
acts happen
Why does the person
communicate
What kind of forms do they use
What to do?
Using the Connection
 Make
the environment supportive of
communication that you want
 Find why the child is communicating
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Teach the child to communicate in a more
appropriate way
Must be as efficient as the old behavior
Make sure that it is reinforced
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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
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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
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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
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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
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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
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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
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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
 Child: “block”
 Adult: “Oh, want blue block.”
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
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