Everyone communicates!
Even babies let us know what they want! 1. Make careful observations of the child's behaviors so you can interpret their meanings, e.g., "I want xxx or I like xx" or "I don't want xxx or I don't like...
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Collection Communicating with very young children who have complex communication needs
Date Created: 11/2/2016
Posts: 9
This collection highlights selected evidence based strategies that support communication development with very young children (birth-36 months) with multiple and sensory disabilities.
Hello Everyone! This is Deborah Chen. I've been most fortunate to have spent the last 45 years in the field of special education: as a teacher of children with dual sensory impairments and visual impairment or hearing loss plus another learning need; early interventionist with families, program administrator, teacher trainer; and researcher. Recently retired as a professor, Early Childhood Special Education Program, Department of Special Education, California State University, Northridge. Interactions with families, their children, teacher candidates, and teachers have provided rich and memorable learning experiences. I enjoy learning from the posts on the Communication Matrix Community of Practice and look forward to hearing from you!
How to begin
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Create early conversations
My turn-your turn
Turn-taking games developed by imitating a child's actions provide the foundation for later conversations. If a child vocalizes "ba-ba" then imitate the child's vocalization when he or she pauses. If...
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A tactile conversation
Father and Son Enjoy a Finger-Tapping Conversation
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabul...
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Thanks to Jenn Hayes for sharing her experience with our PLAI strategies- These strategies were field tested with a group of early interventionists and 27 caregivers of young children (8-48 months) with sensory and multiple disabilities.
Project procedures and findings are explained in this article:
Chen, D., Klein, M.D., & Haney, M. (2007). Promoting interactions with infants who have complex multiple disabilities: Development and field-testing of the PLAI curriculum. Infants & Young Children, 20, 149-162.
Let's PLAI!
Module1: Understanding Your Child'sCues We are all aware that children begin to communicate their wants and needs long before they have concrete words. When we interpret the child's desires and respo...
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Great videos and a step-by-step sequence for promoting communication
A terrific resource!
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Playing turn taking games & reading stories promote early literacy learning
Caregiver-infant interaction promotes early literacy development
Turn-taking games and reading stories help young children develop early literacy skills. Check out the Center for Early Literacy Learning (CELL) http://www.earlyliteracylearning.org A rich resour...
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Communication and language strategies for infants and toddlers!
Strategies for promoting language and communication of infants and toddlers
Another great resource attached Partnership in the Promotion of Communication in Infants and Toddlers project staff. (March, 2009). Strategies for promoting communication and language of infants and ...
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How to talk to babies!
More than baby talk!
Check out these easy yet important tips: Gardner-Neblett, N., & Gallagher, K.C. (2013). More than baby talk: 10 ways to promote the language and communication skills of infants and toddlers. Chapel H...
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Many infants and toddlers with complex communication needs will benefit from developmentally-appropriate and meaningful adaptations and assistive technology.
Tots N'Tech
Website on practical adaptations and assistive technology to support communication and language development of infants and toddlers Tots N' Tech http://tnt.asu.edu/
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Statement A
My child doesn't seem to have real control over his body yet.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
Does this statement describe your child?
How to score your child
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
Mastered
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
Emerging
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Tips on Communication Devices
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
