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Total Communication at Snack
Communication Matrix Team
6/19/2018 4:39 PM
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
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Teachers:
Many teachers require their college students in communication disorders or child development classes to complete a Communication Matrix online. Please have your students use the Test Drive site for this purpose. You may ask them to print out the Profile and Communication Skills List as proof of their work.
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