11/25/2019 7:39 PM
I use the Matrix for several reasons: it has a nice visual presentation and makes my evaluation results easy to display in a clear, understandable way. For example, I will literally grab the nearest marker or colored pen & draw on it when conversing with families. I might draw arrows, use different color highlighters and turn the grid into a living, interactive document to map next steps with the team and justify suggested goals. Sharing the completed Matrix at meetings helps to maintain a team’s focus. Color coding provides a “map” or a “plan” moving to “next steps”. This provides a basis for team decisions while maintaining accountability over time.
When it’s your turn to talk during an IEP, it is a good idea to give a little “backstory” when reviewing the seven levels of communication while you exhibit the Communication Matrix Grid to the team. For example, I might preface my discussion of early communication by reviewing the concept pictured below in Figure 1 (Rowland and Schweigert, First things First: early communication for the pre-symbolic child with severe disabilities, 2004). I share this as an example of a “triangle of early communication” and briefly explain that communication involves two partners and a message (topic). (I might point to myself, another person on the team and then point to their coffee cup, as the topic to make my point.)
I explain that at the first two levels of communication (level I, II), the learner may use many ways to communicate and the burden of understanding the message is often placed on a knowledgeable partner (which may involve some guessing.) Communication at the first two levels on the Matrix is mostly successful with familiar communication partners, about familiar topics and routines involving basic needs. Figure 1 shows that a learner may communicate unintentionally even if engaging directly with an object OR person while showing questionable intent to convey a message. In this case, much guessing may take place and communication misunderstandings may occur. Levels I and II are illustrated when two sides of this communication triangle (figure 1) are connected (learner conveys interest toward a person OR a topic but not both at the same time) and Level III is satisfied when all three sides are connected (figure 1) and the learner conveys topic to a partner OR learner leads partner to the topic. Level III is often a multi-modal, communicative performance between familiar communication partners. Those learners who communicate at a level III are more successful because both the learner and the partner have understood the message; therefore, guessing is reduced or eliminated. Level III communicators often know how to use their body language, calling devices and the environment to meet basic communication needs, gain attention, make choices, refuse and engage in back and forth communicative exchanges – all without a communication device! Overall, level III communicators are more likely to be successful in communicating with their less familiar partners moving to level IV.
This post is part of the collection
© 2019 Charity Rowland, Ph.D.
Site by State33 and Smith & Connors
Your information will not be saved unless you register. You may register for free at anytime throughout the tryout by clicking the orange button bottom right.
The information you enter in the assessment is completely secure and cannot be identified. When you use this free service, we ask you to provide some very basic information about the individual you are assessing (gender, age, ethnic background, country of residence, disability and specific impairments) and your relationship to that person. However, we have no way of indentifying who has used this service.
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.
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?
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?
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
Does this statement describe 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
– Does this independently most of the time when the opportunity arises
– Does this in a number of dierent contexts, and with dierent people
– 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.
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