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Communication, Literacy & Angelman Syndrome
Kelly Fonner
2/9/2015 1:26 PM
Erin Sheldon, a mother of a daughter with Angelman Syndrome and an educator with an MS in Literacy and Assistive Technology presents several sessions on literacy at home with children with Angelman Syndrome. According to a description from Erin, the focus is students with Angelman syndrome specifically, but it applies to any low-incidence students with significant disabilities and complex communication needs. The webinar will describe ways to create intensive exposure to emergent literacy opportunities and instruction in an inclusive setting. The webinars are free, archived and posted to the ASF's YouTube channel, topics like assessment and literacy IEP goals: https://www.youtube.com/playlist?list=PLihsTkrStCHYJ9qrF0efy5paO32m1JW-- Erin also comes together in a panel with Dr. Caroline Musslewhite and Dr. Gretchen Hanser to talk about the issues in Communication and Literacy for children with Angelman Syndrome. On this panel Erin's presentation was a general overview of the opportunity barriers and broad considerations for kids. Caroline focused on phonological awareness and Gretchen focused on writing.
Information,Social,Answers yes/no questions,Asks questions,Attracts attention,Continues an action,Directs your attention,Makes choices,Makes comments,Names things, people,Obtains more of something,Offers, shares,Requests absent object,Requests more of an action,Educator,Occupational Therapist,Other,Parent/Family Member,Researcher,Speech-Language Pathologist,Intervention Strategies,literacy,Angelman Syndrome,Charter
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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