Recording teaches us so much about ourselves and our students!!!
Amy Parker - 4/10/2016
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Formal Preference Assessments
Amy Parker
3/24/2016 12:41 PM
Over the years, It has been brought home to me again and again that little things in life do matter! Little things like, items or foods or motions, matter. They especially matter to someone who doesn't communicate using formal words or signs, because people can so easily misunderstand what is important to the person. Having access to things that we enjoy can also create shared moments for communication and quality of life.
I think it is really helpful for educators and parents to take data in a formal way about preferences using some systematic approaches. One approach that I learned about was something called a "forced choice" preference assessment. It is a simple way to "ask" a child what she prefers within a typical routine. It is best to do this when the child is relaxed and has access to a trusted communication partner. It is also best to do this when you have access to paper, pencil and several items that you can present in a simple sequence with the child. Some people can design these more formal assessments after they have interviewed the child's care providers or family members about specific preferences that they have observed. Sometimes a child will surprise you when given the chance and sometimes you can come up with "families" or groupings of liked preferences which can become the basis for conversation and building communication exchanges that interest the child.
Attached is a simple form I have used to take notes with students. The short video clip provides an example where a little guy is clearly showing his preference behaviorally.
Body movements,Refuse,Obtains more of something,Refuses/Rejects,Level 2. Intentional Behavior,Educator,Researcher,Charter
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Hi Amy,
I'd like to add my experience to this- I've found that recording this session is also a valuable tool. Occasional recording sessions allow me to review the subtle communication (such as a quick sign that happened under the table or a raised eyebrow) that I may have missed in person. -Shannon
SZywiec - 4/4/2016
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This is so important, especially with the leaner who is "difficult to read." It's so easy to act on general impressions of preferences, which may not be accurate. And it's so much easier to motivate a child to learn when you are able to capitalize on his/her preferences.
Communication Matrix Team - 4/4/2016
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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