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Supporting Communication Beyond Level 1 : Noticing Subtle Communication
Emily Dayle Quinn
3/19/2016 2:34 PM
One of the most important strategies when working with individuals communicating using Pre-Intentional Behavior is Communication Partner Training.
Noticing and responding to all communication behavior is one of the most important strategies during this stage of communication development.
- As a parent, or caregiver---understanding your partner’s communication signals is your priority.
- As an educator or therapist—providing instruction to parents, caregivers, and the educational, or community support team is your priority.
1. Learn to recognize the behavior states and behavior patterns.
• Alertness/ Sleepiness
• Discomfort/ Comfort
• Active/ Inactive
• Agitation/ Frustration/ Content
• Hunger/ Thirst / Satiated
Some children with significant disabilities may show unusual behavior patterns. Keeping a schedule of times or day when your child or the individual you are working with is typically comfortable, alert, and attentive, is a helpful. The best learning happens when an individual is content, comfortable, and active. Make the most of your teaching opportunities by focusing interactions during these times of the day.
Some children with significant disabilities have subtle ways of communicating. Use the Skills List from the Communication Matrix Assessment to educate other communication partners as to how your child, or the individual you work with expresses discomfort, comfort, and interest in other people.
The first step to intervention is accurately reading Pre- Intentional Behavior Signals. We must first recognize these actions THEN, we can respond appropriately and reinforce beginning communication attempts.
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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