Are you sure you want to delete this post?
Remove
Cancel
Internet Explorer is no longer a supported browser for the Communication Matrix so features may be missing. Please switch to a different browser, such as Firefox or Chrome.
0 likes
762 views
ParaProfessionals and Communication Roles
Kelly Fonner
6/8/2016 6:46 PM
In setting up successful communication interactions for students with complex communication needs, it's important that communication partner roles are discussed. This image is taken from the AbleNet company's website, so the relationship between the two people are unknown to me, maybe you know them, but I'm going to use this as an opportunity to try to have an online discussion about support roles.
If these people are a teen and the coach at the school, the ParaProfessional (or other team member) has done a great job at setting up the technology for this interaction to take place. Possibly that ParaPro is off to the side acting in the role of what some call the Communication Facilitator; please don't confuse that with the process of Facilitated Communication. In the role of Communication Facilitator, we are not an active communication partner. Instead, we are at the ready during an interaction that is taking place between a student that we may be responsible for and that student interacting with another student, their subject area teacher, an administrator at the school, etc. We don't do the interaction for them. We don't "talk" for them. We stay out of the middle; we stay off to the side, clearly that this interaction is happening between the two of them, not through us. We are at the ready for a couple of purposes: (Maybe you have some to add to this list):
1) to assist if something happens to the augmentative communication modality (device isn't working, switch is disconnected, etc.)
2) to be the partner assisted scanning presenter (in the case of a lowtech presentation, or a paper-based display system - a person may be needed to point or voice the items or row number until the student indicates a "yes" or "no" or "that's the one I want to say"; however that system may be organized for them to select items
3) to follow a prompting hierarchy in a least to most interruption/intrusive/supportive order
4) to be what is called an "accomplice" - someone who suggests what they might say in the situation; "cues provided by a second person, the child's accomplice (Porter & Kirkland, 1995). The accomplice works with the child to provide them with experiences communicating at a more complex level than they are currently able to achieve alone.... Prompts and cues can be provided by someone (the accomplice) who already knows the child's message, to support their communication with another person who does not know the message. It is important that the accomplice always observes for the child's attempts to initiate the messages they are accomplicing is something the child wants to say..." Notice this doesn't say that you take their hand and put it on their device and push it for them, or help them hit their switch.
If these people are a teen and a staff member, a Teacher or ParaProfessional, they seem to be having a positive interaction, which is great. We want to make sure that we are always giving these opportunities in our classrooms. We want to also make sure that teens are also having these same animated discussions with other teens, those with and without disabilities, and that they are interacting with unfamiliar adults. How this can happen is through some of the strategies mentioned above.
Social,Speech-Language Pathologist,Educator,Parent/Family Member,Other,Intervention Strategies,implementation
This post is part of the collection
0 Replies
© 2025 Charity Rowland, Ph.D.
Site by State33 and Smith & Connors
Add this post to
Write a note about why you chose this post to appear in your collection.
Try the Matrix
Please select a statement below that describes the type of matrix administration that you would like to begin.
Please wait while we process the matrix ...
You are about to TRY the Matrix Assessment tool.
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.
Your information is private.
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.
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