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5/9/2017 12:49 AM
My student has multiple disabilities including CP and a profound hearing impairment. We have struggled this year to find a way for him to purposefully communicate, specifically I struggle with how the student can protest or if he knows how to. The student will only use his hands or arms to choose a preferred item but if we feel he does not like either, he still doesn't indicate neither, instead he will just choose one and not use it. Usually protesting starts with foods but this student only eats food from home that is specially made. Basically my question is where do I go next to help him protest? He can communicate/activate a big mac switch but besides that he does not consistently make choices without tactile objects. We also do not know that he can hear what the switch says.
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Hi Jennie, I am one of the SLPs who works with deaf and hard of hearing students in our program. I can assist you, if you'd like, with your question about if your student can hear the output of the switch. I'll contact you.
Mary - 5/9/2017
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Hi Jen,
This is a challenging communication issue for sure! I can only speak with my experience with my student in my classroom. He is working on getting our attention in the classroom via a switch on his wrist. We are forming his behavior during lunch and leisure at the moment, but would like to expand to other areas at well. Basically, we have the wrist switch on and encourage him to request our attention to get the reinforcer he desires whether it be food or a leisure item. Initially, we started with the reinforcer nearby and assisted the student in touching his switch so he could make the connection of the process of requesting. We have seen our student successfully make requests independently now in lunch and leisure (at limited times). I would be glad to share if you have any further questions regarding this wrist switch.
Roy Trost-Rekich - 5/9/2017
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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 di erent contexts, and with di erent people
– Does this inconsistently
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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
