Stepping Stones To Developing Communication Skills
The use of formal communication systems such as using a picture symbol board and/or a technical device such as an 'Alphatalker' has allowed non-speaking persons greater opportunity to improve the frequency and quality of their communicative interactions with others. However, students with multiple disabilities are often working on developing communication skills that are at a more basic level. The following is a general hierarchy of functional communication skills that can be developed to provide a foundation for the use of a more complex, formal system. The teacher works with the speech-language pathologist to determine which functions the student is using. If there are 'gaps', then these skill areas can be addressed. If the student is following the hierarchy, then the next skill area should be focused on:
Likes/Dislikes
The student should have at least one mode/signal to indicate a like or preference and one mode/signal for dislike.
- The student indicates pleasure/attention following activity/event.
e.g. The student smiles after her mother speaks to her while she is being cuddled.
- Student indicates displeasure or withdrawal.
e.g. The student grimaces when drinking cold liquid.
- The student shows pleasure for objects or activities that can be represented by an object.
e.g. The student smiles, increases physical tone, and looks at tape recorder when music is being played..
Anticipation
- The student shows that he/she is aware of an upcoming activity.
e.g. The student keeps his head up, smiles, and increases physical tone in anticipation of going to the gym with his classmates.
Acceptance/Single Object/Activity Choice
- The student uses his/her signal to indicate a desire for an object/activity.
e.g. When asked if he wants to swing some more, the student smiles.
Rejection/Cessation
- The student shows rejection when offered an object/activity or shows that he/she wants to stop doing an activity (cessation).
e.g. The student purses his lips and taps against the caregivers hand to say that he's had enough when being offered more to eat.
Greetings
- The student responds in a consistent way to a variety of people when greeted.
e.g. The student smiles and looks directly at the school secretary.
Requesting Attention/Assistance
- The student indicates that something is wanted.
e.g. The student uses whining vocalization to request a position change.
Signaling 'More'
- The student shows desire for an object or activity to continue.
e.g. When oral stimulation activity is interrupted, the student uses an "oo" sound to say that he wants 'more' of the activity.
Two Object Choices
- The student uses a signal to choose between two objects/events.
e.g. When shown two different art examples, the student looks at the one he wants to do.
Multiple Object/Activity Choices
- The student uses a signal to choose between several objects.
e.g. The student uses her head switch to give the number of 'beeps' associated with one of three activity choices.
Two Picture Choices
- The student uses a signal to choose between two pictured objects/activities. (Includes photos, line drawings)
e.g. The student looks at photo of side-lyer when asked to choose between her side-lyer and wheelchair for where she would like to be positioned.
Multiple Picture Choices
- The student uses a signal to choose between several pictured objects/activities.
e.g. The student touches 'shopping' symbol from a choice of four leisure activities.
YES/NO RESPONSES
The development of a readable, reliable, and consistent response to 'yes/no' type questions varies from individual to individual. Typically though, a 'yes/no' response is not reliable until Single Object Choice (#4.5.3) is well developed. If a student does not have a 'yes/no' response, it is recommended that you proceed to train the above skills first. The sequence for developing a 'yes/no' response is usually:
- The student has a readable and reliable signal to use to give an affirmative response to simple concrete questions pertaining to the here and now.
e.g. Student smiles and looks at a book when asked, "Do you want a story?"
- The student has a readable and reliable signal which they use to give a negative response (protest/rejection) to simple concrete questions about the here and now.
e.g. Student grimaces and looks away when asked if he/she wants a drink.
- Once these two skills are established, the type of question can become more complex. The SLP can help to determine what types of questions are appropriate at this time.
e.g. "Are you going shopping tomorrow?"; Is this an apple?"