Communication and Language: An Overview. Amanda Colvin, MS, CCC-SLP Hillary Mecham, MS, CCC-SLP

Transcription

1 Communication and Language: An Overview Amanda Colvin, MS, CCC-SLP Hillary Mecham, MS, CCC-SLP

2 Communication vs. Language Communication can be defined as: the transmission of thoughts or feelings from the mind of the speaker to the mind of the listener (Borden et al., 1994) Language can be defined as: the code whereby ideas about the world are represented through a conventional system of arbitrary signals for communication (Bloom and Lahey, 1978)

3 Foundation of Communication & Language: The Brain

4 Example of the MEG Images

5 Foundation of Communication & Language: The Brain

6 Crying Reciprocal interactions with caregiver Joint Attention Eye contact Play Cause and Effect Means to an end Gestures Building Blocks of Communication

7 Communication Disorders and Autism Although there are several linguistic deficits associated with ASD, autism is primarily a disorder of communication The impact on communication is more severe than specific language deficits Lack of early intentional communication Lack of spontaneity in communication Paralinguistic differences Lack of accompanying communicative gestures Nonreciprocal speech (Paul 2007)

8 The Building Blocks of Language Form- Phonologyindividual sounds that make up words Morphologyrules for combining sounds Syntaxrules for combining words Content- Semanticsword meanings, vocabulary Use- Pragmatics- Using language appropriately for the function, time, place, and person (Lahey, 1988)

9 Language Disorders and Autism Form- articulation delays lacks grammatical structures necessary for mature language uses incorrect word order in sentences Content- absence of language limited language (only nouns) unable to understand what is said to him/her Pedantic or restricted language Use- inability to initiate and maintain conversations limited interests lack of play skills difficulty with friendships and unspoken rules extreme literalness (Paul 2007)

10 Communication/Language & Autism: Breaking Down What You See Early Language Learners Non Verbal Children Verbal Communicators Deficits in Pragmatic Language & Social Skills The Severely Impaired

11 Breaking Down What to Do Strategies Environment Facilitator Incorporating in the Classroom

12 Early Language Learners

13 Early Language Learners Use gestures more than words or sounds to communicate Present a limited amount of pretend play May not answer to his/her name or give eye contact Requires frequent repetitions to follow simple instructions Delayed in reaching developmental milestones of speech Exhibit increasing frustration due to a lack of communicative effectiveness (APA 1994) (Siegel 2003)

14 Early Language Strategies Eat a desirable food in front of the child and don t offer any Activate a wind up toy, let it run, then give it to the child Open bubbles, blow some, close bubbles, hand to child Place desired items in clear containers with a lid Do something silly to violate a play routine Initiate a familiar game until the child expresses pleasure and then wait, look expectantly and give a prompt Pay less attention to the child wait for them to elicit your attention Teach words that are functional and can fill a variety of purposes Teach words the child is already interested in Follow the child s lead (Paul, 2007)

15 (Kabot, S. ; Siegel 2003; Simpson and Miles 1998; Watson and Layton 2000) Early Language Environment Put materials where adult assistance is necessary to gain access to them Sabotage Withhold pieces of desired foods/toys/items Use a visual schedule First/Then Have clearly designated areas for activities Use daily routines

16 Early Language Facilitator Modeling Encourage imitation and repetition Self Talk and Parallel Talk Narrate your actions and the actions of your child Expansion Expand what a child says in order to increase length of utterance Turn Taking Establish a routine Sing songs to help with routines Choice making Give a choice of 2 Use Behavior Specific Praise Simplify Your Language (Kabot, S. ; Siegel 2003; Simpson and Miles 1998; Watson and Layton 2000)

17 Open Discussion Early Language: Incorporating into the Classroom

18 Early Language: Incorporating into the Classroom Put highly desired toys on a shelf out of reach in the center area so that children have to gain your attention and communicate what they want During circle time, give a choice of two answers with a visual cue and allow the child to point, say, or sign the answer During snack time, give the child one item and then close the bag and wait for them to request more During center time, pick one section of the room that you are going to focus on; establish a list of target vocabulary words and practice modeling, self talk/parallel talk, and expansion while the children are playing During outside time, pair a child with ASD and a typical peer together. Allow the child with ASD to choose the activity and then initiate a turn taking sequence with the peer. Use a visual schedule to establish routines and indicate changes in activities.

19 Non Verbal Children

20 Non Verbal Children Often use maladaptive behaviors to attempt to communicate May vocalize sounds without meaning Do not seem to understand what is said to them Have been in treatment for a long period of time and are unable to establish a verbal form of communication (apraxia) Are learning an aided system of communication (APA 1994)

21 Non Verbal Strategies Establish joint attention/get on their level Use songs and simple social games Encourage imitation by imitating them first Follow the child s lead and then interrupt the activity Use signs, pictures, and sounds to attach meaning to words Teach and accept approximations never discourage language (Paul 2007)

22 Non Verbal Environment Have access to Augmentative-Alternative Communication (AAC): picture symbols, signs, speech output device, etc. Put materials where adult assistance is necessary to gain access to them Sabotage Use a tactile and/or visual schedule Have clearly designated areas for activities Use daily routines

23 Non Verbal Facilitator Establish appropriate communication teach gestures, vocalizations, or actions to replace maladaptive behaviors Use AAC Attach meaning to vocalizations Provide multiple ways for the child to communicate gestures, pointing, sounds, signs, pictures Scaffold and shape responses Use Behavior Specific Praise (Paul 2007)

24 Non Verbal: Incorporating into the Classroom Open Discussion

25 Non Verbal Children: Incorporating into the Classroom Use picture symbols, real photographs, and words to label places and items in the classroom Make a communication book with photos of 10 target words personal to the child. Use them to provide choices for the child and assist in indicating wants and needs. Start using AAC one time during the day like snack time. Once it is mastered expand it to other times during the day. Use a walking schedule to build receptive language and develop routines Use specific verbal praise Good job throwing that trash away! to establish and stabilize routine directions.

26 Verbal Communicators

27 Verbal Communicators May use telegraphic speech Go store. = I m going to the store May use idiosyncratic speech Okay. = Get away from me. May persistently use echolalia How are you? = How are you. Limited language functions requesting and protesting only Speech sounds are immature for their age (APA 1994)

28 Verbal Communicator Strategies Expand Vocabulary train a variety of word types (not just nouns) Expand Functions of vocabulary greeting, gaining attention, protesting, commenting, requesting, answering, etc. Build on imitation and memorization skills Shape these utterances into functional communication Expand Mean Length of Utterance encourage combining words Teach language skills directly (past tense, irregular plurals, negation, etc.) Teach higher level language and cognitive skills: categorizing, object functions, negation, absurdities, inferencing, predicting, and drawing conclusions (Paul 2007)

29 Verbal Communicator Environment & Facilitator Practice recalling events and details ( Tell me one thing you did in speech today. ) Practice conversation skills ( My favorite TV show is American Idol. What is your favorite TV show?, Why? ) Provide scripts for conversation and everyday experiences Help child learn to self-monitor own communication ( Oops! You forgot to look at your friend when you asked that question. Can you try again? )

30 Verbal Communicators: Incorporating in the Classroom Open Discussion

31 Verbal Communicators: Incorporating in the Classroom Have weekly show and tell. Encourage children to retell stories and personal events. Read short repetitive stories to develop sentence structure and syntax. Provide multi-sensory activities for reading, writing, listening, and playing to build concepts and bridge comprehension. Provide a question of the day e.g., What did you do over the weekend? Use a script if necessary Use visual supports as much as possible including a visual schedule.

32

33 Deficits in Pragmatic Language and Social Skills Obsessive interests and compulsive talk Difficulty making friends Difficulty navigating conversations When/how to start, maintain, and finish Do not demonstrate or interpret nonverbal behaviors (APA, 1994)

34 Pragmatic Language and Social Skills Strategies Utilize typical peers Use of incidental teaching Small-group & individualized instruction Peer-based script training for language acquisition Video modeling Social Stories Use visual supports (Charlop and Milstein,1989)

35

36 Pragmatic Language and Social Skills Environment & Facilitator Keep the language simple Start with only 2 communicative partners and then work up as appropriate Use visual prompts Use social scripts across environments and activities

37 Strategies for Incorporating Social Skills into Classroom Open Discussion

38 Strategies for Incorporating Social Skills into Classroom Have a teaching unit in which appropriate vs. inappropriate skills are demonstrated & discussed Allow the students to judge appropriateness For older or higher functioning students, discuss the consequences of using inappropriate skills Compile School Scripts visual representations of appropriate language for a situations that often occur in the classroom/at school Asking to join in a game on the playground Charlop-Christy & Kelso, 2003

39 Severely Impaired

40 Vision Impairments Severely Impaired Hearing Impairments Intellectual Disabilities Seizure Disorders Mental Health Disorders Mood disorder Other health impairments in addition to ASD/communication disorder

41 Severely Impaired Strategies, Environment & Facilitator Focus is on developing functional abilities that child can carry out with as much independence as possible Goals could include following directions, appropriate behavior in social situations, reading environmental signs, signing name, improving speech intelligibility Establish a yes/no response Teach skills that would help them be productive as they continue to mature: sorting, matching, sequence creating Focus on safety, independence, and activities of daily living Use Community Based Instruction (Nelson, 1998)

42 Severely Impaired: Incorporating into the Classroom Open Discussion

43 Severely Impaired: Incorporating into the Classroom Use a visual schedule and visual sequencing to teach skills Make picture symbols for specific activities (circle time, snack, PE, art) and theme related vocabulary to provide the child opportunities to communicate Provide opportunities for the children to do independent work at a work station a couple of times throughout the day Give the classroom assistants a box of activities that are appropriate for the child in order to continue active engagement during down times

44 Augmentative-Alternative Communication (AAC) Sign Language and Gestures PECS (picture exchange communication system) vs. picture symbols Communication Book AAC device

45 References American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (ed.4). Washington DC: American Psychiatric Association. Barry, L. M., & Burlew, S. B. (2004). Using social stories to teach choice and play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 19, Bloom, L. and Lahey, M. (1978). Language development and language disorders. New York: John Wiley & Sons. Charlop-Christy, M. H., & Kelso, S. E. (2003). Teaching children with autism conversational speech using a cue card/written script program. Education and Treatment of Children, 26, Charlop, M. H., & Milstein, J. P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Applied Behavior Analysis, 22, Kabot.S. M.ED., CCC-SLP. Creating communication opportunities in the classroom. Nova Southeastern University. Lahey, M. (1988). Language disorders and language development. New York: Macmillan. Miller, J. (1981). Assessing language production in children. Boston MA: Allyn&Bacon Nelson, N. (1998). Childhood language disorders in context: Infancy through adolescence (ed. 2). Columbus OH: Merrill. Notbohm, E., & Zysk, V. (2004) great ideas for teaching & raising children with autism or asperger's. Artlington, TX: Future Horizons. Paul, R. (2007). Language disorders from infancy through adolescence (ed. 3). New Haven CT: Mosby Elsevier. Siegel, B., PH.D. (2003) Helping children with autism learn: Treatment approaches for parents and professionals. New York : Oxford University Press. Simpson, R.L., Myles, B.S. (1998). Educating children and youth with autism: Strategies for effective practice. Austin Texan: Pro-Ed.

46 References Notbohm, E., & Zysk, V. (2004) great ideas for teaching & raising children with autism or asperger's. Artlington, TX: Future Horizons. Paul, R. (2007). Language disorders from infancy through adolescence (ed. 3). New Haven CT: Mosby Elsevier. Siegel, B., PH.D. (2003) Helping children with autism learn: Treatment approaches for parents and professionals. New York : Oxford University Press. Simpson, R.L., Myles, B.S. (1998). Educating children and youth with autism: Strategies for effective practice. Austin Texan: Pro-Ed. Boyles, S. MRI Shows Differences in Autistic Brain WEBMD news article Sept. 2, 2011 Galan, R. Detecting Autism from Brain Activity Science Daily research article April 17, 2013