Webinars with ECFS brought to you by: The Maine Educational Center for the Deaf and Hard of Hearing Be a Communicative Partner: It s the Gateway to Learning March 18, 2014 3:00 p.m. EST 1
Presented by: Kristen Q. Shorey, M.Ed 2
Participants will Be aware of the similarities and differences between children with additional disabilities and different hearing levels Be able to implement at least one communication strategy to use with a deaf or hard of hearing child Be able to create and set up a picture or item schedule for an activity with a deaf or hard of hearing child Be aware of other webinars and information available as additional resources 3
Communication is Joint attention Switches voice output Eye Contact Requesting Showing/Pointing/Gestures Imitation/turn-taking Using PECS to teach initiating interactions/communication ipads (PECS approach is foundation for many communication apps on ipad) Go Talk Now or Talk Board App 4
How to Develop Communication and Language Shared attention Gesture and vocalization First signs/words Semantics development of meaning Phonology and grammar development of the structure of language Pragmatics the social use of language 5
Do You Have Concerns? Social Interaction Communication and Language Development Sensory sensitivities overactive, sleeping & eating difficulties also common Imagination imitation (lack of flexibility of thought, rigid, repetitive 6
Diagnostic Criteria or Red Flags Play is abnormal in nature Child isn t babbling or using gestures Lack of communicative intent Lack of joint referencing Lack of shared attention Disordered/repetitive development of play 7
Similarities Between Children with Different Hearing Levels & Autism Misses incidental learning opportunities Speech and/or Language delayed Often mistaken for having ADHD Social Implications Pragmatics poor social skills Appear deaf Non-verbal Act upset for no apparent reason Articulation and voice difficulties Engage in repetitive behaviors 8
The Role of the IFSP/IEP Team Observing behaviors Planning intervention Ongoing Assessments to monitor progress Adapting our intervention Coaching parents 9
It s Important to Know Motivators Interests Sensory Issues Dislikes/phobias Personal characteristics 10
AAC Devices 11
Picture Exchange Communication System 12
Example of Work Time Schedule Use a sharpie, card stock, laminate, and Velcro Begin with a small number of tasks and sandwich nonpreferred tasks with preferred tasks, ending with a reward for compliance after completing tasks 1 through 3 13
Visual Schedules These can be used for: work time preschool classroom schedules Task sequences (such as: dressing, toileting) Independent task completion Transitions First/Second 14
Resources http://www.gallaudet.edu/clerc_center/webinars http://deafwdisabilities.grou.ps/ https://www.aucd.org/resources/webinars.cfm http://www.cdc.gov/ncbddd/actearly/index.html 15
Let s Review We reviewed the similarities and differences between children with additional disabilities and different hearing levels We learned a few communication strategies to use to jump start expressive communication You learned how to create and set up a picture or item schedule for a deaf or hard of hearing child Slide number 15 lists webinars and websites with additional information 16
Think we could help? If you know of a child or family that would benefit from the support of Early Childhood and Family Services, please contact us. ECFS Director, Karen Hopkins karen.hopkins@mecdhh.org (207) 781-6335 17
QUESTIONS? Archived Webinar Link Kristen Shorey, M.Ed kristen.shorey@mecdhh.org 18
Think Spring! 19