Communication* - FAVI Deaf-Blind Collaborative

1 Imagefile:///C|/Users/shellyv/ [8/31/2012 3:22:18 PM] Text-only versionGraphic versionSite map | Text Size: A A AA A AHome / CommunicationCommunication*How do people who are Deaf-Blind communicate?---------------------------- -----------------------------------NCDB videos on Teaching Prelinguistic CommunicationThe following video clips accompany the publication Teaching Prelinguistic communication . The clips are from a study of the use of Adapted Prelinguistic Milieu Teaching (A-PMT) for children who are Deaf-Blind . In these video clips, Dr. Bashinski and a student named Lance are engaged in A-PMT routines designed to facilitate the development of a variety of conventional :///C|/Users/shellyv/ [8/31/2012 3:22:18 PM]Teaching Prelinguistic communication (complete publication) Teaching Prelinguistic communication -1 from NCDB on clip shows the routine described on page three of Teaching Prelinguistic communication .

2 Susan is teaching Lance the "give to partner for help" Prelinguistic communication -2 from NCDB on this routine Lance is learning the gesture "move partner's hand to item." The purpose of this gesture is to ask for something to continue ( , "I want more"). Lance loves to have his head scratched and is asking Susan to keep doing Prelinguistic communication -3 from NCDB on clip shows Lance learning to use a clap gesture to show pleasure or Prelinguistic communication -4 from NCDB on clip shows Lance learning the "give high five" gesture to use as a Prelinguistic communication -5 from NCDB on purpose of the routine shown in this clip is for Lance to learn the extend hand, open palm gesture to request an item ( , I want the _____ ).

3 Teaching Prelinguistic communication -6 from NCDB on main goal of this routine is to teach Lance to isolate his index finger, as the first step in learning to use a pointing gesture ( , "What is this?" "Look at this!"). This routine is also meant to encourage Lance to use the "extend hand" gesture to request an item ( , "I want the ___").Teaching Prelinguistic communication -7 from NCDB on :///C|/Users/shellyv/ [8/31/2012 3:22:18 PM] Deaf-Blind Student Case Studies, UNC Center for Literacy & Disability StudiesUNC Health Care | UNC School of Medicine | UNCdirectoriesmaps & directionsnewsmake a giftcareersDepartment of Allied Health SciencesCenter for Literacy and Disability StudiesHomeAbout CLDSF aculty and StaffProducts Available forPurchaseProjectsResourcesAdolescent Language &LiteracyArticlesDeaf-Blind ModelClassroom ResourcesTop Tools from theTrenches!

4 !!log inyou are here: home resources Deaf-Blind model classroomresourcesDeaf-BlindModelClassro omResourcesIncludesinformation onshared reading,chart writing,alphabet activities,remnant books,partner assistedscanning, switchNews3 Million Books ReadDec 13, 2011 Check Out Certain ProofApr 13, 2011 Family Network Radio InterviewApr 13, 2011 Route 66 Literacy LaunchApr 13, 2011 Two Million Books Read in 1000 Days!Feb 14, 2011 Imagefile:///C|/Users/shellyv/ [8/31/2012 3:22:18 PM]Predictable Chart WritingEmergent Literacy Goalsmounts, anddownloadabletemplates formore ---------------------------------------- -----------------------From our friends at FAAST, an annotated list of communication apps(January 28, 2012).

5 ~ SALUTE: Successful Adaptations for Learning to Use TouchEffectively( ) Imagefile:///C|/Users/shellyv/ [8/31/2012 3:22:18 PM]SELECTED DEFINITIONS (Definiciones Seleccionadas) communication SYMBOLS (S mbolos para la Comunicaci n)TACTILE communication STRATEGIES (Estrategias T ctiles de Comunicaci n)CuesOBJECT CUE (Clave-Objecto)TOUCH CUE (Clave-Toque)SignsCOACTIVE SIGNING (Haciendo Se as Coactivas)SIGN ON BODY (Se a Sobre el Cuerpo)TACTILE SIGNING (Haciendo Se as T ctiles)SymbolsTANGIBLE SYMBOLS (S mbolos Tangibles)TEXTURED SYMBOLS (S mbolos de Texturas)------------------------------- ---------------------------------------- -----------------------------OSEP Toolkit on Teaching & Assessing Students withDisabilitiesMaking the Right to Communicate a Reality for Individuals with Severe Disabilities---------------------------- ---------------------------------------- --------------------------------Imagefil e:///C|/Users/shellyv/ [8/31/2012 3:22:18 PM]Design to Learn, Oregon Health & Science University( )FREE communication Assessment for Parents & Professionals( )Handbook.

6 Online communication Matrix( ) Tangible Symbol Systems( )--------------------------------------- ---------------------------------------- -----------------------------Types of tangible symbolsRowland and Schweigert propose that tangible symbols can be divided into hierarchical categories, ranging from mostconcrete to most abstract symbols:Identical objects are real items that are equal to their referent and are the most concrete type of tangible example includes using a toothbrush to represent "brush your teeth". Beukelman and Mirenda includes inthis category miniature objects: items that are smaller than what they symbolize, such as having a small toytoilet indicate "toilet".

7 Partial/associated objects refers to a portion of the object they represent, such as having a shoelace symbolize"shoes", and therefore are less concrete than identical objects (Rowland & Schweigert, 1996).Symbols with one or two shared features have a resemblance to their referent, like using a mould of a pretzel for"pretzel". This category is sometimes included in the partial/associated objects category (Beukelman & Mirenda,2005).Artificial symbols are abstract symbols that do not have an direct resemblance to their referent, such as having a3D shape ( an apple) that is attached to a cafe door be used as the symbol for "cafe".

8 [1] Beukelman andMirenda include textured symbols in this category. An example of a textured symbol is using a piece of spandexmaterial to denote "bathing suit".Two-dimensional pictures, such as photographs and line drawings are the most abstract type of tangible symbols(Rowland & Schweigert, 1996).The type of tangible symbol used is chosen based on the cognitive and sensory abilities of the learner (Rowland &Imagefile:///C|/Users/shellyv/ [8/31/2012 3:22:18 PM]Schweigert, 1996, 2000). The meaning behind each symbol is not universal, which means that tangible symbols needto be constructed for the individual learner based on what is meaningful to him/her (Rowland & Schweigert, 1996,2000).

9 Beukelman, & Mirenda, P. (2005). Augmentative and Alternative communication : Supporting Childrenand Adults with Complex communication Needs (3rd edition). Baltimore: , C., & Schweigert, P. (1996). Tangible Symbol Systems (DVD). Design to Learn. Portland, OR:Oregon Health & Science University.( )Rowland, C., & Schweigert, P. (2000). Tangible Symbol Systems (2nd Ed.). Design to Learn. Portland, OR:Oregon Health & Science University.( )Stephenson, J., & Linfoot, K. (1996). Pictures as communication symbols for students with severe intellectualdisability. Augmentative and Alternative communication , 12 (4), Webcast: Tangible SymbolsBy Elizabeth Torrey Elizabeth Torrey is a Speech and Language Pathologist in the Early Learning Center at Perkins School for the has extensive experience working with children with visual impairments who are at the early stages of languagedevelopment.

10 In this webcast, Elizabeth talks about the use of "tangible symbols," a term originally coined by CharityRowland, and Philip D. Schweigert, , to support the development of communication in children whoexperience a variety of severe communication disorders and who are unable to use abstract symbols. The webcastdraws from the work of J. Van Dijk as well as the work of Rowland and Schweigert. Ch. 1: Introduction, Ch. 2: WhatAre Tangible Symbols, Ch. 3: How Tangible Symbols Should Be Presented, Ch. 4: The Benefits of Using TangibleSymbols, Ch. 5: Considerations When Developing Tangible Symbols, Ch. 6: Behavioral Technology to Support Language, Literacy, & communication (PowerPoint)Using Technology to Support Language, Literacy, & communication (PDF)----------------------------------- ---------------------------------------- ---------Imagefile:///C|/Users/shellyv/ [8/31/2012 3:22.]