Inclusion, Communicative Competence, Partner Training

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Inclusion, Communicative Competence, Partner
Training

• SLA G304 Kim Ho, PhD CCC-SLP

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Overview

• Inclusion lecture
• Literacy lecture (last week)
• In-class literacy activity

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Inclusion

• Philosophy of educating children who have
  disabilities in the same setting as those who do
  not

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Participation

• Four variables to achieve a participation pattern
• Integration
• Academic Participation
• Social Participation
• Independence

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Participation Variables

• Academic Participation
• Competitive - Involved - None
• Social Participation
• Competitive - Active - None
• Independence
• Independent - Independent with set-up - Assisted

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Videotape Example

• J is five-years old
• Severe spastic cerebral palsy quadriparesis
• Manual wheelchair
• Poor intelligibility
• AAC system laptop with on-screen scanning
  software
• General education kindergarten in AM, resource
  room in PM

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Transition Traumas (Ho Pufpaff, 1999)

• Interviewees preschool teacher, kindergarten
  para, kindergarten teacher
• Participation in preschool
• Participation in Kindergarten
• Transition issues
• Toilet training

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Themes from Staff Interviews Pre-transition

• Receiving staff not adequately trained
• Overwhelming amount of information
• Receiving teacher - receptive and enthusiastic
• All attend the transition conference
• School principal supportive
• Roles and responsibilities should be clarified
• Observation usually occurred, but was not
  sufficient

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Themes from Staff Interviews - Transition

• Extra equipment in the classroom
• Childs physical needs time consuming
• Extra staff in classroom
• Role of paraprofessional
• Receiving staff new to inclusion
• Separate versus integrated related services
• Child takes longer to complete tasks
• Use of multiple paraprofessionals for one child

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Themes from Staff Interviews Post transition

• Very little peer interaction helping
• Communication barrier
• Need time for tutoring/catching up
• Communication issues among staff
• Teacher time constraints
• Reduced expectations for student
• Task adaptations

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Recommendations

• Follow-up for receiving staff
• Hire/identify paras early
• Receiving staff should observe AAC user
• Sending staff communicate AAC users abilities
• Create videotape of child

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Recommendations Contd

• Rotating seating arrangement
• Facilitate peer interactions early year
• Encourage integrated goals
• Allocate time for training of AT
• Teach skills needed in new environment

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Communicative Competence (based on Light
Binger, 1998)
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Strategies to Teach Target Skills to AAC Users

• Explain the target goal
• Demonstrate how to use target skill
• Provide multiple opportunities to practice
• Provide guided practice
• Natural cue
• Expectant delay
• Point
• Model

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Guided Practice

• Use same prompts in same sequence
• Natural cue to use skill
• Expectant delay/pause
• Point
• Model

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Improving Communicative Competence

• Using an Introduction strategy
• Increasing Turn-Taking
• Asking Partner-Focused Questions

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Introduction Strategy

• Provide information about system
• Instruct partner on how to best communicate with
  AAC user
• Example

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Increasing Turn-Taking

• Use nonobligatory Turns
• Frequent opportunities for interactions
• Watch other AAC users taking both obligatory and
  nonobligatory turns
• Role play
• Provide guided practice

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Asking Partner-Focused Questions

• Questions about partners thoughts, feelings and
  experiences
• Example
• Research supports social validity
• Boosts social relationships

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Partner Training

• Meet with facilitators
• Review the goal
• Review the interactions observed at baseline
• Describe the target facilitator strategy
• Demonstrate how to use the target strategy
• Provide multiple opportunities to practice
• Provide feedback

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Partner Training Contd

• Evaluate facilitators progress
• Ensure satisfaction with instruction
• Practice until facilitator uses consistently
• Monitor facilitators continued use