mchandout ppt wednesday

How We All Learn, The Brain, the Body, and Communication

Mark Campano, M.Ed.Summer Institute June 23rd -27th , 2014Hosted by: Connections Beyond Sight and Sound

PowerPoint – Wednesday

How We All Learn, Campano 2014 1

Communication Development & the Communication Matrix

1

Essentials of CommunicationComponentsComplexity

Communication Matrix4 Reasons to Communicate7 Levels of Communication Competencies

Components of Communication

Pre-Intentional - Reaction/Reflex

Intentional – Purposeful, I get what I want

Message– I want you to know that I want

Child Driven2

Sound “pen” representation (modality)

1:1 correlation (label ȹ vocabulary)

Cause and Effect (I do this I get that)

Easier Means to Express (quickest bang for your buck) Hearing - sign or voice?Deaf – voice or sign?

Concepts (complexity of content, the “What”)3

Components of Communication


Complexity of Communication

Message “The reason to communicate”

Concrete Abstract

Obtain

Reject

“More/Finished”

Content Present

Discussion of content that is

not present

Emotions

Reasoning

Sharing without common point

of reference

4


Symbol Object –3 D duplicate, 3 D partial, 2 dimensional

Concrete Abstract

=

Duplicate

twodimensional

5


Symbol Picture –based on visual and physical interaction (i.e. interaction with object)

Concrete Abstract

colored photo B&W photo colored picture B&W picture

CokeSodaPop

Writing/Braille



Vocabulary “The focus of what we are trying to say”

Concrete AbstractBehaviorviewed as

having meaning,

Reflexive, not planned

Behaviorviewed as

having meaning,

Behavior intentional

Do for self

Behavior intentional and

directed towards

another person to get or stop…

Representationof meaning

replaces behavior

Clear connection

between representation and meaning

Representationof meaning

Abstract connection

between representation and meaning


Concrete Abstract

8

System “How we organize what we are trying to say”


System “How we organize what we are trying to say”

Concrete AbstractActual item

Immediate

Representationof Item

Immediate

Representation of items

Begin Distancing

Generalization


Distanced in time and space

Used for a verity of needs


organized to replicate literacy

structure

9



Pre-Symbolic Symbolic

Interaction

Behavior/Action

System

Collection of Symbols, Structure and rules of use, Concrete vs Abstract

Exploration for self, me myself and I(self)

Concrete to Abstract, Meaningful to Self vsMeaningful to Others

Exploration/interaction with anotherUse other as tool, shape their behavior (self vs other)


Level of Complexity for

Content

Familiar

Unfamiliar

Meaningful/Functional

VocabularyPre-Symbolic

Symbolic

System

Concrete Process

Complicated Process

Sensory Channel Accessed



ContentFamiliar Unfamiliar Meaningful/Functional

Vocabulary Pre-Symbolic

Symbolic

SystemConcrete Process

Complicated Process







Symbolic


Complicated Process






Symbolic


Complicated Process






Symbolic


Complicated Process







Symbolic


Complicated Process






Symbolic


Complicated Process


If you can read this please

stand up.

F Likes/Dislikes

F Strongest Sensory Input Channel

F Concrete Routines (day-activity-interaction)

F Repeated Opportunities

F Student shows anticipation for next step

F Carry Over Home/School (preference not mandatory)

F Pick one activity

F Sensory Channel Used to Experience Activity Matches Preferred Primary or Secondary Channel

F Create Accessible Symbol

F Present Symbol Close Range then Distance

F Have 3 or 4 Symbols that are Recognized Before Creating a Calendar Box (schedule system)

18

Putting the Pieces Together


Literacy for Students without Language

19

Environment

Literacy

Memory Vocabulary System

Personal ExperienceEmotional value

Mental processingBrain pairs mental & emotional valuesCommunication

Literacy for Students without Language

20

Personal ExperienceEmotional value

Mental processingBrain pairs mental & emotional values

EnvironmentResponsiveRepeatedConsistentReliable Sen. Channels

Literacy

MemoryMeaningfulPurposefulCause an Effect

VocabularyPre-SymbolicSymbolicConcrete to Abstract

Communication System

Structure for Vocab

Vocabulary BehaviorsLearned HelplessnessCompliance

EnvironmentLack of ResponsivenessLimited experiencesInconsistent randomWeaker Sensory Channels

VocabularySymbolicConcrete to Abstract

SystemStructure for Vocab

ACC replaces Natural Com Dev

Symbols in a systemLanguage

Action w/others in mind (msg)

symbolic/representational

Communication

Experience

Meaning

Reflex

Memory

Action for self, on purpose

Self & Environment


Communication Matrix

Level I - Pre-Intentional BehaviorLevel II – Intentional Behavior

Level III – Message, must know childLevel IV – Message, most would understandLevel V – Concrete Symbol, clear relationshipLevel VI – Abstract Symbol, little or no relationship

Level VII – Language, syntax rules and structure



4 Reasons to Communicate

Refusal

Obtain

Social

Information

24



7 Levels of Communicative Competencies

Pre-intentionalIntentional

Unconventional Pre-Symbolic

Conventional Pre-Symbolic

Concrete Symbolic

Abstract Symbolic

Language 25

LEVEL SALIENT BEHAVIORI. Pre-Intentional Behavior Pre-intentional or reflexive behavior that expresses

state of subject. State (e.g., hungry, wet) is interpreted by observer.

II. Intentional (Proactive) Behavior (Not intentionally communicative)

Behavior is intentional, but is not intentionally communicative. Behavior functions to affect observer’s behavior, since observer infers intent..

III. Non-conventional Pre-symbolic Communication

Non-conventional gestures are used with intent ofaffecting observer’s behavior.

IV. Conventional Pre-symbolic Communication

Conventional gestures are used with intent of affecting observer’s behavior.

V. Concrete Symbolic Communication Limited use of concrete (iconic) symbols to represent environmental entities. 1:1 correspondence between symbol and referent..

VI. Abstract Symbolic Communication Limited use of abstract (arbitrary) symbols to represent environmental entities. Symbols are used singly.

VII. Formal Symbolic Communication Rule-bound use of arbitrary symbol system. Ordered combinations of two or more symbols according to syntactic rules.


Communication level

Pragmatic Features (States, Function and Intents)

Level IPre-intentional behavior

STATES expressed by behaviors (as interpreted by caregivers)

Discomfort, Comfort, Interest/Excitement

Level IIIntentional behavior

FUNCTIONS that behaviors serve (as interpreted by caregivers)

Protest/reject, Continue pleasurable action, Obtain more of something, Attract attention

Level IIIUnconventional pre-symbolic communication

INTENTS for which behaviors are used by child

Refuse/reject, Request more of an action, Request a new action, Request more of an object, Request a new object, Request attention, Show affection

Level IVConventional pre-symbolic communication

All of the previous INTENTS +

Greetings, Offer/Share, Direct another person’s attention to something, Polite forms of address (please, thank you), Confirm/Negate (yes/no), Ask Questions



Communication level

Pragmatic Features (States, Function and Intents)

Level VConcrete symbolic communication


Request Absent ObjectLabel

Level VIAbstract symbolic communication


Comment

Level VIIFormal symbolic communication (language)


Abstract, subtle, sophisticated intents


Communication Modes Associated with Each Level of Communication

Communication Level Vocal/Speech Motor/Gestural

Electronic Technology

2- and 3-dimensionalSymbols

Level IPre-intentional behavior

Cry GurgleCooGrunt

Head and limb movementsPostural changes Facial expressions

Level IIIntentional behavior

FussBabbling sounds

Gaze at object SmileAvert head Approach objectMove away from Push awayTake object

Contingency awareness(not communication)

Level IIIUnconventional pre-symbolic behavior

LaughWhineScream

Eye contactManipulate person

Calling device

Level IVConventional pre-symbolicCommunication

Intonated sound patternsVocalizations accompany gestures

Alternating gaze ShrugOpen palm Hands up/out Point Extend objectNod/Shake head WaveKiss/Hug/Pat Raise handTouch object, person

Two-choice optionMore/finished option

Level VConcrete symbolic communication

Mimic sounds of objects

Iconic gestures (mine. come, sit)Pantomime action, object

Selection of concrete 2- or 3-dimensional symbols

Concrete 2-dimensional symbolsConcrete 3-dimensional symbols

Level VIAbstract symbolic communication

Single spoken words

Single manual signs Selection of abstract symbols

Abstract shapesAbstract graphicsWritten wordsBrailled words

Level VIIFormal symbolic communication (Language)

Combinations of 2 or more spoken words

Combinations of 2 or more manual signs

Selection of combinations of 2 or more symbols

Combinations of 2- and 3-dimensional symbols



Billy Madison 9/1/2010

Billy Madison 9/1/2010 5/1/2011


Communication to Literacy to Common Core

34

Outcome

EssenceSkills/Concepts

Accommodations

Student’s connection to the worldLikes/Dislikes, Strongest Sensory Channel, PersonalityCommunicative Competency, Meaningful/Functional,

Personal Experience, Consistent Responsive Environment

Environment’s means/ability to create accessibility on student’s level of

comprehension




Skills/ConceptsLanguageWord MeaningEmergent Literacy SkillsObject DiscriminationSight WordsTurn-TakingVisual DiscriminationVocabulary Words

Possible AccommodationsAAC SystemPictures/picture symbols


Possible AccommodationsAAC SystemObject SymbolsCalendar Box


Possible AccommodationsAAC SystemPicture SymbolsVoice Output DeviceAdapted Keyboard

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