Understanding Communication and Cognition and Students with special

needsAlice Hammel, Virginia Commonwealth and James Madison

Universities

The Basics of a Label-free Approach

• Use labels to gain general information

• Concentrate on Music Teaching and Learning

Teaching Music to students with autism

• Follows same approach

• Domains

CommunicationThe Communication Domain

Communication“The ability to receive, send, process, and comprehend concepts of verbal, nonverbal, and graphic symbol systems” (Heflin & Alamo)

Communication Process

Receive Information

Understand and Process Information

Commit to Long Term Memory

Express Understanding

Receptive LanguageReceptive language refers to the ability of a

student to receive and process/decode information.

Receptive Language

Expressive Language

Expressive Language

Expressive language is defined as the ability to use symbols of language to express thoughts

(Lewis & Doorlag, 2006)

Specific challengesWithin the Communication Domain

Eye contact

• Gather information

• Indicate interests and emotions

• The intent of others can be very confusing

Why? • Attention has been drawn elsewhere• Anxiety related to the expectations of the

classroom at the moment• Sensory input needs (hypo or hyper)• Delay in cognitive processing necessary to

comprehend or retain information

Joint attention• Attending to the interest of

others

• This can be extremely difficult.

• Some students are not interested in engaging with others, their objects, or situations.

• An inability to process via eye gaze, theory of mind, or other means can exacerbate joint attention miscues.

Accommodation/Modification EXAMPLEs

• Provide simple and clear instructions. Individual instructions for a specific student can be very helpful.

• Partner written instructions with other modalities (aural, kinesthetic)

• Establish a communication journal between you, the special education team, and the parents/guardians (if possible).

Accommodation/Modification EXAMPLEs

• Utilize digital video and audio recordings for students to take home and practice

• Communicate instructions in a multi-modal way

Alternative Communication

The Skoog

Other Alternatives• Big Mack (able net)• Sign Language• Clickers

Makey makey

Social Stories• As individual books

• Using pictures of the student

Let’s Make Music

• I Love My Little Rooster

• Ultimate Guitar (hold hand)

• Find your Family (rhythm/solfege)

• Hungry Caterpillar

Hungry caterpillar

CognitionThe Cognitive Domain

Cognitive Domain• The ability of a student to receive, process,

and commit information to memory • (Davis, Gfeller, and Thaut, 1999)

Cognitive Domain

Receive through sensory receptors (i.e. ears, eyes, etc.)

Understand and process information

Commit to long term memory

Central Coherence

• Central Coherence Theory

• Focus on the local rather than the global aspects of an object of interest

Theory of mind

• Trouble predicting actions, intent by assuming beliefs or state of mind

• Tone of voice

• Often cannot understand looks, glances, figures of speech, tone of voice, etc.

Executive Function• Motor Planning

• Multi-step directions

• Megacognition

Strategies for Music Teachers (all levels)

• Observe student in other settings and specifically attend to cognitive issues

• Self-assess delivery of material during class/rehearsal• Are there ways to make the cognitive process easier

for the student

• Discuss and strategize with the special education team and parents

Accommodation Modification EXAMPLEs

• Modify projects, assignments, and exams to include less material but the same expectations (if possible)

• Provide peer support for re-directing or simplifying directions

• Allow for pull out time with a peer or team teacher to reinforce understanding

Accommodation Modification EXAMPLEs (secondary performance)

• Have a student perform only what he can contribute to a meaningful performance.

• Provide material well in advance.

• Rehearse a segment and allow a student to practice this exact segment individually before continuing in the piece.

Elementary Activities to strengthen the cognitive domain

• Jack in the Box• Lucky Stuff

Active Social Engagement

Challenges• Little interest in objects of

people

• May not play simple interaction games

• May not laugh or smile in response to positive statements

• Limited interest in social speech, imitation, and joint attention

• Lack of social function or understanding of social cues

Socialization and Academic Progress

• Social communication and academic progress are inherently linked

 

• We learn by observing others and through witnessing the outcomes of those behaviors

Fundamentals of Social Development

• Social speech• Collaborative play• Eye contact• Joint attention

Let’s make music!Pass the Ball

We are the Dinosaurs

Other Challenges for Students with special needs

• Language Delays

• Age Appropriate Interests

• Difficulty interpreting behaviors and emotions

• Difficulty interpreting facial expressions that include emotion

Socialization Strategies

Considerations for lesson planning

• Imitation

• Fine motor movements

• Motor planning

• Taking turns on instruments

• Performing partner songs

Social Stories• As individual books

• Using pictures of the student modeling appropriate social behavior

• “Setting up” social scenarios

Lets make music!Lucy Locket

Great Big House in New Orleans

Strategies for Educators

• Eye Contact

• Appropriate Responses

• Joint Attention

Interest• Finding interests

that connect students

• May not be typical or age appropriate

I love to Laugh

• The Prism Project

• Theory of Mind (revisited)

• What is means to be funny

• Telling Jokes

I love to laugh

Other considerations• Appropriate Atmosphere

• Reverse Inclusion Opportunities

• Pairing or “Buddying Up”

• Literal Explanation (slang, etc.)

Lets MoveUp, Up, and AwayBach Movement

Reverse Inclusion• Students who are

neurotypical may be included in music settings with students with autism. Some models of this include:

• ASSET (Autism Spectrum Support Education and Training)

The Prism Project: Hip-Hop Experience

Concluding thoughtsAlice Hammel

hammela@me.com