Abstract
Developed by Dr. Susan M. Bashinski, Associate Professor of Special Education, Missouri Western State University
Note from Carol Westby, Word of Mouth editor: A few months ago, I received an email from the Early Childhood division of the Council for Exceptional Children with information about receptive and expressive dictionaries for persons with severe disabilities. I have found these valuable ideas to share with speech-language pathologists and educators serving nonsymbolic (i.e., presymbolic) students requiring intensive services.
These strategies represent elements of the Tri-Focus Framework for Partners (of learners who communicate without the use of symbols), which was published in Focus on Autism and Other Developmental Disabilities. [Siegel-Causey and Bashinski (1997). Enhancing initial communication and responsiveness of learners with multiple disabilities: A Tri-Focus Framework for partners, Focus on Autism and Other Developmental Disabilities, 12, 105–120.] The Tri-Focus framework considers the learner who is an individual with multiple disabilities; the partners who are persons who might engage or be engaged by the learner in a communicative interaction; and the environmental context that encompasses all aspects of the setting in which communication with a learner takes place—both the physical and social aspects in the environment.
Tri-Focus Strategies: Augmenting Input
To create a
Select tangible identifiers (i.e., OBJECT CUES) for each of the key persons/activities the learner encounters regularly (enter in column 1).
Match features of the tangible identifiers (i.e., OBJECT CUES) to the learner’s sensory preferences and skills.
Choose TOUCH CUES for each of the actions typically performed with the learner’s body and/or requests routinely made of the learner (enter in column 1).
Target TOUCH CUES at body parts to which the learner tolerates touch and can volitionally move.
Assign a unique MEANING to each TOUCH and OBJECT CUE selected (enter in column 2).
Determine corresponding behavior for the learner’s partners— What the partner will DO and/or SAY each time the cue is delivered to the learner (enter in column 3). What the partner EXPECTS the learner to do, each time, following the cue (enter in column 4).
Stress to all partners the importance of providing consistent cues to the learner, each and every time one of the events specified in the dictionary is to take place, in the manner specified.
Limit the number of entries in a learner’s initial receptive signal dictionary to the maximum number all communication partners can remember to consistently implement. (This will, most likely, range from three to seven signals.)
A receptive signal dictionary (i.e., an “augmented input dictionary”) targets development of a learner’s RECEPTIVE COMMUNICATION skills.
When preparing a receptive signal dictionary, it is helpful to first develop a worksheet by completing the following:
________ uses the following senses to gather information about the world: e.g., ________
She/he can move these parts of her/his body independently AND he/she does not mind being touched on these body parts (i.e., he/she tolerates touch in these locations): e.g., ________
_________ seems to prefer these types of sensory, motor, and perceptual input: e.g., ________
These persons/activities/requests need OBJECT/TOUCH CUES for: e.g., ________
Tri-Focus Strategies: Enhancing Sensitivity
To create an
Observe the learner in a variety of activities/environments, as well as with a variety of different partners.
Generate a listing of communicative signals OR potential signals by identifying any/all the body movements, facial expressions, vocalizations, and volitional responses a learner demonstrates.
Analyze the list from #2, above, of the learner’s responses to identify any patterns that might exist.
Select a few (4–7) of these (i.e., the most frequently occurring and/or the most essential to the learner) as the core signals with which to begin (enter in column 1).
Assign MEANING to each of these, considering the learner’s most likely intent (enter in column 2).
Determine corresponding behaviors for the learner’s partners: What the partner will DO each time each learner’s signal is observed (enter in column 3). What the partner will SAY each time each learner’s signal is observed (enter in column 4).
Stress, to all partners, the importance of responding to every occurrence of each signal immediately, consistently, AND in a manner that corresponds to the learner’s sensory and motor skills.
Limit the number of entries in a learner’s initial expressive signal dictionary to the maximum number all communication partners can remember to consistently implement. (This will, most likely, range from 3 to 7 signals.)
An expressive signal dictionary targets development of a learner’s EXPRESSIVE COMMUNI-CATION skills
When preparing an expressive signal dictionary, it is helpful to first develop a worksheet by completing the following:
Some of __________’s observable behaviors that might be treated as potential communicative signals include:
According to my best guess, these behaviors (SIGNALS) might have the following meanings (list professional guess-timates for each):
Receptive Signal Dictionary
Expressive Signal Dictionary
