ICDL SoCal Inst Communication - J. Feder

8/7/2019 ICDL SoCal Inst Communication - J. Feder

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Receptive and Expressive

Communication

The Quickest of Surveys of the

back side of the FEDL



The theme: What if?

� For each of these examples on these lists

� I try to think of what it looks like

� What new ability it reflects for the child� And what it looks like if it isnt there

� And examples of that too



Response to the Sounds, Gestures and Verbal

Communication

(in back and forth reciprocal interactions forcommunication)

1. Orient to the auditory source in the environment (auditory figure ground). (0-2 mo)*

2. Attune to key tones in anothers vocalizations. (0-2 mo)3. Respond to key gestures in another interaction. (2-4 mo)

4. Respond to key words in another interaction. (4 7 mo)

5. Switch auditory attention back and forth between self and others (self monitor,other monitor & integration) (5-8 mo)

6. Follow directions (record # ___). (simple 8 10- mo roll it to me!; more and morecomplex with age)

7. Understand questions (simple 11-15 mo What do you want? Ba! Oh, ok youwant the ball!, complex 18-36 mo)

(how, who, what, where, when, what if, if then).

8.Engage in conversations with abstract ideas (36-48 mo, i.e. symbolic and logicalsocial problem solving)



Ages of stages disclaimer

� Approximations

� Based on experience

� And reading� And open to discussion, correction,and

clarification

�(To paraphrase Bone McCoy: Im a psychiatrist,not a speech and language therapist!)



1. Orient to the auditory source in the

environment (auditory figure ground).

(0-2 mo)*

� Babies can do this mom vs. stranger

� People with ADHD do this constantly

inability to suppress orienting

� What if you dont orient?

� What if you cant discriminate whats

important?

� What if you cant organize your head to move?



2. Attune to key tones in anothers

vocalizations. (0-2 mo)

� oooooooo.. vs. ooooooooo!

� Think about Chinese, and other languages,

where tone conveys concrete meaning.� Now think about the emotional tone that

vocalizations always convey.

�

And what if you cant do this?



3. Respond to key gestures in another

interaction. (2-4 mo)

� A visual thing

� Or tactile

� Again, there is emotional tone in these� And these convey more specific meaning, over

time

�But at this point it is figure-ground

� And if the child cant do this?...



4. Respond to key words in another

interaction. (4 7 mo, and beyond)

� Sweetie!

� Heres daddy!

� No! (Dont put you finger in the socket, youcrawling baby)

� What does it look like if the child cannot do

this?



5. Switch auditory attention back and forth

between self and others (self monitor, other

monitor & integration) (5-8 mo)

� Makes possible anticipatory games such asback and forth cooing; helpful in peek a boo

too

� When the child cannot do this, there is noorganized reciprocal auditory based

communication� May need to support development using more

modalities, e.g. tactile



6. Follow directions (record # ___). (simple 8

10- mo roll it to me!; more and more complexwith age)

� Processing and comprehending auditory information

� This has a behavioral feel to it

� but compliance is important, just not as important as engagement

� this is about basic comprehension

� Remember that affect plays a key role in comprehension

� And every time is different, because the affect in a situation is NEVER thesame twice

�

But the factual comprehension of a command should have robustcognitive stability

� And you do not have this cognitive stability of auditory processing, you donot comprehend and you do not do it, and people become frustrated withyou for ailing to comply.



7. Understand questions (simple 11-15 mo

What do you want? Ba! Oh, ok you want

the ball!, complex 18-36 mo)

� Critical to supporting a childs capacity to initiate

� Gives the child the freedom to express desres in a

supportive environment

� What happens if the child cannot understand?

� What happens if the adults do not give the child

an opportunity to initiate?� Increasing complexity: how, who, what, where,

when, what if, if then.



8.Engage in conversations with abstract ideas

(36-48 mo, i.e. symbolic and logical social

problem solving)

� Here it is the holy grail of therapy

�And we have so many people who cannot do thisbut can talk at us.

� Dont be fooled.

� Look for the shared meanings of words early on

� Be careful that you arent filling the logic for the

child.



U se of Vocalizations, Gestures, Words and

Language for Communication

(in back and forth reciprocal interactions forcommunication)

1. Mirror vocalizations with the intention to communicate [2-4 mo]

2. Mirroring gestures with intention to communicate. [2-4 mo]3. Intentional use of unique non-verbal gestures to convey intentions. [4-6mo]

4. Intentional use of affective tones and sounds to convey intentions. [4-6 mo]

5.Uses single meaningful words to convey intentions, actions and desires. [8-14 mo]

6. Uses two word phrases meaningfully. [18- 26 mo]7.Uses sentences meaningfully. [20 36 mo] DANGER

8. Uses phrases and sentences in back and forth exchanges with a logical flow.[26 48 mo] DANGER



1. Mirror vocalizations with the intention

to communicate [2-4 mo]

� Coos back while looking

� Babies are only sometimes in a state in which they cancommunicate

� But they need to be able to sometimes

� And if they cant do this, what do you think it lookslike?

� A mother whos baby isnt cooing backthink aboutthat

� If mother is depressed, will people notice?� Will the baby have less of this developing if she is not

stimulated?



2. Mirroring gestures with intention to

communicate. [2-4 mo]

� When is it mirror neurons firing e.g. with

sticking out ones tongue, and when is it true

intent to communicate?� Does the baby laugh? (multimodal).

� And if the baby cant gesture?

� Notice, again, the overlap with other areas visual, postural, executive function, etc.



3. Intentional use of unique non-verbal

gestures to convey intentions. [4-6 mo]

� Now the baby can make up his own games and

meanings and he often invents drop the bottle

� Think about what the absence of this would look

like.

� Could the baby co-create a relationship?

� Will we allow the baby to use these? What if wedont because they are not what we expect as

appropriate?



4. Intentional use of affective tones and

sounds to convey intentions. [4-6 mo]

� Ever hear a baby sing a sigh to get you to dosomething?

� And if the baby is unable to do this, unable to useher voice to let you know how she feels?

� Will she feel frustrated? Misunderstood?

� Will her inability to communicate affect and ourresultant inability to understand her rob her of the experience of feeling understood and thusimpede her ability to develop empathic capacity?



5.Uses single meaningful words to convey intentions,

actions and desires. [8-14 mo]

� Amazing power at a distance

� Will we allow him to express this andexperience that power?

� And, again, what if he is unable to pull out aword to express himself?

� (Psychiatrists note: Topamax and some other

medicines can rob people of word finding)� Child development for dummies: 18 words by

18 months



6. Uses two word phrases meaningfully.

[18- 26 mo]

� Child development for dummies: two words by twoyears

� Exponential increase in power: cat bite!

� Specificity of communication, clarity of communication, and affective expressiveness

� It is enough for most guys communication most of thetime

� If it isnt there, if it doesnt happen, what do you have?

� Think of your adolescent or adult clients who have onlysingle words, and how impaired they are because theycannot put two words together



7.Uses sentences meaningfully.

[20 36 mo] DANGER

� The ability to participate in fantasy in a more robust,symbolic manner you can be a princess, or asuperhero

� And when it isnt there, it is very hard to engage insymbolic solutions to problems

� Sentences, even if present, arent always meaningful

� They might have been trained

� They could be perseverating at you, without it serving areciprocal purpose per se (COMMON ERROR)



8. Uses phrases and sentences in back and forth

exchanges with a logical flow. [26 48 mo]

DANGER

� The sine qua non of social problem solving capacity makes true negotiation of issues possible

� Such abilities are not always present it is a dynamicability all people lose this ability at times, e.g, whenunder stress (think about when you have beenirrational even in adult life)

�

Failure to develop leaves a person unable to truly dealwith reality in a manner that allows a person to stepback, solve the problem, and take reasoned action



DMIC 400.

Language Disorders with Compromises in.

401. Self Regulation and Interest in the World (0-3 months)

401.1 In Comprehension

401.2 In Production

401.3 In Both

402. Forming Relationships: Affective Vocal Synchrony (2-7 months)


402.2 In Production

402.3 In Both

403. Intentional Two Way Communication (8-12 months)


403.2 In Production

403.3 In Both

404. First Words: Shared meaning in Gestures and Words (12-18 months)


404.2 In Production

404.3 In Both

405. Word Combinations - Sharing Experiences Symbolically (18-24 months)


405.2 In Production

405.3 In Both

406. Early Discourse - Reciprocal Symbolic Interactions with Others (24-36 months and beyond)


406.2 In Production

406.3 In Both

each characterized by seven modalities:

shared attention; affective engagement; reciprocity; shared intentions; shared forms and meanings; sensory processing and audition; motor planning,including oral-motor functioning

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ICDL SoCal Inst Communication - J. Feder