CDCI Assistive Technology Tryout Center, Communication Connection!

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MAUREEN NEVERS, M.S. CCC-SLPVERMONT ITEAM

MAY 18, 2011

Let me show you! Using modeling to teach language

and communication skills

Vermont ITeam

Today’s Agenda

1.Modeling defined2.5 STEPS Planning Process

1. Targets2. Teaching3. Tasks and Tools4. Testing5. Team

3.References and Resources

Be alarmed…

“There is also strong neuropsychological evidence that very young children with complex communication needs require early intervention, and that the consistency and quality of the instruction they receive is likely to have a lasting impact on the level of linguistic and communicative competence they will ultimately achieve. Even so, few people are ringing loud the alarm bells.”

Augmentative Communication News: September 2006 Volume 18, No 3

What is Modeling?

Modeling is an instructional strategy where you show someone how to do something so that they can do it in the future.

What is Modeling?

As a strategy for learning language, modeling occurs when the partner communicates with the person in natural contexts using the modes and materials that the person is expected to use.

What is Modeling?

Modeling is a valuable teaching and learning strategy that is is important for learning language at any age or stage, but is critical for beginning communicators.

Modeling is key to intervention …

“Despite their diversity, the research reports summarized in this article all have a common thread…all studies investigate the use of aided AAC modeling as a key component of AAC instruction.”

Drager, 2010

Other Names Associated with Modeling

Aided-language stimulationNon-directive languageAugmented InputSystem for Augmenting Language (SAL)Aided Language ModelingAided AAC ModelingTotal Communication

Why do communicators need models?

Benefits of new forms are not obviousNo natural models to observe and imitateTelling doesn’t workLanguage learning requires ongoing support

Don’t just tell, show…

“We just can’t tell beginning communicators how to interact ... using AAC … We need to show them how to use the modes of communication … and demonstrate that using AAC works and can work for them.”

Augmentative Communication News: September 2006 Volume 18, No 3

Why is Modeling important?

Partners input is consistent with the expected output

Shows the person how the system can be used Sends message that the AAC system is an

acceptable form of communication Facilitates comprehension by providing

additional visual informationDemonstrates appropriate interaction skillsProvides opportunities for learning new

language concepts

Benefits of Modeling

Provides opportunities to observe the functional uses of the AAC system

Helps identify strengths and limitations of the systemSensitizes facilitators to difficulties in using the AAC

approachRequires facilitators to become competent users of

AACMakes communicative interactions naturally slower,

allowing more time for processing the languageEnsures language input will is relevant to the context

and needs of communicator

5 STEPS Planning Elements

Targets

Teaching

Tasks &

ToolsTestin

g Team

Learning outcomes, standards

Instructional methods, formats

Activities, themes, topics, materials

Formal and Informal Assessment

Personnel supports and services

TargetsWhat are the goals or outcomes

that I am hoping to achieve?

Potential Partner Goals

1. Set the stage for production of language using AAC.

2. Provide support for individuals who have difficulty understanding spoken language to increase their participation across activities and interactions.

3. Assist in eliciting target language forms (e.g. teach specific vocabulary, syntactic structures, or communicative functions).

4. Elicit target behavior as part of a prompt hierarchy.

Potential Communicator’s Goals

1. Learn meaning of vocabulary2. Increase use of morphological markers3. Expand syntactic structures4. Increase communicative functions5. Follow routines

…can be applied to nearly any individualized language or communication goal…

We aren’t great partners...

“Research shows that the partners of people with complex communication needs tend to ask predominantly yes/no questions, interrupt, take the majority of conversational turns, provide few opportunities for communication, and focus on the technology rather than the individual.”

Augmentative Communication News: September 2006 Volume 18, No 3

TeachingWhat are the instructional methods and approaches

associated with this strategy?

Modeling

Partner use of communication modes/materials

Partner represents:own wordscommunicator’s words instructor’s wordsothers’ words words related to the current situation….

Modeling challenges…

Limited AAC system Balancing use of AAC modes during

interactionsUnderstanding the demands on the

communicatorDetermining the amount of support neededSkilled trainers for partners

Partner’s Role/Responsibilities

Modeling requires that the partner: Understand what modeling is Understand the support necessary for the

communicator Know the target to model Be competent in using the AAC system Provide multiple opportunities for learning Be flexible for application in natural contexts

Don’t just tell, show…

“If a facilitator with competent communication skills cannot effectively communicate using a communication display, then we cannot reasonably expect the augmented speaker to develop communication competency with that display”

Elder and Goossens’, 1994

Communicator’s Role/Responsibilities

Modeling requires that the communicator: Pay attention Retain an image of the model to reproduce later Have multiple opportunities to practice the modeled

behavior Be motivated (internally or externally) to imitate the

behavior Make the effort to reproduce the model

Modeling Notes

Communicators need to experience models of their language

Aided language communication does not naturally occur, so we have to create this environment

Language is not learned through straight imitation, but through broad experiences of concepts, vocabulary and applications.

Give logical feedback for communicator’s attemptsFocus on the interaction, having a conversation as

opposed to “working on the system”Talk in short sentences while pointing to targets

Modeling Guidelines

Application is genuine, natural, meaningfulPartners are trained and supported Partners practice, with and without the communicatorSupports are accessible, availableSupports contain sufficient quantity of symbols

representing range of functionsModels are at and above student’s current expressive

skills - Model “one more stage” of language for the child Partners point to one or more symbols per utteranceCommunicator is not “required” to use the supportPartners comment, wonder, observe, notice…

Partner Modeling Strategies

Teach partners to become effective facilitators by using strategies such as: Responding to the child’s point of focus Using aided AAC modeling Using expectant delay Asking open-ended questions Use cuing hierarchy

What are the types of modeling?

1. Language Immersion2. Comprehension3. Production4. Prompt

Modeling as a Language Immersion Approach

Goal: setting the stage for production of language using AAC rather than eliciting it

Measured by: increase in person’s use of AAC modes and speech.

Focus is on activities and interactions, not instructionModeling and scaffolding occur

throughout the day In natural contexts With multiple partners who are competent users of the language

Learners experience people interacting with themLearners observe people as they interact with one another.Total immersion is ideal, but partial immersion is possible

Large Group Reading and Modeling in Classroom

Get Ready for Outside Language - Preschool

Modeling to Support Comprehension

Goal: provide support for individuals who have difficulty understanding spoken language to increase their participation across daily activities and interactions

Measured by: increase in comprehension and participation, possibly decrease in frustration or challenging behaviors

Trained facilitators use AAC paired with speech Examples:

speak + point to icons on device speak + sign speak + point to symbol + point to its referent

Examples: Visual scene displays (VSDs) Visual supports, such as calendards, schedules Written scripts

Modeling with a High Tech Device

Grocery Storehttp://www.youtube.com/watch?v=zE297KJ4p4U

Schedule on iPadhttp://www.youtube.com/watch?v=hhrNPRvXLJ8&feature=related

Modeling to Support Specific Language Target Production

Goal: elicit target language forms (e.g. teach specific vocabulary, syntactic structures, or communicative functions)

Measured by: child successfully uses targeted language forms in expanding contexts

Skilled clinician models the language target while speaking

May combine with scaffolding strategiesHelpful for young children or early

communicators who are learning language and using AAC for expression.

Navigating to “cut” after model

Modeling as Part of a Prompting Hierarchy

Goal: elicit target behaviorMeasured by: number of times child produces

the target behavior and under what circumstances

Adult/teacher models are commonly used as part of a prompt hierarchy to elicit specific behaviors Visual (point to), verbal (“say…”) and tactile (touch arm)

prompts are also often part of prompt hierarchiesCarryover and maintenance are also important

factors to track

YouTube Video Mom with Book

Goal: elicit target behaviorMeasured by: number of times child produces

the target behavior and under what circumstances

Adult/teacher models are commonly used as part of a prompt hierarchy to elicit specific behaviors Visual (point to), verbal (“say…”) and tactile (touch arm)

prompts are also often part of prompt hierarchiesCarryover and maintenance are also important

factors to track

Scaffolding and Response Strategies

Response strategies are modeling techniques that are specifically employed after the user has communicated a message.

Scaffolding is helps us determine “what” we model.

Scaffolded Response Strategies

imitate Partner repeats message that was expressed

by the communicatorrepeat

Partner repeats message that was expressed in another form (e.g. person standing at the door, partner says “go” and “out” with Core)

expand Partner adds to message (e.g. person says

“want”, partner expands to “want this”)

Scaffolded Response Strategies

connect Partner adds a connecting word (e.g.

because, and, then, so, but) to encourage person to continue.

correct Partner repeats message using the correct

grammar or marker (e.g. person says “that want”, partner models “want that”)

TasksWhat are the activities that will

provide an appropriate context for learning?

Modeling should occur…

During meaningful exchangesIn natural environmentsAcross contexts and activitiesAgain, and again, and again

ToolsWhat materials and supports will

be necessary?

Modeling Materials

No-tech Speaking only

Low-tech Paper-based tools Pair with speech

Mid-tech Recordable devices

High-tech Speech generating devices Personal digital electronic devices (e.g. iPad)

No-tech Modeling

Adult: “Tell me about Wilbur”

Student: “small”

Adult: “Yes, he is small”

Low Tech Book for Modeling

Modeling with a Low Tech Board

Modeling with Low Tech Materials

Emergency prep lessonhttp://www.youtube.com/watch?v=0-jL0wTJF2k&feature=related

Saying “help”http://www.youtube.com/watch?v=Cq7nfiBIrzA&feature=related

Modeling with a High Tech Device

Modeling with a High Tech Device

Grocery Storehttp://www.youtube.com/watch?v=zE297KJ4p4U

Schedule on iPadhttp://www.youtube.com/watch?v=hhrNPRvXLJ8&feature=related

Modeling Materials

It may be necessary to have separate or supplemental displays for the adults to use so that they have access to the greater volume of vocabulary

Modeling Materials

The only pre-requisite for modeling is that the communicator’s AAC supports have to be

available….

“See the child, see the device”

“See the communicator, see their ‘voice’”

Change is purposeful…

“Being an effective communication partner or AAC facilitator is not intuitive. It often requires one to change long-established, unconscious ways of communicating.”

Augmentative Communication News: September 2006 Volume 18, No 3

TestingHow will I evaluate the student’s progress towards the identified

outcomes?

Measuring Communicator Outcomes

increase in person’s use of AAC modes and speech.

increase in comprehension and participation, possibly decrease in frustration or challenging behaviors

child successfully uses targeted language forms in expanding contexts

number of times child produces the target behavior and under what circumstances

Outcomes of Modeling…

In addition to changing partner behaviors, Drager and her colleagues found that instruction in modeling resulted in increases in:

communicative turn-takinguse of communicative functionslengths of utterancessemantic diversitysyntactic complexity

Drager, 2010

TeamWhat are the resources and

supports that the Team will need to implement this intervention?

Opportunity is purposeful…

“While we know modeling is an important, if not key, instructional strategy, we also know that modeling does not flow naturally from environmental exposure and daily social interactions. Rather, it must be orchestrated…”

Augmentative Communication News: September 2006 Volume 18, No 3

The reality…

Few guidelines for how to modelFew people trained to modelMost people don’t modelCommunicators have a deficit of appropriate

input Communicators have few opportunities for

rich communication experiences

Partner Instruction Model

1. Pretest and solicit the partner’s commitment to learning the targeted strategy.

2. Describe the strategy. 3. Demonstrate use of the strategy. 4. Provide verbal practice of the strategy steps5. Practice implementing the strategy in controlled

contexts (i.e., in role plays with the first author). 6. Practice implementing the strategy in natural contexts

(i.e., book reading with the children). 7. Complete posttest and solicit the partner’s commitment

to long-term implementation of the strategy. 8. Demonstrate generalized use of the strategy.

Binger, 2010

Planning to Model

The Instructor models (shows or uses) the communication display:☐ targeted word(s) or language targets: ____________________________________________________________for:☐ a specific length of time ____________☐ a specific activity ____________☐ specific event/occurrence ____________ ☐ a defined quantity of models ____________

Resources and References

Binger, C. (2010) Teaching Educational Assistants to Facilitate the Multisymbol Message Productions of Young Students Who Require Augmentative and Alternative Communication American Journal of Speech-Language Pathology Vol. 19 108–120

Drager, K. (2009) Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC Perspectives on Augmentative and Alternative Communication 18 114-120.

Goossens’, C., Crain, S., & Elder, P. (1992). Engineering the preschool  environment for interactive, symbolic communication.  Birmingham, Southeast Augmentative Communication Conference Publications.  

Resources and References

Augmentative Communication News: September 2006 Volume 18, No 3Description: Modeling is the target topic of this issue of the ACN newsletter. This 11-page document is an excellent resource on this topic, and is available for anyone to download from the link below. Web address: http://www.augcominc.com/newsletters/?fuseaction=newsletters&V=18&C=CAN

Teaching Strategies - Modeling in Everyday ActivitiesMulti-page handout on how to use model.www.rockybay.org.au/download.cfm?DownloadFile=DDB0B2BF-1372