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Promoting CommunicationCue Hierarchy andElicitation Strategies
Kate HanaganNovember, 2011
“It’s the way youdo the things you do”
Promoting Communication:Cue Hierarchy
Cue Hierarchy
OWL Observe, wait, listen
A little Cue visually, verbally, tactilely
Repeated Cue, more supportive cues or Prompt
Model response may ask student to imitate
Cue or Prompt Hierarchy
A Mayer-Johnson
Reminder sign for
Staff.
Works well for all
Kinds of tasks
#1 OWLO bserve
W ait
L isten
Silence is hard for some staff We can learn silence is OK We can feel comfortable having a
nonverbal communication partner and having to wait a little more
If someone is thinking or composing their message, give them the time
WE Also work with device users to be faster when they can
#2 Cue where the information is missing helping a student see an opportunity or
need to communicate
helping the student understand what and when to communicate
helping the student understand how to effectively communicate
#2 Cue where the information is missing. helping a student see an opportunity or
need to communicate
helping the student understand what and when to communicate
helping the student understand how to effectively communicate
Give permission to communicate ”Go ahead, you seem to have an idea...”
Cue around the obligation ”W hen someone gives us a gift, we say THANK YOU!
IF you suspect the student has the communication skill but does not know when to use it
Cue for OPPORTUNITY -WHEN
Watch for the student’s possible intent or interest, observe and listen very closely. Notice changes facial expression. Look for clues about what this student likes
Following a pause in a high interest activity, the student will...DO WHAT to get the activity going again?
Cue for WHAT to communicate
12
make your hand available for the student to take and direct
say “Swing” and start the motion slightly
gestures, sign and symbol use can be guided
Cue HOW to communicate
try to only give as much support or “cued information” as the student needs
then try to reduce the amount of support
Cues often have mixed purposes (when, what and how)
Complete information may be needed for a new skill
a model or demonstration may teach about the OPPORTUNITY or OBLIGATION, WHAT to communicate and HOW to communicate
Same for a motor task
15
Model use of the specific words, gestures, signs or symbols
#3 Model communication
Verbal Models are everywhere Many of our students can not be successful
in a verbal mode of communication
Strive to make augmented systems as viable as we make verbal systems
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Model the whole system as much as possible. Help students see the function, value and how that system works
Model use of the specific words, gestures, signs or symbols
Promoting Augmented Communication
ACCEPT THAT COMMUNICATION!!!
We need to accept a huge number of the attempts our students make and shape toward desire outcome
Aim toward a more conventional communications- but don’t labor it
Working thru the hierarchy The student has succeeded at some level
even if with full support
Learning occurs with practice
Next time- less support
keep a sense of how much help or what level of cue the student needed before he responded
next time try to get the communication with less support
14
Benefits of a Cue Hierarchy
Using a cue hierarchy builds student toward independent spontaneous communications
Asking a larger number of questions builds student communication toward being a responder to questions and dependent on others to ask the right questions
14
Benefits of a Cue Hierarchy
The student moves to independence in communication of the cued communications
Asking a larger number of questions builds student communication toward being a responder to questions and builds dependence on others to ask the right questions
14
Benefits of a Cue Hierarchy
Staff can exchange information more completely if using the same or similar language terms (model, cue, guide, spontaneous)
Consistency helps students understand the instructional process easier and can put more attention on the target of instruction.
Examples of CUES I’m listening
After being greetedBody language that reflects listener’s
anticipation such as “the slow lowered head nod and pause” and “the big eyed cue”.
Often staff will tell a student: “When you are ready to…(go, eat, play a game) let me know” sets expectation of communicating for permission and making a request
Cues aroundCommunication Obligations
Communication ObligationsMany students need those nonverbal cues
and social communication expectations put on a more obvious concrete, visual, or “rule” level.
By naming a general kind of activity- students are often cued into what they can specifically ask for that they like. Such as “for literacy time you pick...”
Starting Cues – engage Verbal comments alone invite
communication
WOW! Look at that!Um, something smells good.
Information in, then wait
List options to give model information But DO NOT ASK A CHOICE QUESTION
We have markers, crayons, glitter... (wait).
We have.....Next cue may be, “see something good?”
Information in, offer a CHOICE
List options then ASK A QUESTION
We have..... (wait). SEE SOMETHING YOU WANT?
We have apples and pears. Which do you want?
Why a student may do better with 1 offer at a time
less processing needed
less concern with the best/right choice,
less pressured, felling controlled or in the spotlight
less need to act in specific amount of time
Bait and Wait- open
I statements are great comments and they give model information
I love free time! (Show point toward area with optional materials) (wait)
I think I want to ...um...look at a magazine. Yes, a magazine for me.
Markers, I love markers!
I statements with more specific content modeled
I smell cookies!!! (wait) I just love cookies!!!
I see you looking at those cookies.
Bait and Wait- closing in
3rd party cue cues broadcast to no one specific - can be
combined with the “big eye cue”
Anybody want anything, just ask.
Looks like someone needs help.
When I can’t open something, “help me please”.
Strengthen the cueI wonder....
Tell me ...
I need to hear from you...
(notice you have obligated a communication, but have NOT determined the content)
Strengthen the cue with amodel
I was hot, so I took off my coat.
You look hot!... We will be inside for a long time now.
“I’ll help, coat _____”
Fill in the blank Open ended prompt
We need to pour the ___(milk)
Someone please, open the ____(door)
You are reaching for the ___(orange)
a gesture can add even more information
Echolalic LanguageIncreasing Expressive Skills for Verbal Child
ren with Autism
by Susan Stokes
Cues that Work with Echolalic language
Language learning more likely done in chunks and phrases so completing an open statement is much easier than a question.
May echo part of what is said in a question, often a tag line breaks it up. We have apples and bananas, Which do you want?
SLOW DOWN often repeating what was said indicates difficulty processing.
close topics
split topics into a time and place
Cues that Work with Echolalic language
keep in the “here and now”
make language and concepts more concrete and available longer with visuals
use key words
rephrase with emphasis on key words
Cues that Work with Echolalic language
Some ways to address “permission to communicate”One example of “giving permission” would
be posting a list of things that students can have with a staff “OK”.
Having a list of student communication responsibilities is another idea
Some ways to address “permission to communicate”If a student knows what to say or do and is
waiting for permission, often giving a cue such as “go ahead” or “I’m listening” will result in student communication of what they had in mind.
Reminder of obligation and cues to communicateExample- Listing communication behaviors
on a picture schedule can provide order and a reminder that there is the need to communicate.
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Communication efforts need to be acknowledged
It takes a great amount of courage to put yourself out there with a large chance that you may fail to express yourself.
Acknowledging the message is important so that the student does not need to continue to send it.
Every requests cannot be honored, but can be acknowledged
The Big Communication Prize
student communications that are independent, spontaneous and true self expressions
highest possible level of language and communication achievement
situationally appropriate social interactions
Promoting Communication:Elicitation Strategies(everything else that supports communication)
13
People will communicate
more if listeners...
allow enough time use appropriate eye contact wait for and attend to others communications
4
Optimal Communication Environment
Communication Learning Opportunities
Active Student Involvement
In addition our Unique Learners need...
5
All Staff take part
Provide communication opportunities throughout the day
Encourage active involvement appropriate to the students’ development
Encourage the students’ communication skill development and use
11
Opportunities for Student CommunicationMay arise naturally when others observe,
wait, and listenOften are reduced when others anticipate a
student’s needs, talk for the student, appear uninterested or are unresponsive to a student’s communications.
12
Increase when listeners attend to the student’s interests and follow the student’s lead and pace
Are often reduced when there is a tight schedule or agenda with no flexibility for individual input or differences
Opportunities for Student Communication
9
presenting instruction and cues systematically---CUE HIERARCHY
using student specific communication modes (includes paper symbols, communication devices, signs, gestures, etc)
activity specific tools and means for involvement and communication (message switches, music choice lists, schedule boards)
Learning Opportunities and Active Involvement ...often requires
4
Optimal Communication Environment
physically accessible, safe and respectful
appropriate activities and expectations
meaningful materials
genuine interactions
4
addressing a variety of sensory channels
multiple opportunities to communicate and practice skills
monitoring for student understanding and presenting information in the most understandable way
containing conversational scope to the “here and now”
Learning Opportunities and Active Involvement ...often requires
Having fun! Enjoyment is our motivator too!
Learning Opportunities and Active Involvement ...often requires
Try to limit
frequently asking questions to obligate a response or get communications
filling all quiet time with less meaningful “noise”
attempting to maintain humor as the only form of connection
If you want to get a specific answer to a question Ask the question Questions are a part of our language
development too Ask questions consistent with
comprehension Be prepared to support the student thru the
process to answer your question
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BUT...If you want to develop communicationProvide an optimal environment
Elicit communication by use of a hierarchy of cues and variety of natural interactions, where questions are used less often
Know the students’ comprehension limitations and work within them
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Other drawbacks to questions
once asked a question, the listener tends to take the role as the “responder” and waits for the next question (like an interview)
creates unbalanced conversations
18
Other drawbacks to questions
generally 1-2 words is the language practiced when responding to a question
the questioner has the lead, picks the content, makes all the decisions, holds all the POWER
Prize our students self expression:GOLD Card
61
Please remember to CUE …
2
“It’s the way youdo the things you do”
Thank you!
Promoting CommunicationCue Hierarchy andElicitation Strategies
EXTRA SLIDES
65
21
Prompt or Cue Hierarchy
Bridge school's prompt hierarchy
Research shows “Wait time” has powerful educational effect
Start at 43seconds skip on to 1:15 to end
tip #7