Presymbolic Communication

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Please respond to each discussion questions. I have include resources and the senario where the discussion came for,.

Hello class!(ja)

There were various places in the routine where Julie attempted to communicate. The two ways that stood out to me were part of unconventional communication. The first instance, Julie gazes up at the door as she was getting impatient to go outside. This was her signaling, or communicating, that she was ready and eager to get outside. The second instance was on the way back inside where Julie began crying because they were all done playing. This was her expressing, or communicating, that she was not ready to be done and wanted to remain outside.

While there were various places where Julie was able to elicit communication, there are some strategies that could have been used to elicit even more opportunities for communication throughout this routine. One strategy would be to pause and wait expectantly for a response. This is typically implemented during an intervention of establishing a routine. This opportunity could have been presented when Luke said, “Finished with,” and signaled that. However, he could have posed it as a question giving Julie the opportunity to signal acceptance or rejection to this request. Another place of intervention to provide an opportunity to elicit communication would be to identify a choice for Julie. This could have been done in the sandbox when they were playing with the toys. Rather than choosing the toy Julie and Billy were going to play with, Luke could have presented Julie with two choices, “Cars or shovels to play with in the sand?” This would have allowed Julie to make a choice and communicate that with her teaching assistant and her friend.

(ant)There were two specific times that stuck out to me that showed that Julie was attempting to send some type of message. The first being when she was waiting on Luke to go out to recess and was repeatedly looking at the door. This was a way for her to express her impatience and desire to get out to recess. The second was when Julie began to cry as she was going back into school after recess. It can be assumed that this response was elicited because Julie did not want to return to school and wanted to continue playing for recess.

When looking to expand presymbolic communication, one of the first strategies I’d incorporate would be assigning meaning to certain gestures/movements/facial expressions. Yes/no could be represented with a smile/frown, quick blinks/prolonged blinks, or a switch. Another useful strategy could be proposing things as question and waiting for a response rather than just speaking to/at Julie. There were instances in the routine where things were done that Julie may not have wanted done. Rather than waiting for Julie’s response or approval, things were just done with little regard for her wants. The boots would be a good example of this. If Julie did not want to put her boots on, there wasn’t any opportunity for Julie to express that. That’s an issue that I think could be solved simply by allowing Julie more time to respond and develop a system of communication, even if it is as simple as taps or facial expressions.

Resources:

https://www.unr.edu/ndsip/english/resources/tips/u…

https://www.unr.edu/ndsip/english/resources/tips/h…

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