Promoting Communication Cue Hierarchy and Elicitation Strategies

1. Promoting CommunicationCue Hierarchy andElicitation Strategies Kate Hanagan November, 2011

2. “It’s the way you do the things you do”

3. Promoting Communication:Cue Hierarchy

4. 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

5. Cue or Prompt Hierarchy A Mayer-Johnson Reminder sign for Staff. Works well for all Kinds of tasks

6. #1 OWL O bserve W ait L isten

7. 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

8. #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

9. #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

10. Cue for OPPORTUNITY -WHEN IF you suspect the student has the communication skill but does not know when to use it • 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!

11. Cue for WHAT to communicate • 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 WHATto get the activity going again?

12. Cue HOW to communicate • 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

13. Cues often have mixed purposes (when, what and how) • try to only give as much support or “cued information” as the student needs • then try to reduce the amount of support

14. 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. #3 Model communication • Model use of the specific words, gestures, signs or symbols

16. 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

17. Promoting Augmented Communication • 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

18. 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

19. Working thru the hierarchy • The student has succeeded at some level even if with full support • Learning occurs with practice

20. 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

21. 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

22. 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

23. 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. 14

24. Examples of CUES • I’m listening

25. Cues around Communication Obligations • After being greeted • Body 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

26. Communication Obligations • Many 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...”

27. Starting Cues – engage • Verbal comments alone invite communication WOW! Look at that! Um, something smells good.

28. 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?”

29. 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?

30. 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

31. 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!

32. Bait and Wait- closing in • I statements with more specific content modeled I smell cookies!!! (wait) I just love cookies!!! I see you looking at those cookies.

33. 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”.

34. Strengthen the cue I wonder.... Tell me ... I need to hear from you... (notice you have obligated a communication, but have NOT determined the content)

35. 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 _____”

36. 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

37. Echolalic Language • Increasing Expressive Skills for Verbal Children with Autism by Susan Stokes

38. 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?

39. Cues that Work with Echolalic language • SLOW DOWN often repeating what was said indicates difficulty processing. • close topics • split topics into a time and place

40. 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

41. 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

42. 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.

43. Reminder of obligation and cues to communicate • Example- Listing communication behaviors on a picture schedule can provide order and a reminder that there is the need to communicate.

44. 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 19

45. 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

46. Promoting Communication:Elicitation Strategies(everything else that supports communication)

47. allow enough time • use appropriate eye contact • wait for and attend to others communications People will communicate more if listeners... 13

48. In addition our Unique Learners need... • Optimal Communication Environment • Communication Learning Opportunities • Active Student Involvement 4

49. 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 5

50. Opportunities for Student Communication • May arise naturally when others observe, wait, and listen • Often are reduced when others anticipate a student’s needs, talk for the student, appear uninterested or are unresponsive to a student’s communications. 11