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Bridging the Gap Between Communication and Behavior
Transcript of Bridging the Gap Between Communication and Behavior
Erin Farrer and Emily Maxwell
“The fact is that people are good, give people affection and security, and they will give affection and be secure in their feelings and their behavior.”
Means of Communication
What works for the student?
The hundreds of cables that hold the road deck could damage the bridge by vigorous shaking caused by slow winds
...Elements of Good Communication
Why and How?
Behavior = Communication!
Conversations you have had...?
Avoid the fly-swatter effect!!!
The key is to find options in meaningful ways to communicate AND meaningful communication..... (follow-up video)
It is not gusting that makes the cables move but a phenomenon called vortex shedding
Slow winds creates alternating low-pressure vortexes on the downstream side of the object. The object will tend to move toward the low-pressure zone.
Different pressures result in the movement of the cables
Helical Spring Shape
A helical strake is attached to most of the steel chimneys
The helical strake on this steel chimney reduce drastically the effect of vortex shedding
Back to cables
All cables that hold the deck of the bridge also have this helical shape to prevent vortex shedding
Behavior is Communication
Elements of Good Communication
So how do we address behaviors and communication?
Functions of Behavior
Get/obtain activity or attention (to connect)
Automatic or self-regulatory (coping)
Reasons for Behavior issues (From "Ain't Misbehavin'")
Quality of Life
Routines need to have a beginning and an end
Students need to be able to understand what is expected of them
Use consistent responses
Refer to topic of routine frequently
Routines must have MEANING!
Students will communicate with us.
All behavior is communication.
When negative behavior does not produce the result the student wants, that behavior may decrease
The student needs to be able to communicate “I don’t want” as well as “I want”.
Always replace one behavior with another.
Quality of Life:
Increase quality of life by offering choices.
Always respect and acknowledge the student’s choice.
Ensure activities and routines are meaningful to the student.
Implement as many motivating and enjoyable activities in routines as you can.
Always ask yourself “What would I be getting out of this activity if I were the student”?
Positive, negative, and everything in between!
ABCs of Behavior- 3 term contingency
Respect the communication
Don't expect to eliminate behaviors - replace!
"People don't change their behavior unless it makes a difference for them to do so." - Sharon Stone
Make something happen
Stop something from happening
Reactive vs. Voluntary
Touch and Reach
Topic of mutual interest
have a meaningful way to communicate?
Examples of behaviors from you
Our example... but first- a little background
Interventions can happen at each of the points in the contingency
Always need to have a replacement behavior
Equal or less effort
Must HONOR THE FUNCTION
Be prepared for an “extinction burst”
Track and monitor progress
Change intervention as needed
What did you see?
Dr. Cathy Nelson &
Dr. Robin Greenfield
Get/obtain an item/activity or preferred stimulus
Tying the two together
What are some means for communication you are supplying your students with?
Voice output devices
Text to speech/speech to text
The main thing is to keep the main thing the main thing
"Forget about cognition without rapport." - Dr. Jan Van Dijk
Recognize attempts to communicate
Provide appropriate means of communication
= decrease in inappropriate behavior, increase in communication and appropriate behavior
Some things from the video:
1) environmental strategies such as meaningful and motivating activities, taking turns, and making choices;
2) anticipatory strategies, such as cues and calendar systems; and
3) calming strategies, such as bringing the child to midline, deep touch, and using a soothing voice.
"The researchers hope that a major application of the results will be to help teachers examine what they are doing to ensure that activities are meaningful, students are actively engaged and motivated, and that students are given a way to know what’s going on and what’s coming up. It is hoped that the study will encourage teachers to carefully consider whether certain classroom practices and routines might be causing stress in their students.."
Research Update: Stress and Children who are Deaf-Blind
by Maurice Belote, Project Coordinator
Communication Intervener Training
January 24, 2014
Elements of Communication
Means or mode of expression
Share an experience you had this morning with your neighbor and identify the elements
Share an experience you've had with your student and identify the elements
Follow the topic
Prepare student for activity
Let them know what will happen
Provide opportunities to communicate
Provide consistent prompts, cues, and feedback
Finish activity and indicate that you are finished
Good Conversation should...
Involve turn-taking between child and adult
Follow the child’s lead
Have a playful atmosphere
Wisdom from Dr. Van Dijk
The goal in programming for individuals who are deaf-blind is "bringing the person to conversation."
Conversational dialogue is established and gradually becomes more sophisticated and symbolic
Eliciting communication symbols
Defined: Resonate= to evoke a feeling of shared emotion or belief
Encourage student to move from self-regulatory behaviors to more interactive ones
Join in the student’s behavior and develop it into turn-taking behavior
Respond to student’s actions as communication
Promote attention to and participation with others
Coactive Movement vs Coactive Manipulation
Extension of resonance
Follows child's lead, child follows your lead
Movements become chains/sequences
Start-stop form utilized
Chain can be altered
Response to alteration= communication
Only used as necessary
Hand under hand functional routines
Used to extend limited movements, patterns
Refuse, Obtain, Social, Information
How to Elicit.....