| Home | Site TOC | Site Search | Publications |

by Linda Hagood
© TSBVI 1997 - 386 pages ($45.00) Order # 59432CRP
Also available on disk - MAC or DOS (textfile-no forms) Order # 59432CRD
Order Form/Pricelist - Windows RTF - 190k
Order Form/Pricelist - PDF - 239k

Go to Table of Contents of this book

Teach your student how to communicate & learn how to communicate with your student who has little or no language or has beginning formal signed or spoken language. This resource guide offers a broader approach to teaching communication than is found in more traditional curricula.

• A model for teaching communication
• A process approach to assessment
• Principles for selecting communication targets
• Current approaches to teaching communication
• Context selection for teaching communication
• Sample activity routines
• Strategies and problem solving
• Why and how to use a standard tactual symbol system
• Building quality interactions with children who are deafblind
• Reproducible forms for assessment and evaluation, lesson plans/activity routines for diagnostic teaching

Go to top

Contents of Communication:A Guide for Teaching Students with Visual and Multiple Impairments

by Linda Hagood

Chapter 1: Introduction

• Intended Users and Population
• Philosophy
• A Model for Teaching Communication
  • Table: Major Goal Areas for Communication Programming
• Ways in Which a Visual Impairment Can Affect Communication in a Child with Severe Disabilities
• Ways in Which Deafblindness Can Affect Development of Communication
• Summary

Go to top

Chapter 2: Assessment

• Current Approaches to Assessing Communication Skills
  • Norm-Referenced Testing
  • Activity Routine Discrepancy Analysis
  • Informal Assessments
  • Table: Nonstandardized Approaches to Assessing Communication Skills
• The Process Approach to Assessment
  • Table: Process Approach Assessment Information
• Sequence of Assessment
  • Table: Sequence of Assessment
  • Step One: Communication Screening Questionnaire
  • Step Two: Communication Sampling in Natural Contexts
  • Table: Communication Sampling
  • Step Three: Scripted Sampling
  • Step Four: Diagnostic Teaching
  • Step Five: Compiling the Information
  • Table: Compiling Assessment Information
• Summary

Go to top

Chapter 3: Planning Instruction

• Principles for Selecting Communication Targets
• General Approaches to Teaching Communication
  • Van Dijk Methods
  • Calendars
  • Table: Examples of Communication Goals Taught Using Calendars
  • Table: Considerations in Developing a Concrete Calendar
  • Joint Action Routines
  • Hanen Techniques/Ecological Communication System
  • Unit Teaching/Thematic Instruction
  • Table: Sample Communication Objectives for a Unit on Water
  • Table: Sample Communication Activities for a Unit on Water
  • Incidental Teaching
  • Table: Examples of Incidental Teaching
  • Engineered Environments
• Selecting the Best Method for Your Student
  • Table: Overview of Methods-93
• Selecting Contexts for Teaching Communication
  • Teaching Communication as an Infused Objective
  • Teaching Communication as a Primary Objective
  • Using Routines as Contexts for Teaching Communication
  • Stages in the Development of Routines
• Summary

Go to top

Chapter 4: Sample Activity Routines

• Introduction
  • Table: Sample Lesson Plan/Activity Routine
• Level 1 Activities
  • Characteristics of Routines
  • Foot Massage
  • Snack Making
  • Grocery Shopping
• Level 2 Activities
  • Characteristics of Routines
  • Foot Massage
  • Snack Making
  • Grocery Shopping
• Level 3 Activities
  • Characteristics of Routines
  • Snack Making
  • Grocery Shopping
• Summary

Go to top

Chapter 5: Strategies and Problem Solving

• Communicative Form: Transition to New Forms
  • Table: Communicative Forms
• Communicative Form: Voice Output Devices
• Social Interactive Skills
• Communicative Functions: Intentionality
• Communicative Functions: Choice-Making
• Communicative Functions: Beyond Labeling and Requesting
• Communicative Content: Topics
• Communicative Content: Meaning Categories
• Communicative Content: Echolalia
• Summary

Go to top

Appendices

• A Standard Tactual Symbol System
  • Who Can Use Tactual Symbols?
  • Why Would a Student Use Tactual Symbols?
  • How the Symbols Have Been Used
  • Considerations in Developing a Tactual Symbol System
  • Summary
  • Readings and Resources
• Conversations Without Language: Building Quality Interactions with Children who are Deafblind
  • What is Conversation for the Child with Limited Language Skills?
  • Why is Conversation Important for the Child with Limited Language?
  • Four Problems in Teaching Conversational Skills and Some Solutions
  • Summary
  • Readings and Resources
• Reproducible Forms
  • Communication Screening Questionnaire
  • Communication Sample
  • Summary of Communication Sample
  • Assessment Script: Chocolate Milk
  • Assessment Script: Movement and Body Play
  • Assessment Script: Switch-Activated Toys
  • Infused Skills Assessment
  • Communication Assessment Report
  • Lesson Plan/Activity Routine
  • Planning for Topic Expansion
• Sample Assessment 1
• Sample Assessment 2
• Sample Unit: Physical Knowledge
• References

Glossary

Index

Agency Contact Information | Texas State Homepage | Texas State Wide Search

Please complete the comment form or send comments and suggestions to: Jim Allan (Webmaster-Jim Allan)

Last Revision: April 11, 2005