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by Linda Hagood
© TSBVI 1997 - 386 pages Order # 59432CRP
Also available on disk - MAC or DOS (textfile-no forms) Order # 59432CRD

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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

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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

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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

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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

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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

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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

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  • 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