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
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
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
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
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
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
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