Early Intervention
Training Center for Infants and Toddlers With
Visual Impairments
Module:
Communication and Emergent Literacy: Early Intervention Issues
Session 3: Communication and Language Interventions
Study Questions and Answers for Recommended Reading D: DiCarlo, Banajee, & Stricklin
DiCarlo, C., Banajee, M., & Stricklin, S. (2000). Embedding augmentative communication within early childhood classrooms. Young Exceptional Children, 3(3), 18-26. 1. Discuss ways to integrate sign language in an inclusive early childhood classroom. Sign language can be used throughout classroom routines to increase interest and participation in verbal and nonverbal children. Adults can post pictures of sign language symbols around the classroom in different activity centers to encourage its use by adults and children. Sign language can be incorporated to (a) prepare children for the beginning and ending of activities, (b) introduce key concepts in theme units, and (c) provide name signs for each child in the class. 2. What are the advantages of using picture symbols and object cues with children who have visual or language impairments? Picture symbols and object cues provide concrete, easily recognizable symbols for activity centers and familiar routines. Nonverbal children can use sets of pictures or objects to choose activities they would like to do next and to involve them in the steps of routines. Children with low vision may be able to use representational pictures and those who are blind can choose objects by feeling their shape and texture. By viewing pictures or finding objects around the classroom, children will be able to anticipate activities and become more comfortable with routines. 3. Describe the four examples of voice output communication devices given in the article. Can you think of other inexpensive alternatives? Participants’ responses will vary but should include some of the answers listed below. Yak Bak: a recordable toy that can be used as a single message voice output device.
CEL Module 03/15/05 EIVI-FPG Child Development Institute UNC-CH
S3 Study Q&A: DiCarlo et al. Page 1 of 3
Early Intervention
Training Center for Infants and Toddlers With
Visual Impairments Recordable Photo Frame: a frame that can serve as both a picture symbol and a voice output device. For example, a picture of fruit can be placed in the frame, and the message “I’m hungry!” can be recorded. Time Frame/Cheap Talk 4: recordable devices that can be programmed with up to four different messages, useful for indicating activity preferences or steps of a routine. Sounds By Me Recordable Book: a book that can be adapted with picture symbols for requesting different materials or different actions from a peer or an adult.
4. How can augmentative communication be embedded in routines such as meal time or circle time? Augmentative communication systems can be used to encourage communication during meal time and circle time because these are interesting and motivating routines for many children. The use of consistent vocabulary during snack and meal times can help children to indicate preferences, request more, and indicate that they are finished. Signs, picture symbols, and voice output devices can all be used to provide as many communication options as possible. During circle time, children can take turns selecting objects or pictures from the choice board. Also, verbal and nonverbal children feel more included when everyone learns signs or motions along with singing the songs. 5. Describe strategies and benefits of using augmentative communication with children during self-care routines. Participants’ responses will vary but should resemble the following: Adults can meet children’s needs more readily if children have a means of communicating that they need to wash their hands or use the bathroom. Object cues, such as a bar of soap to represent hand-washing time, can serve as consistent markers and speed clean-up times after activities or meals. Children can use a picture symbol for “bathroom” to communicate their needs, or use signs or hand objects to signal “All finished” or “Your turn.” 6. Using one or two sentences for each, explain the six most important strategies for facilitating use of augmentative communication systems in the classroom. Use natural teaching situations or milieu teaching. For example, when children are eating fruit at snack time, use the opportunity to teach them the names, colors, and shapes of different fruits. Rather than having to invent lessons, teachers can create learning opportunities out of seasons, familiar activities, and interesting occurrences in the classroom. Adults should model the use of communication devices and signs for children in order to ensure that they understand the form and function of
CEL Module 03/15/05 EIVI-FPG Child Development Institute UNC-CH
S3 Study Q&A: DiCarlo et al. Page 2 of 3
Early Intervention
Training Center for Infants and Toddlers With
Visual Impairments the communication. Children can follow the lead of an adult until they are comfortable with using the devices on their own. Teachers and caregivers should respond immediately and consistently to children’s communication attempts in order to demonstrate that their actions are effective in getting a response from another person. Rather than using picture symbols only at the play areas or sign language only during circle time, teachers should incorporate augmentative communication through the day and around the classroom in order to embed it into classroom routines. To emphasize verbal skills and provide multiple communication options, adults should pair voice output devices, symbols, and sign language with speech. By using “sabotage” (i.e., deliberately leaving out steps in an activity), teachers can provide opportunities for children to communicate and participate in the world around them.
7. Write a brief summary of the key steps for embedding augmentative communication in the classroom. Observe children in their daily classroom routines. Identify activities that are easy, interesting, and motivating. Identify frequently used words in these activities. Create picture symbols and program devices with the vocabulary words. Place devices and adapted materials in the activity areas. Use picture symbols, sign language, and devices along with verbal language during activities. After members of the classroom have become accustomed to the augmentative communication systems, incorporate them into new activities.
CEL Module 03/15/05 EIVI-FPG Child Development Institute UNC-CH
S3 Study Q&A: DiCarlo et al. Page 3 of 3