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Behavior and Communication Sylvia F. Diehl, Ph.D., CCC-SLP sdiehl@usf.edu What is communication? Communication means exchanging thoughts, messages or information between people Speech Body Facial expressions Vocalizations Gesture Writing Relationship Behavior and communication are strongly linked Some say the behavior is communication If Communication Development The development of communication in children influenced by the development of 1) joint attention and 2) symbol use Joint attention occurs when the focus of the child and the communication partner are directed to the same object of phenomenon. Both communication partners are aware of the fact that this attention is shared. Communication Development Shared attention Provides a platform for modeling and linking the linguistic environment with the child’s environment. Cornerstone for the learning of associations between words and their meanings (symbols) Joint Attention Joint attention involves the development of four components (Wetherby, Prizant, & Schuler, 2000): Orienting and attending to a communicative partner Coordinating attention between people and objects Sharing affect or emotional states with people Being able to draw others’ attention to objects or events for the purpose of sharing Symbols A symbol is “something that stands for or suggests something else.” The development of efficient communication requires the learning of shared meanings for symbols. Communication typically develops from non-symbolic forms to symbolic forms. Early non-symbolic interactions become more complex as interaction with the environment unfolds around a child. Symbols Rituals and routines in the child’s environment help the child anticipate what comes next. The communication that develops between the child and their partner in these rituals and routines is initially idiosyncratic.. As the child becomes purposeful in their use of communication symbols, intentional non-symbolic communication develops. As success is experienced, communication responses are shaped, become less ambiguous, and more universal Communicative acts Communicative Acts Describing communicative purpose of a child’s behavior provides valuable information These descriptions provide a framework for increasing both the amount and the success of communicative events. Successful communication occurs when the intention of communication and the function of communication combine to achieve the intended goal of the communicator. Communicative Act Needs 3 things Reason to communicate A way to communicate Directed toward a person Reasons to Communicate Behavior regulation Request object/action Protest object/action Social Interaction Direct another to begin or continue a social interaction Seek attention or comfort Gain attention to self Permission Joint attention Direct attention to an entity or event Seek information, explanation, clarification of entity, event or previous utterance A way to communicate Was the act a gesture, vocalization, or verbalization? Giving object Touching hand Moving hand Nodding Hitting, pinching, biting adult Throwing dropping object Verbalization Directed toward a person Touching adult Moving object to reach toward or away from adult reference Looking at an adult while making gesture or verbalization Helpful information How often do communicative acts happen Why does the person communicate What kind of forms do they use What to do? Using the Connection Make the environment supportive of communication that you want Find why the child is communicating Teach the child to communicate in a more appropriate way Must be as efficient as the old behavior Make sure that it is reinforced 18 5/25/2017 Following the Child’s Lead If a child doesn’t readily follow your joint attention, then you must start with following their attention Capitalizes on their motivation Control comes with what you put in environment Choices Provide opportunity to choose between two or more objects or activities Communicates power of communication Promotes compliance Great to work on concepts You can provide choice on almost anything 20 5/25/2017 Limited Access Place desired objects out of reach, in a closed container, or temporarily block from participating Use in a temporary way Avoid upset or distress Never use in a punishing way 21 5/25/2017 Giving a little bit Give a small portion of favored item Creates need to get more Should never be used to force child to do something or punish for not being successful 22 5/25/2017 Incomplete Activities Set up activity with some but not all of the items necessary to complete the activity Creates a problem solving situation Make sure routine is familiar to child Do not do this with a tricking manner but rather a forgetful one 23 5/25/2017 Unexpected Events Say or do something the child does not expect Silly Funny Inaccurate Helps create communication situations for comments, questions, or solving problems 24 5/25/2017 Commenting Describe what child has, sees, or does Describe what you have, see, or do Joint attention is crucial Use voice or gesture to emphasize focus of comments 25 5/25/2017 Expansion Repeats what the child says but adds one or two extra words but not in a correcting way Helpful to start with “yes”or “oh” For instance: Child: “block” Adult:“Yes, a blue block” or Child: “block” Adult: “Oh, want blue block.” If nonverbal.. Many ways to communicate other than verbal No research that says the use of Augmentative and Alternative Communication inhibits speech Supports development of communicative act Summary Communication and behavior is strongly linked Discovering the reason for communication is very important Replace inappropriate behavior with appropriate behavior that achieves the same person
