Social networks change over the lifespan. Infancy & School Adulthood Third preschool years & middle years thirty What happens here underlies what happens here 7/20/2010 Social Networks: ISAAC 2010 48
How might your circles compare to individuals with disabilities you know ? Why?
Step 1. Identify important partners in each circle
Step 2. Identify specific partners & their circles
Questions . . . • Are person’s circles balanced? • Would circles look different if informant was person? Family member? Some other professional? • Did CCP help identify any important issues? considerations?
Communication Partners: Pilot data The most skilled partners are not always the person’s preferred partners Many individuals with complex communication needs do not spend most of their time with their most skilled partners Many partners thought to be most willing to learn are not being taught
Summary Sheet What circles will you target? What might be a reasonable goal to meet current communication needs? What might be a reasonable goal to meet future communication needs?
The Social Networks Tool • Identifying Information • Skills and Abilities • Circles of Communication Partners • Modes of Communication • Representational Strategies • Selection Strategies • Strategies that support interaction • Topics of Conversation • Types of Communication • Summary Sheets
• Speech • Expressive language • Writing • Reading • Adaptive Behavior • Vision • Hearing • Motor • Cognition • Assistive Technology 56
Further Assessment Skills and Abilities
Goals: Do any goals emerge from these sections for the person you’re thinking about?
The Social Networks Tool • Identifying Information • Skills and Abilities • Circles of Communication Partners • Modes of Communication • Representational Strategies • Selection Strategies • Strategies that support interaction • Topics of Conversation • Types of Communication • Summary Sheets
Modes of Communication • Facial expression/ • Simple body language communication device • Gestures/eye gaze • Complex communication device • Vocalizations • Communication • Manual signs software • Speech • Phone • Writing/drawing • Email • Nonelectronic • Other_____________ communication aids Defined in the SNs manual
Additional Information about Modes • Frequency • Effectiveness For modes • Efficiency person CURRENTLY • Intelligibility uses, ask • Size of about vocabulary • Length of time used
Primary Modes Across Circles: Pilot Data Gestures Light tech 100 Vocalizations Gestures Speech 90 High tech Vocalizations Sign 80 Speech Email 70 Sign 60 Light tech 50 VOCA 40 Email 30 20 10 0 1st Circle 2nd Circle 3rd Circle 4th Circle 5th Circle
Bridge School Data Modes : Frequency of Use 16 14 12 10 8 6 4 2 0 most of the time sometimes rarely never facial expressions/body language gestures vocalizations speech writing/drawing nonelectronic simple VOCA complex VOCA communication software
Important relationship between Modes and Circles • Person with CCN AND their partners often have strong preferences for modes. • Attitudes about modes in different circles will influence success.
Relationships between Modes and Meaning • Choice of modes is influenced by the situation, intent, content, individuals involved • All performance is multi-modal • Modes uniquely constrain types of information conveyed
Modes differ in types of information conveyed Body proximity- Attitude Face- emotion Eyes- Deictic Hands & arms- information Spatial orientation Social Networks. ISAAC Research Symposium . (2004)
Different Modes support different kinds of interactions • Face to face • Social closeness communication • Basic needs/ • Communication wants across distances • Social etiquette • Spoken/written • Information exchange • Interior dialogue
Administering Modes Section • Step 1: Ask informant to identify ALL modes person relies on • Step 2: Ask informant to identify PRIMARY mode for each circle • Step 3: Collect additional information about modes
Step #1: Identify All Modes
# 2 Check primary mode for each circle 1 2 3 4 5
Additional Information about Modes • Frequency For modes • Effectiveness person • Efficiency CURRENTLY uses, ask about • Intelligibility • Size of vocabulary • Length of time used
KEITH # of partners # of partners Primary mode: Primary mode: Vanguard gestures # of partners Primary mode: vocalizations # of partners Primary mode: gestures # of partners Primary mode: gestures x X X X X Vocalizations, sign Complex VOCA X Complex VOCA X Gesture, sign VOCA, fac exp signs X x gesture s signs Fac expression, Complex VOCA vocalization
Goals: Do any goals emerge as a result of the modes section?
Examples of how Modes section may influence goal setting/intervention planning Use telephone to call grandma 2x Only uses SGD month using SGD in 4 th circle Use SGD to order donuts in bakery 2x week Use wd processing with prediction. Wants to keep a Develop plan to ensure privacy. diary. Target 2 gestures. Improve Gestures are not intelligibility with 2 people in 3rd understood circle.
The Social Networks Tool • Identifying Information • Skills and Abilities • Circles of Communication Partners • Modes of Communication • Representational Strategies • Selection Strategies • Strategies that support interaction • Topics of Conversation • Types of Communication • Summary Sheets
Step #1: Identify All representational strategies used 77
Step 2: Frequency, effectiveness, efficiency, intelligibility of use 7/20/2010 Social Networks: ISAAC 2010 78
Selection Techniques 7/20/2010 Social Networks: ISAAC 2010 79
Further Assessment Skills and Abilities Selection techniques Representational Strategies
Goals: • What type of goals might goals emerge from sections on • Representational Strategies • Selection Techniques
The Social Networks Tool • Identifying Information • Skills and Abilities • Circles of Communication Partners • Modes of Communication • Representational Strategies • Selection Strategies • Strategies that support interaction • Topics of Conversation • Types of Communication • Summary Sheets
Strategies that support interaction
Strategies that support expression/comprehension • Expression • Comprehension – Verbal and physical – Augmented input prompts – Aided language – Pause/delay stimulation – Acting dumb – Schedules within/between – Carrier phrases activities – Social stories – Finished box – Communication displays
Further Assessment Skills and Abilities Selection techniques Represent. strategies Strategies: Expression Strategies: Comprehension
Goals: Do any goals emerge from this section?
How does Strategies section help with goal setting/intervention planning? Teach „closed fist‟ Use at least 5 times daily when trained to provide choices and strategy to classmates chances to make comments. and teachers [Limited use of “quick and dirty” interaction strategies.] During art and cooking, replace Set up within activity direct prompts with visual visual supports to supports to increase decrease dependence independence. Try making flip on prompting books or velco schedule
Teach conversational repair strategies
The Social Networks Tool • Identifying Information • Skills and Abilities • Circles of Communication Partners • Modes of Communication • Representational Strategies • Selection Strategies • Strategies that support interaction • Topics of Conversation • Types of Communication • Summary Sheets
Topics of conversation • What does person • What would person talk about with MOST like to talk partners in each about with partners circle? in each circle?
Topics
Further Assessment Skills and Abilities Selection techniques Represent. strategies Strategies: Expression Strategies: Comprehension Topics: Current Topics: Desired
Goals: Do any goals emerge from this section?
How does Topics section help with goal setting/intervention planning? Team doesn‟t know Observe, discuss areas of interest and consider providing what person would vocabulary accordingly. Find most like to talk ways to familiarize partners with about. topics. Complete vocabulary inventories Topics at home are of favorite topics in both very different from locations. Modify SGD and low- topics at work. Need tech displays accordingly more vocabulary
Setting topics
The Social Networks Tool • Identifying Information • Skills and Abilities • Circles of Communication Partners • Modes of Communication • Representational Strategies • Selection Strategies • Strategies that support interaction • Topics of Conversation • Types of Communication • Summary Sheets
Components of Social Networks Circles of Identifying Skills and Communication Information Abilities Partners Representa- Selection Modes of tional Strategies Communication strategies Strategies that support Topics of Continuum of interaction Conversation Types of Communication
Types of Communication (Dr. Pat Dowden, University of Washington) Emergent Context Dependent Independent No reliable method of Use symbolic and Can interact with both symbolic nonsymbolic modes familiar and unfamiliar communication with success limited to partners about any contexts, partners or topic in any context activities Gestures, vocalizations, Perhaps because only Communicates novel body language familiar partners messages understand or because independently individual is dependent on others to provide vocabulary Limited contexts limited Limited contexts/ May not always chose partners limited partners to to be independent multiple contexts/ multiple partners
Emergent, Context Dependent, Independent
Intervention Goals: Context-Dependent Context - Dependent Independent Emerging No reliable Reliable symbolic symbolic communication communication All topics Limited vocabulary Limited partners All partners Limited contexts All contexts
A life-long continuum Emerging Context-dependent Independent Increase access to vocabulary Increase speech of I.D. reliable communication means of Decrease dependence expression. Refine social Increase Develop literacy skills interaction skills opportunities for interactions Expanding communication partners Access to 5 th circle beyond 1 st & 4 th circles Increase topics Increase modes of communication
Wrap Up and Questions 7/20/2010 Social Networks: ISAAC 2010 103
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