Positive Beginnings

Positive Beginnings Supporting young children with challenging behavior

HOME : MODULES : MODULE 1

	Social and Communication Development
	Learner Objectives This workshop will teach you to: Identify major milestones of communication and language development Identify a variety of forms of nonsymbolic and symbolic communication Describe the reasons or functions that children communicate even before using words Describe how the adult and the activity support social and communication skills in young children Describe how to promote children’s social competence with peers
	YOU CAN’T NOT COMMUNICATE Any Behavior that the child displays or does not display communicates something.
	Most challenging behaviors are used by children as a way to communicate something.
	Language is learned as a tool for regulating behavior, interacting with others, and acquiring knowledge.
	Children with delays in language development are at risk for using challenging behaviors as a way to communicate and get their point across.
	Major Stages of Language Development Intentional Communication Using and Understanding Words Having Conversations
	Children can use challenging behaviors at any of these stages of language development. A developmental framework for the acquisition of communication and language can help us understand children’s use of challenging behaviors.
	Intentional Communication Sharing Attention
	Adult Positions Self to Share Attention
	Adult Directs Child’s Attention
	Child Looks to See if Adult is Watching
	Intentional Communication Sharing Attention Sharing Affect


	Intentional Communication Sharing Attention Sharing Affect Sharing Intentions
	Giving
	Open-hand Reaching
	Reaching for Comfort
	Showing
	Contact Pointing
	Distal Pointing
	Using and Understanding Words There is slow vocabulary growth from 12 to 18 months. A vocabulary burst occurs at about 19 months when children begin to combine words. The richest moments for early language learning are when the child is sharing attention, affect, and intentions; and the caregiver talks about the child’s focus of attention.
	“Doggie”
	“I Don’t Know”
	“Fish”
	Having Conversations Children are learning the rules of grammar to form sentences from 2 to 5 years. Children learn how to connect sentences in conversation and story telling.





	Stages of Language Development Intentional Communication Logan 21 Months Using & Understanding Words Logan 24 Months Having Conversations Logan 30 Months
	Intentional Communication Logan 21 Months
	Using & Understanding Words Logan 24 Months
	Having Conversations Logan 30 Months
	Dimensions of Communication Every communicative behavior can be described by it's form and function. Form: the behavior used to communicate Function: the reason or purpose of the communicative behavior
	Form of Communication Nonsymbolic or Symbolic Conventional or Unconventional
	Form of Communication Nonsymbolic Laughs, cries, or other sounds Giving, pushing away, waving, pointing, or other gestures Hitting, pinching, biting, or other problem behaviors Symbolic Words or sentences Sign language Written language Photographs or pictures
	Form of Communication Conventional or Socially Acceptable Laughs or cries Giving, pushing away, showing, reaching, waving, pointing, clapping, shaking head, nodding head Words with shared meaning Written language or pictures Unconventional or Socially Unacceptable Squeals or yells Screams Pulling other by the hand Hitting, kicking, biting Echolalia or words with idiosyncratic meanings
	Form of Communication Nonsymbolic / Symbolic Conventional and Socially Acceptable
	Form of Communication: Nonsymbolic and Conventional Give
	Form of Communication: Nonsymbolic and Conventional Push Away
	Form of Communication: Symbolic and Conventional Words and Gestures
	Form of Communication: Symbolic and Conventional Word Combinations & Gestures
	Form of Communication: Unconventional and/or Socially Unacceptable
	Form of Communication: Nonsymbolic and Unconventional Self injury
	Form of Communication: Conventional & Socially Inappropriate Tantrum
	Form of Communication Regulate Others’ Behavior request object/ action/ assistance/ activity/ sensory stimulus protest object/ action/ assistance/ activity/ sensory stimulus Draw Attention to Self request social game/ comfort greet/ call/ take turns show off Draw Attention to Object or Event comment on object/ action/ event request information about object/ action/ event
	Regulate Others’ Behavior Request object or action Request assistance Request a desired activity Request a desired sensory stimulus Protest an undesired object or action Protest an undesired activity or assistance Protest an undesired sensory stimulus
	Regulate Others’ Behavior Request Object
	Regulate Others’ Behavior Request Action
	Regulate Others’ Behavior Protest End of Turn
	Regulate Others’ Behavior Protest Leaving
	Draw Attention to Self Request a social game Request comfort Greet Call Take turns Show off
	Draw Attention to Self Request Social Game
	Draw Attention to Self Show Off- Look at me!
	Draw Attention to Self Request Comfort
	Draw Attention to Self Show Off Look How Silly I Am
	Draw Attention to Object or Event Comment on or label an object Comment on an action or event Request information about an object Request information about an action or event
	Draw Attention to Object or Event Comment – Look at what I made!
	Draw Attention to Object or Event Comment – Finding Noses!
	Draw Attention to Object or Event Comment – Chocolate in the Water!
	Practice Activity Jamaal at 21 Months
	Repair Strategies What does the child do to clarify meaning when not understood? Successful Repair: Repeats communication Modifies communication Unsuccessful Repair: Abandons communicative goal Uses challenging behavior
	Repair Strategies Successful Repair – Repeats
	Repair Strategies Successful Repair Adds Gesture
	Repair Strategies Successful Repair – Giving Jar
	Practice Activity How Does Cameron Repair?
	How Can the Activity and Adult Support Communication? Plan activities to support communication Predictable sequence of turn-taking Mutual attention and participation Exchangeable, cooperative roles Planned repetition and variation Be a responsive partner to support communication Wait Recognize child’s communication Respond contingently
	Supporting Communication Responsive Adult in Successful Activity
	Supporting Communication Repetition and Cooperative Roles
	Practice Activity What Supports Communication?
	Practice Activity What Supports are Missing?
	Practice Activity What Supports Communication?
	Practice Activity What Supports are Missing?
	Practice Activity What Supports Communication?
	Using Communication to Promote Social Competence with Peers Using words instead of behavior Developing negotiation strategies Making friends
	Promoting Peer Interaction Proximity and Enough Materials
	Promoting Peer Interaction Making Friends
	Practice Activity What Supports are Missing?
	Practice Activity What Supports are Missing?
	Small Group Practice Activity
	Link Between Behavior and Communication Challenging behavior can be a form of communication. Supporting the child begins by determining what communicative function behavior serves.