Communication Corner-- Providing Feedback

Imagine how frustrating it would be if you were not able to clarify your request or give feedback about how you feel. This is an essential functional communication skill that needs to be directly taught and today's focus of the Communication Corner.

One example is a student who was working to earn a walking break. The teacher could not understand why he was becoming increasingly upset when he was so close to earning his walk. Suddenly, the student pulled away from the teacher and opened his communication book. He pulled out the picture of “outside”. The teacher knew he wanted to go for a walk, but she did not understand that because it was the first warm day of spring, he wanted to take his walk outside.  Because he was able to eventually communicate this,  a crisis was avoided.

Consider other ways your students can give feedback and clarify their messages. Maybe the blue beanbag chair is bigger and feels better than the red beanbag chair. They may not be able to explain the differences between the two beanbags, but if you teach them to identify colors, they can indicate which one they prefer.

During snack, a student may feel extra hungry and wants 4 cookies, rather than the traditional 2 cookies.  They might prefer the crackers from the red box more than the ones in the yellow box.  If you give them a big piece of cake and they are not hungry, they may prefer a small piece.   Teaching descriptive words can help your students clarify what they want and avoid frustration.

Teach your student to communicate if they like or don’t like something.  Teach them to give feedback to peers. Giving praise to others is an important part of relationship building. Give your non-verbal students a way to support, compliment and cheer on their peers.

When upset, even verbal students may not be able to use words to express their needs in the moment. Teaching students to use a picture choice board of things that are typically upsetting can provide a communication support during a crisis.

Or they can provide communication visual supports to express feelings or to express pain or discomfort using a body chart.

Angie Kleinhans
Stebbins High School, Mad River

Therese Garison
Helke Elementary, Vandalia

Chloe Rothschild

Consider the words that are most important to the student. If they have sensory sensitivities you may want to teach the concepts of loud/quiet, tight/loose, warm, cool, wet/dry, light on/light off, or fast/slow.  It helps to teach descriptive words in opposite pairs. Teach word pairs in structured hands on activities before expecting the student to use words or pictures in natural situations.  Once the learner understands the concepts, they will more likely be able to use the words or pictures for functional communication.  One example is a student who is offered regular breaks outside the classroom with a peer. This time is often spent playing games on an iPad. The peer is very talkative.  Most days, the student enjoys this interaction, but on days when he feels dysregulated or stressed, he may want to request a quiet break with no talking.

For more ideas on strategies for Functional Communication Training check out our previous Communication Corner posts:

Escape

Protest
Attention
Requesting Items or Activities