An inventory of the learner’s expressive
communication behaviors can help determine specific communication goals. Today’s
Communication Corner will outline how we use the Functional Expressive
Communication Inventory to plan student communication goals.
The
Functional Expressive Communication Inventory tool is what we have developed to
identify and prioritize communication needs.
For
ideas on teaching each of these communication functions, visit our previous
Communication Corner Blog posts:
Answering Questions
Asking Questions and Providing Feedback
Engage in Social Routines
Share Remote Experiences
Asking Questions and Providing Feedback
Engage in Social Routines
Share Remote Experiences
The
Functional Expressive Communication Inventory allows the educational team to
identify subtle and interfering behaviors and a variety modes of communication
such as words, gestures, signs, pictures, text, and voice output AAC devices.
If
the learner has limited communication, how do you decide where to start? The
four communication functions listed at the top of the tool are typically the
most motivating for learners and are often communicated with interfering
behaviors that can be harmful to the learner or others.
Jamie Minnish Prass Elementary, Kettering |
Angie Kleihans Stebbins High School, Mad River |
Communication Function
|
Expected language
|
Interfering Behaviors
|
Protest/Escape
|
no, stop, I’m done, I don’t want,
|
running, hitting, hiding, screaming,
|
Gain attention
|
hi, come play, help, look
|
yelling, pulling, hitting, running,
laughing, throwing
|
Request
|
please, I want…, more, mine
|
grabbing, yelling, climbing,
|
Provide feedback
|
too hot, yucky, it’s loud, wet, mad,
big cookie, red car
|
crying, grabbing, pushing away,
spitting, running
|
1. Interfering
Behaviors: Hitting, kicking, throwing and biting are some of the behaviors
we see that can be harmful to the learner and others. Running, climbing,
pulling items can potentially be harmful to the learner. The first priority
should be to understand the reason for the interfering behaviors and provide an
alternative way to communicate the function.
If you are not sure about the
function of the behavior, consider using the Motivation Assessment Scale. This easy questionnaire can help you
determine if the function of the behavior is escape, attention, tangible
(request) or a sensory need.
2. Motivation: If the learner is not exhibiting harmful behaviors, consider what functions
are most motivating. What communication behaviors are being used most
frequently to communicate a function? Because the learner shows motivation to
communicate this function, he/she will be more willing to learn a replacement
communication skill. Some learners don’t
exhibit big interfering behaviors, so you may have to look for more subtle behaviors
that indicate the communication function.
In addition to protesting, gaining attention, and requesting, the
learner may be motivated to provide meaningful feedback to clarify their wants
and needs.
Once these basic communication needs have been supported,
you can move on to other communication functions that may not be motivating for
the learner, but that are expected in the school environment.
3. Expected
Functions for the School Environment: After addressing the communication
functions that the student is motivated to communicate, you can focus on the
functions that are needed for participation in school activities. This would
include participation in group, answering questions and asking questions. When
teaching the learner to answer questions, start with questions that are
meaningful to the learner so they will be motivated to answer. When teaching
yes/no, start with a simple “Do you want…?”
Katy Philpot Rosa Park ELC, Dayton |
Jackie Vollmer Driscoll Elementary, Centerville |
Communication Function
|
Required Skills
|
Participate in Group
|
Attention, turn taking,
shifting between cues, impulse control,
initiation, emotional regulation
|
Answering Questions
|
Understanding question,
vocabulary related to question
|
Asking Questions
|
Question formulation,
purpose of question, comprehension
|
4.
Rylie Jarrett Stevenson Elementary, Mad River |
Communication Function
|
Required Skills
|
Engage in Social Routines
|
Motivated and aware of social expectations such as greetings,
pleasantries, asking and answering questions to show interest
|
Share Remote Experiences
|
Memory and language to describe events, aware of what listener does
not know
|
Show Empathy
|
Understanding and caring about the thoughts and feelings of others
|
Once you have determined your goals you can collaborate with
the educational team to ensure that the learner has ample opportunity to
practice the skill and is given meaningful reinforcement to facilitate
generalization of the skill across settings.
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