phb-downing-all.indd

Teaching Communication

Skills to Students with Severe Disabilities

Third Edition

by

June E. Downing, Ph.D.

Amy Hanreddy, Ph.D.

Kathryn D. Peckham-Hardin, Ph.D.

with invited contributors

Contents

1. The Importance of Teaching Communication Skills ... 1
2. Integrating Team Expertise to Support Communication ... 25
3. Assessing Communication Skills ... 51
4. The General Education Classroom: A Rich Communicative Environment ... 85
5. Beginning Steps in Communication Intervention ... 107
6. Considerations in Developing and Acquiring Communication Aids ... 137
7. Teaching a Range of Communication Skills: Beyond Requesting ... 163
8. The Relationship Between Communication and Literacy ... 189
9. The Relationship Between Communication and Challenging Behavior ... 213
10. The Importance of Peers as Communication Partners ... 233

About the Authors

June E. Downing, Ph.D., was a national leader in the field of special education who focused her expertise on best practices and advocating for individuals with severe and multiple disabilities. She was an exceptionally productive scholar who published numerous articles, focusing on education and inclusion of students with severe disabilities.

Amy Hanreddy, Ph.D., is Assistant Professor in the Department of Special Education at California State University, Northridge. Her research includes strategies that allow students with significant disabilities to access meaningful instruction in typical settings.

Dr. Kathryn D. Peckham-Hardin, Ph.D., is Professor in the Department of Special Education at California State University, Northridge, where she coordinates the credential program in moderate to severe disabilities.

Assessing Communication Skills

When communicative behavior is vague due to severe disabilities, the recipients must be particularly sensitive and responsive to assess skills. The assessment process can be challenging because the students' impairments may interfere with clear communicative behavior. Therefore, assessment strategies must determine the communication skills of these individuals.

ASSUMPTIONS GUIDING THIS CHAPTER

• All students communicate; the clarity of that expression differs among individuals.
• Communication support should be available to all students who need it.
• Receptive and expressive communication skills are equally important.
• Good assessment practice means gathering relevant and meaningful information.

PURPOSES OF ASSESSMENT

Assessment determines a student’s need for assistance, monitors progress, clarifies current skills, and helps educational teams recognize areas needed for effective communication intervention.

Standardized Assessments

Standardized assessments help establish initial eligibility for special education services, but may often be problematic for students with severe disabilities due to developmental frameworks, context requirements, and adaptability issues.

Alternative Assessment Strategies Based on an Ecological Model

The ecological model allows assessments to be individualized, focusing on what students need to communicate and with whom. Observational techniques provide a more comprehensive view of a student's communication abilities in natural environments.

WHO SHOULD ASSESS? ASSESSMENT IS A TEAM EFFORT

Assessment is a collaborative effort involving various team members who contribute their expertise to gather important information about a student’s communication skills.

Role of Family Members

Family members provide valuable insights into a student’s communication in different settings, highlight communication breakdowns, and suggest areas for focus during intervention.

COMMUNICATION STYLE ASSESSMENT

• Individual’s name: __________________________
• Age: __________________________
• Completed by: __________________________
• Date: __________________________

1. How does the individual generally make him- or herself understood?
2. How do you communicate with the individual?
3. What kinds of information does the individual spontaneously communicate?
4. How does the individual gain your attention when you are not paying attention to him or her?
5. How does the individual ask questions for information, personal needs, and directions?
6. How does the individual communicate when he or she likes something?
7. How does the individual communicate when he or she dislikes something?
8. Under what circumstances does the individual interact with others?
9. How does the individual communicate choices or indicate preferences?
10. What communication skills would you like the school/program to work on first?

Role of Teachers and Paraeducators

Teachers and aides can provide information regarding student responses to prompts at school, including whether the individual initiates interactions and models peer behavior.

Role of Related Services Staff

Occupational, physical, and vision specialists contribute their knowledge to the assessment, addressing how impairments affect the student's communication skills and needs.

Role of Classmates

Classmates can share valuable anecdotal information about interactions, preferences, and support required during communication.

WHAT SKILLS SHOULD BE ASSESSED? A COMPREHENSIVE APPROACH

A comprehensive assessment should include observing intentionality in communication, distinguishing between receptive and expressive skills.

Initiations, Responses, and Turn-Taking

Attention should also be given to how students initiate interactions, respond to others, and maintain the exchange in conversation.

HOW TO ASSESS

Valid assessment must occur within typical contexts to accurately capture individuals' communication skills as congruent to their familiar environments.