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ERIC Number: ED331215
Record Type: RIE
Publication Date: 1988
Pages: 116
Abstractor: N/A
Reference Count: N/A
Enhancing Interactions between Service Providers and Individuals Who Are Severely Multiply Disabled: Strategies for Developing Nonsymbolic Communication.
Siegel-Causey, Ellin, Ed.; Guess, Doug, Ed.
The purpose of this manual, the culmination of a graduate project begun at the University of Kansas, is to assist individuals with severe, multiple disabilities and their service providers in learning to utilize nonsymbolic behaviors in an expanded, facilitative manner that leads to more consistent and predictable communication functioning. The manual presents an intervention approach using a philosophical orientation to the reciprocal nature of communication exchanges. This orientation emphasizes intervention at two levels: the service providers' perceptions and understanding of individual nonsymbolic repertoires, and the use of nonsymbolic expressions by the individual with severe multiple disabilities. Five instructional guidelines, along with the theoretical orientation and research support for each, are presented. The guidelines describe the following activities: developing nurturance, enhancing sensitivity, increasing opportunities, sequencing experiences, and utilizing movement. The guidelines are for service providers to use to accommodate the unconventional or limited auditory, visual, motor, and vocal displays of the individual who is nonsymbolic. Examples of the instructional guidelines are given, including communicative intents and functions with corresponding definitions displayed in table format. Subsequently, the instructional guidelines are incorporated into descriptions of reciprocal dialogues of adult-learner interactions. (Approximately 100 references.) (JDD)
Publication Type: Guides - Non-Classroom; Information Analyses
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Kansas Univ., Lawrence. Dept. of Special Education.
Note: For related documents, see EC 300 195-197.