Level four - conventional pre-symbolic actions I.e. pointing or nodding. From this point, the object cues might, then, develop into objects of reference and, then, to pictures or tactile symbols for those children with a severe visual impairment (level 5, concrete symbols). Conventional gestures are used with the intent of affecting another's actions. Symbolic Communication Stages Description Modes/Methods of communication Adults role Level five - concrete symbolic communicatio Limited use of concrete (iconic) symbols to represent environmental entities - one to one correspondence between symbol and referent. Objects of reference, pictures or tactile symbols for those children with a severe visual impairment . Eventually, the joint attention can relate to elements that have not been shared in the interaction before. Communication can, then, become increasingly more symbolic with the use of body language such as pointing, objects of reference, symbols, etc. Level six - abstract symbolic communica Limited use of abstract (arbitrary) symbols to represent environmental entities. Symbols are used singly. The methods used at these levels (6 and 7) are abstract visual or tactile symbols , sign language, speech, finger spelling and the use of technology. Level seven - formal symbolic communication (language) Rule bound use of arbitrary symbol system. Ordered combinations of two or more symbols according to syntactic rules.
Symbolic Communication 5 Gives an object when asked to and relates photos or pictures to real objects. Knows 3 body parts. E.g. can point to them when you name them Simple commands. E.g. “find shoes” “where’s the ball?” Visual timetabes Modelling of simple language Makaton signing Problem solving activities – finding things, which things go together 6 Responds to 2 step instructions Can predict cause and effect and use past experience and imagination to problem solve. E.g. understands that electric appliances need to be switched on.
Intensive Interaction For more information please talk to Iwona who is our Intensive interaction coordinator. Why Intensive Interaction? Human beings communicate with others in complex ways. We have many languages that use speech, but communication is also possible with signs, facial expression, gestures, body language, eye contact, physical contact… Some children have very limited understanding of communication and probably have a lifestyle where they look lonely, relating only for short periods with the people around them. This is why Intensive Interaction has been developed. Intensive Interaction is a practical way of teaching communication by spending time with the students and having fun together. Some Fundamentals of Communication The fundamentals of communication are the basic foundations for all communication to develop. Most of us use them without thinking much about them. And we use them all the time. The learning of these Fundamentals of Communication starts at birth. It is necessary to become skilled at them before learning to use any language. The fundamentals of Communication and language are the building blocks of everything else that a person learns. If a person does not learn these fundamental things, it will not only affect their communication but it will make it more difficult to learn anything else. To use and understand eye contact To use facial expressions Learning to “read” facial expressions Learning to enjoy giving attention to another person Taking turns To use and understand physical contact To use and understand gestures Learning to “read” body language Learning about personal space
What are speech, language and communication? Speech refers to: • Saying sounds accurately and in the right places in words • The sounds people use to communicate words • Speaking fluently, without hesitating, or prolonging or repeating words or sounds • Speaking with expression with a clear voice, using pitch, volume and intonation to support meaning. Language refers to speaking and understanding language: • Using words to build up sentences, sentences to build up conversations and longer stretches of spoken language • Understanding and making sense of what people say Communication refers to how we interact with others: • Language is used to represent concepts and thoughts. • Using language in different ways; to question, clarify, describe etc. • Non-verbal rules of communication; good listening, looking at people when in a conversation, knowing how to talk to others and take turns, how to change language use to suit the situation or the person being spoken to the wider context.