Listen to Me:

Symbolic Communication

Michelle Jones and

Vimla Ramrakhiani

Learning Objectives

What is

Symbolic Communication?

What does the learner need

before they can develop

symbolic communication ?

• Joint Attention • 1:1 correspondence • Early gesture / vocalisations• Object permanence • Anticipation • Simple turn taking / cause and effect • Symbolic / representational play skills

MSI learners need to develop

Pre-Verbal & Early Interaction

Attention & Listening

Play

Understanding

Talking

(Expressive Language)

Speech sounds

(Phonology)

Skills at the

bottom of the

pyramid need

to be in place

before skills at

the top can be

developed.

Communication pyramid

Impact of Deafblindness

on the development of

Symbolic Communication

• Be a responsive and understanding communication partner

• Build on what motivates them – start from the learner and listen to their ‘voice’

• Interact at their level and in close proximity • Use actions songs, multisensory resources,

role play, simple speech, time ….• Multidisciplinary approach to assessment using

the most appropriate tools

What can we

do to support?

Communication

Assessment:

working together

Communication Matrix

Examples:

Objects of Reference

Tactile timetables

Calendar Boxes

Symbolic Forms of

Communication

Tactile Forms of

Symbolic

Communication • BSL

• Makaton

• Sign Supported English

• Visual Frame

• Deafblind Alphabet

• Deafblind Manual

• Block

Case Study 1

• SK is 11, she is mobile but can struggle in busy environments and can ground herself to feel safe. She has CVI and a lower visual field loss. She has a severe hearing loss an auditory neuropathy.

• She has a poor concentration span but can attend up to 5 minutes in an activity which is of her interest, such as interaction with her hands. When bored she can get agitated and will engage in self-stimulatory behaviours.

• She has an 3 members of staff who work with her the whole week. One of the staff is an Intervenor and works with her for part of the week.

• She is reliant on her daily routines and shows little response to other aspects of school life. She struggles with transition to activities.

• She does not respond to speech but shows responses to tones. Hand under hand signs are used with her to tell her which activities she is going to and she has some objects of references.

• She can use behaviours to express that she is unhappy/pain/or when asked to do something/or when she wants something.

• She uses facial expressions and upper limb movements to express herself.

Video 1 of SK

Activity

• In your groups discuss what modes

of communication does the student

use?

• Where do you think she is on the

Communication Matrix?

• Why do you think so?

• Feedback

SK Communication Profile

How was SK supported

• Her strengths-touch and auditory

• What motivated her?

• Using child-guided approach

• Prep for learning boxes were set up

• Individualised Ors were established

• Hand under hand signing was coupled with speech

• Routines and sub routines

• Two Intervenors worked with SK in the week

• Choice board with one item and this developed

• Calendar system- started with a NOW and FINISH basket

• The physical environment was decluttered and tool account of the sensory difficulties.

Prep for

Learning Box

Calendar Systems

Choice board

• Video 2 – Roundabout

• Video 3 – Music

SK Current

Communication Profile

Case Study 2

• RT was diagnosed with CHARGE syndrome at birth- he was born at 36 weeks but had a range of complex health issues with his vision, hearing, feeding, breathing and had a long period in hospital. He had 13 operations at the early stage. He was 3 years old before he began to walk

• RT has a profound bilateral sensori-neural hearing loss- profoundly deaf. He has a cochlear implant on his left side but rejects to wear it.

• He is registered blind. He has bilateral retinal colobomas resulting in loss of upper field of vision, nystagmus and reduces distance vision, bilateral squint, photophobia, and limited central vision in his right eye. This is compounded by the facial palsy Which prevents him from being able to blink or close his eyes. In addition, RT has further sensory loss-impaired sense of taste and smell, and severely impaired vestibular and proprioceptive senses.

• He is tactile defensive although this has reduced over the years. He needs firm touch and dislikes gentle touch.

• He can vocalise but has no spoken language. He was surrounded by BSL during his early years at School for Deaf Children and understands a number of signs and short sign sentences. He will express through his behaviours if he doesn’t want to do something/ or not well/or is seeking sensory input. He uses objects and very familiar photographs to request with support . He still continues to use specific body language or gestures to make his needs known.

Activity

• In your groups discuss what modes of communication

does the student use?

• Where do you think she is on the Communication

Matrix?

• Why do you think so?

• Feedback

RT Communication Profile

• Core group of Intervenors and staff with knowledge of MSI

• What motivated him? Photos were established

• Photos were coupled with symbols and faded

• PECs book which was categorised

• Hand under hand signing was coupled with symbol/speech

• Routines and sub routines using task lists

• Choice board with one item and this developed

• Visual Calendar system and FINISH pouch

• Video modelling/modelling

• Daily Journal

• The physical environment was decluttered and took account

of the sensory difficulties. Enlarged symbols.

How was RT supported

PECs bookNow/next card

Finish

Doing the whole

process- routines

“doing with not for”

RT Current

Communication Profile

Any questions /

comments

Thank you

Vimla.Ramrakhiani@seashelltrust.org.uk

Michelle.Jones@seashelltrust.org.uk