INTRODUCTION TO SOCIAL NETWORKS: SUPPORTING...
Transcript of INTRODUCTION TO SOCIAL NETWORKS: SUPPORTING...
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INTRODUCTION TO SOCIAL NETWORKS:
SUPPORTING INTERVENTIONS THAT LEAD TO MEANINGFUL OUTCOMES
IN AACSarah Blackstone and Mary Hunt Berg
Augmentative Communication Inc. The Bridge School
[email protected]@bridgeschool.org
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Purpose of presentation
• Introduce Social Networks Inventory and its use in the area of AAC
• Provide example of use of tool with children at Bridge School and discuss rationale
• Quickly go through tool using Inventory Booklets
7/20/2010 Social Networks: ISAAC 2010 2
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Handouts
– Inventory Booklet
– Power Point Go to www.augcominc.com
– Newsletter on Social Networks Go to www.augcominc.com
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FIRST…What are social networks?
• Widely used term to describe complex patterns of relationships (Kaczmarek, 2002)
• Researchers from multiple disciplines employ SN concepts in frameworks and methodologies
• Study individuals, groups, institutions, etc.
Access to social networks depends upon communication skills
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21st CenturySocial Network websites
bebobloggercyworldfacebookgotologgriendsterhi5livejournalmyspaceorkutskyblogstudiverzeichnisunidentified
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Personal SNs
• SNs are an index of person’s social world or life space (Feiring & Lewis, 1989)
• SNs identify existing relationships
• SNs can identify opportunities and barriers to participation in life activities.
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Adopting and Adapting a ‘social networks’ framework for use in AAC
• Requires thinking beyond traditional assessment protocols that often focus on impairments and disabilities (consistent with ICF focus)
• Increases potential to achieve outcomes that matter to client and family
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Social Networks and Disability
• After years of laws and policies aimed at support people with disabilities, many are at high risk for exclusion from social networks typical of peers
• Many face social isolation, even those who use advanced AAC technologies
Bryen, Carey & Frantz, 2003; Collier, 2000, 2010; Scott & Murphy, 1995
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Evidence shows that
• Strong social networks result in better
– Health
– Quality of life
– Employment
– Acquisition of competencies (e.g. educational success, social skills)
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Social networks influence the kinds of opportunities and experiences a
person will have. Thus, they contribute to the kinds of
competencies a person will demonstrate.
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“Individuals with chronic disabilities face unique threats & challenges; and they need robust social networks to support them so they can remain resilient and experience a high quality of life.”
(David Beukelman, ACN, 2003)
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Social Networks of families of young children with CCN
Breakdown of parent’s personal CCPs
“I hadn’t really thought about what this is doing to us. Wow!”
Increased awareness of need to build child’s social networks.
“We obviously need to think about how to help build friendships. We need to facilitate this or it ain’t gunna happen.”
(S. Blackstone, T. Kovach, S. Moore, 2006)
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SN of adults with acquired disabilities and their families
• Communication partners issues (hearing, vision, cognition, time, nature of relationships)
• Often a significant impact on spouse, other family members
• Mixing/shifting roles
– Spouse - primary caregiver/AAC facilitator
– PCA – friend, family member
(David R. Beukelman, 2006)
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As social connections increase, social inclusion expands
Conversely, individuals who do not have opportunities to build SNs develop a sense of isolation or loneliness
(see Granlund & Eriksson, 2004)
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Social Networks: A Communication Inventory for Individuals with Complex Communication Needs and their Communication Partners
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Social Networks is a tool that helps identify Where we are?
Where we might want to go?
It also can help tell usDid we get there?
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SN Inventory has 10 sections
Sections I-III: Tells us who individual is and his/her current social networks
Sections IV-VII: Collects information on communication modes, tools and strategies individual currently uses
Sections VIII-IX: Provides information about how individual uses different communication modes, tools and strategies within their social networks
Section X: Summarizes information in one place.
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Nodes & Links
Circle of communication partners
The individual is the central node and anchor
1= Family2=Friends3=Acquaintances4=Paid Workers5=Unfamiliar partners
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Use of Social Networks Inventory at the Bridge School
1. To examine outcomes of former students who previously
attended Bridge School
– Mary Hunt Berg. Bridge School: Educational Inclusion
Outcomes over 15 Years, Augmentative and Alternative
Communication, 21, 116-131.
2. For assessment, goal setting, and monitoring progress.
3. To inform curriculum development & partner training.
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SN provides data that can be used to describe profiles of research participants.
ID Gen-der
Age Diagnoses Receptiv elanguage
Expressiv elanguage
Cognition Reading Speech Motor Mobility Numberyears
attended
Numberyearssince
Agewhen
entered
AgeWhenexited
AS M 13 -Seizuredisorder
moderate severe moderate severe severe severe ambulatory 2 1 10 11
SB M 11 -brain injury severe severe moderate severe severe severe nonambulatory 3.5 1 5 8
NW M 12 -cerebralpalsy
WNR mild WNR moderate severe severe nonambulatory 2 1 9 10
ES F 12 -cerebralpalsy-visualimpairment-seizuredisorder
severe severe severe severe severe severe nonambulatory 3 1 7 11
CT F 11 -cerebralpalsy-visual -impairment-seizuredisorder
severe severe severe severe severe severe nonambulatory 2 2 7 9
HF F 12 -cerebralpalsy-visualimpairment
mild severe moderate severe severe severe nonambulatory 5 3 5 10
JS M 17 -cerebralpalsy-visualimpairment
moderate severe moderate severe severe severe nonambulatory 6 3 9 15
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Illustrating Some Research Findings
Communication Partners at Follow-up
0
2
4
6
8
10
12
14
16
18
1 2 to 4 5 to 8 9 to 12
Years since Bridge
Av
era
ge
Nu
mb
er
of
Follow-up data from The Bridge School’s longitudinal, retrospective study (Hunt-Berg, 2005)
All participants have severe speech & physical impairment.
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0
2
4
6
8
10
12
14
16
most of the time sometimes rarely never
Modes : Frequency of Use
facial expressions/body language gestures
vocalizations speech
writing/drawing nonelectronicsimple VOCA complex VOCA
communication software
SN was used to identify frequency of use for modes currently used
N=16
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Social networks is used for initial assessment.
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Social Networks informs AAC system
development
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Social Networks is used for person-centered
planning in preparation for IEP meetings
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Supporting the curriculum
• Collages of children at the Bridge School
• The thematic unit was "community" with the sub themes of “me” & then "family" and then friends, etc.
Art teacher Rebecca Hazeltine.
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Social networks is used to inform
curriculum development:
Expanding circles
beyond 1 & 4
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Expanding circles beyond 1 & 4
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Providing experiences
beyond circle 1&4
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Social Networks informs curriculum
development: Expanding circle 2.
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Social Networks provides direction regarding
partner training and friendship building
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Social networks informs curriculum
development and partner training
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Social Networks: A Communication Inventory for Individuals with Complex Communication Needs
and their Communication Partners
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Who completes the CCP?
Social Networks is administered to .
Individual, if at all possible
Family member: 1st Circle
AND
Professional (SLP/teacher): 4th Circle
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Some tips to remember…
• DON’T have to administer ALL.• DON’T have to complete in a session.• DON’T have to give sections in order.• DO have to follow instructions when
administering each section. • DO have rationale for decisions.• Meant to be re-administered over time.
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Information obtained from SN
• Identifying Information• Skills and Abilities
• Circles of Communication Partners
• Modes of Communication• Representational Strategies• Selection Strategies• Strategies that support
interaction• Topics of Conversation• Types of Communication
• Summary Sheets
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Circles of Communication Partners Adapted from Marsha Forest, Judith Snow, et. al.
2nd
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Who is in your circles?
1. Family
2. Friends
3. Acquaintances
4. Paid workers
5. Unfamiliar partners
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Accuracy of a CCP
• # of partners
• Balance across your circles
• # of people in each circle
• Thinking back and thinking forward
– How do your circles today compare with your circles a year ago? 5 years ago?
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Social networks change over the lifespan.
Infancy &preschool
Thirdthirty
School years
Adulthood& middle years
What happens here underlies what happens here
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How might your circles compare to individuals with disabilities you know?
Why?
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Step 1. Identify important partners in each circle
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Step 2. Identify specific partners
& their circles
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Questions . . .• Are person’s circles balanced?
• Would circles look different if informantwas person? Family member? Some other professional?
• Did CCP help identify any important issues? considerations?
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The most skilled partners are not always the person’s preferred partners
Communication Partners: Pilot data
Many individuals with complex communication needs do not spend most of their time with their most skilled partners
Many partners thought to be most willing to learn are not being taught
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Summary Sheet
What circles will you target?
What might be a reasonable goal to meet current communication needs?
What might be a reasonable goal to meet future communication needs?
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The Social Networks Tool
• Identifying Information
• Skills and Abilities• Circles of Communication
Partners• Modes of Communication• Representational Strategies• Selection Strategies• Strategies that support
interaction• Topics of Conversation• Types of Communication
• Summary Sheets
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• Speech • Expressive language• Writing• Reading• Adaptive Behavior• Vision• Hearing• Motor • Cognition• Assistive Technology
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Skills and Abilities Further Assessment
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Goals:
Do any goals emerge from these sections for the person you’re thinking about?
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The Social Networks Tool
• Identifying Information• Skills and Abilities• Circles of
Communication Partners
• Modes of Communication
• Representational Strategies• Selection Strategies• Strategies that support
interaction• Topics of Conversation• Types of Communication
• Summary Sheets
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Modes of Communication
• Facial expression/ body language
• Gestures/eye gaze
• Vocalizations
• Manual signs
• Speech
• Writing/drawing
• Nonelectronic communication aids
• Simple communication device
• Complex communication device
• Communication software
• Phone
• Other_____________
Defined in the SNs manual
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Additional Information about Modes
For modes person CURRENTLY uses, ask about
•Frequency
•Effectiveness
•Efficiency
•Intelligibility
•Size of vocabulary
•Length of time used
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0
10
20
30
40
50
60
70
80
90
100
1st Circle 2nd Circle 3rd Circle 4th Circle 5th Circle
Gestures
Vocalizations
Speech
Sign
Light tech
VOCA
Primary Modes Across Circles: Pilot Data
Vocalizations
Gestures
SpeechSign
Light tech
High tech
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0
2
4
6
8
10
12
14
16
most of the time sometimes rarely never
Modes : Frequency of Use
facial expressions/body language gestures
vocalizations speech
writing/drawing nonelectronic
simple VOCA complex VOCA
communication software
Bridge School Data
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Important relationship between Modes and Circles
• Person with CCN AND their partners often have strong preferences for modes.
• Attitudes about modes in different circles will influence success.
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Relationships between Modes and Meaning
• Choice of modes is influenced by the situation, intent, content, individuals involved
• All performance is multi-modal
• Modes uniquely constrain types of information conveyed
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Modes differ in types of information conveyed
Social Networks. ISAAC Research Symposium (2004).
Face- emotion
Eyes- Deictic information
Hands & arms-Spatial orientation
Body proximity- Attitude
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Different Modes support different kinds of interactions
• Social closeness
• Basic needs/ wants
• Social etiquette
• Information exchange
• Interior dialogue
• Face to face communication
• Communication across distances
• Spoken/written
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Administering Modes Section
• Step 1: Ask informant to identify ALL modes person relies on
• Step 2: Ask informant to identify PRIMARY mode for each circle
• Step 3: Collect additional information about modes
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Step #1: Identify All Modes
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#2 Check primary mode for each circle
1
2
3
5
4
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Additional Information about Modes
For modes person CURRENTLY uses, ask about
•Frequency
•Effectiveness
•Efficiency
•Intelligibility
•Size of vocabulary
•Length of time used
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# of partnersPrimary mode: gestures
# of partnersPrimary mode: Vanguard
# of partnersPrimary mode: vocalizations
KEITH
# of partnersPrimary mode: gestures
# of partnersPrimary mode: gestures
Vocalizations, sign Complex VOCA
Gesture, sign Complex VOCA
VOCA, fac exp signs
gestures signsFac expression, vocalization
Complex VOCA
x
XX
XX
XX
X
x
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Goals:
Do any goals emerge as a result of the modes section?
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Examples of how Modes section may influence goal setting/intervention planning
Only uses SGD
in 4th circle
Use telephone to call grandma 2x month using SGD
Use SGD to order donuts in bakery 2x week
Wants to keep a
diary.
Use wd processing with prediction. Develop plan to ensure privacy.
Gestures are not
understood
Target 2 gestures. Improve intelligibility with 2 people in 3rd circle.
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The Social Networks Tool • Identifying Information• Skills and Abilities• Circles of
Communication Partners
• Modes of Communication
• Representational Strategies
• Selection Strategies• Strategies that support
interaction• Topics of Conversation• Types of Communication• Summary Sheets
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Step #1: Identify All representational strategies used
77
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Step 2: Frequency, effectiveness, efficiency, intelligibility of use
7/20/2010 Social Networks: ISAAC 2010 78
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Selection Techniques
7/20/2010 Social Networks: ISAAC 2010 79
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Skills and Abilities Further Assessment
Representational Strategies
Selection techniques
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Goals:
•What type of goals might goals emerge from sections on
•Representational Strategies
•Selection Techniques
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The Social Networks Tool
• Identifying Information• Skills and Abilities• Circles of Communication
Partners• Modes of
Communication• Representational
Strategies• Selection Strategies
• Strategies that support interaction
• Topics of Conversation• Types of Communication• Summary Sheets
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Strategies that support interaction
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Strategies that support expression/comprehension
• Expression
– Verbal and physical prompts
– Pause/delay
– Acting dumb
– Carrier phrases
– Social stories
– Communication displays
• Comprehension
– Augmented input
– Aided language stimulation
– Schedules within/between activities
– Finished box
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Skills and Abilities Further Assessment
Represent. strategies Selection techniques
Strategies: Expression Strategies: Comprehension
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Goals:
Do any goals emerge from this section?
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Teach „closed fist‟
strategy to classmates
and teachers
Use at least 5 times daily when
trained to provide choices and
chances to make comments.
[Limited use of “quick and
dirty” interaction strategies.]
Set up within activity
visual supports to
decrease dependence
on prompting
During art and cooking, replace
direct prompts with visual
supports to increase
independence. Try making flip
books or velco schedule
How does Strategies section help with
goal setting/intervention planning?
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Teach conversational
repair strategies
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The Social Networks Tool
• Identifying Information• Skills and Abilities• Circles of
Communication Partners• Modes of
Communication• Representational
Strategies• Selection Strategies• Strategies that support
interaction• Topics of
Conversation• Types of Communication• Summary Sheets
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Topics of conversation
• What does person talk about with partners in each circle?
• What would person MOST like to talk about with partners in each circle?
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Topics
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Skills and Abilities Further Assessment
Represent. strategies Selection techniques
Strategies: Expression Strategies: Comprehension
Topics: Current Topics: Desired
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Goals:
Do any goals emerge from this section?
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Team doesn‟t know
what person would
most like to talk
about.
Observe, discuss areas of interest
and consider providing
vocabulary accordingly. Find
ways to familiarize partners with
topics.
Topics at home are
very different from
topics at work. Need
more vocabulary
Complete vocabulary inventories
of favorite topics in both
locations. Modify SGD and low-
tech displays accordingly
How does Topics section help with goal
setting/intervention planning?
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Setting topics
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The Social Networks Tool
• Identifying Information• Skills and Abilities• Circles of Communication
Partners• Modes of Communication• Representational Strategies• Selection Strategies• Strategies that support
interaction• Topics of Conversation• Types of
Communication• Summary Sheets
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Circles of
Communication
Partners
Modes of
Communication
Selection Strategies
Continuum of
Types of
Communication
Identifying Information
Skills and Abilities
Representa-
tional
strategiesStrategies that support interaction
Topics of Conversation
Components of Social Networks
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Types of Communication(Dr. Pat Dowden, University of Washington)
Emergent Context Dependent Independent
No reliable method of symbolic communication
Use symbolic and nonsymbolic modes with success limited to contexts, partners or activities
Can interact with both familiar and unfamiliar partners about anytopic in any context
Gestures, vocalizations, body language
Perhaps because only familiar partners understand or because individual is dependent on others to provide vocabulary
Communicates novel messages independently
Limited contexts limited partners
Limited contexts/ limited partners to multiple contexts/ multiple partners
May not always chose to be independent
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Emergent, Context Dependent, Independent
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Intervention Goals: Context-Dependent
Context-Dependent Independent
No reliable symbolic communication
Reliable symbolic communication
Limited vocabulary All topics
Limited partners All partners
Limited contexts All contexts
Emerging
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A life-long continuum
Emerging Context-dependentIndependent
Increase access to vocabulary
Decrease dependence
Develop literacy skills
Expanding communication partners
Increase topics
Increase modes of communication
I.D. reliablemeans of expression.Increase opportunities for interactions beyond 1st & 4th
circles
Increase speech of communication
Refine social interaction skills
Access to 5th circle
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Wrap Up and Questions
7/20/2010 Social Networks: ISAAC 2010 103
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Skills and Abilities Further Assessment
Represent. strategies Selection techniques
Strategies: Expression Strategies: Comprehension
Topics: Current Topics: Desired
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Emergent, Context Dependent, Independent
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Social networks change over the lifespan.
Infancy &preschool
Thirdthirty
School years
Adulthood& middle years
What happens here underlies what happens here
7/20/2010 108Social Networks: ISAAC 2010
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While SNs are dynamic entities, the need for membership in
social circles is persistent and inherent to being human
Social networks are ALWAYS very limited without access to effective
communication
7/20/2010 109Social Networks: ISAAC 2010
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Position: Where we are?Destination: Where we need to go?Direction: How we will get there?Speed: How fast we will go?
It also can help tell us…DID WE GET THERE?
Social Networks is a tool that helps identify
7/20/2010 110Social Networks: ISAAC 2010
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Social Networks Inventory
The essence of navigation is knowing one’s position, direction and speed.
Of these, position is hardest to find, but, once obtained, direction and
speed become more obvious. (Royal British Columbia Natural History
Museum, Victoria, B.D.)
7/20/2010 111Social Networks: ISAAC 2010
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Conceptual Frameworks underlying Tool (SNs)
• Psycholinguistic theory • Circles of Friends/Communication Partners• ICF Model (WHO)• Person-centered/Family-centered• Participation model (Beukelman/Mirenda)• Inclusion • Model of communicative competence (Light)• Authentic measurement / qualitative approach