Positive behaviour support Getting it right from the start

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48 Positive behaviour support: Getting it right from the start - Facilitators reference manual PowerPoint 69 PowerPoint 70 * * The checklist is not designed for use with children or for people who use speech or other formal communication systems competently as their main form of communication. The checklist may not be useful for some people with autism, where there are communication skills that may be masked by learned helplessness (that is, when others pre-empt the individual’s need to communicate; when others communicate on behalf of the person or when the individual’s attempts to communicate are not listened to). Useful tips for completing a Checklist of Communication Competencies • Involve as many people as you can, who know the person well. • If you are unsure if the person can perform a particular skill, set up the situation and observe how the person responds. • Make sure you have placed the person at their best advantage; that is observing the individual when they are most alert. • Set up the situation a few times to allow the person an opportunity to demonstrate their skills. • Don’t forget to fill in details on the front page; the person’s name, the date and who helped complete the checklist. • Review the Checklist of Communication Competencies regularly (e.g. yearly) to evaluate progress. If you are undertaking or completing the Triple C Checklist for the first time, support and guidance from a speech pathologist or experienced practitioner should be sought. They will also be able to help if you are not sure how to interpret the results and what to do next after completing the checklist. Differences between intentional and unintentional communicators 12 up ua ii sb se preintentional unintentional non-symbolic intentional intentional symbolic Symbolic means you can understand and use photos, words and signs 1 2 3 4 5 6 Triple C stages 12. This information sheet was taken directly from the interAACtion manual (2004) InterAACtion© Strategies for Intentional and Unintentional Communicators. InterAACtion Copyright of CRC Bloomberg K, West, D & Johnson, H (2004),
Positive behaviour support: Getting it right from the start - Facilitators reference manual 49 up – Unintentional passive communication The communication of adolescents or adults who are assessed as being at stages 1 or 2 may seem quite passive. There may be physical or sensory problems that affect the person’s ability to be involved in some events or activities. Health issues may impact on their quality of life. All interactions are based on the communication partner’s awareness of the person’s needs and observations of the person’s behaviour. (InterAACtion page 21) ua – Unintentional active communication Some people who communicate unintentionally are more active than others. They are much more likely to reach out for things that attract their attention and interest. If they are able to physically, they may walk. All interactions are based on the communication partner’s awareness of the person’s needs and observations of their behaviour. (InterAACtion page 35) ii – Intentional informal communication The person at the intentional informal stage of communication knows that other people can be useful. The person understands that for communication to occur, the attention of a communication partner is required. (InterAACtion page 55) sb – Symbolic (basic) communication A person is able to communicate symbolically when they understand what words, pictures, or signs can be used to communicate about a real object or events. The person is also able to communicate a range of intentions or functions through pictures, gestures, single words or vocalisations. (InterAACtion page 73) se – Symbolic (established) communication By this stage the person is communicating at an established symbolic level. They can recognise a large number of pictures, photos and line drawings and are more likely to use these to initiate interactions with familiar people. Photos, pictures and line drawings may also be incorporated into a range of different communication aids including electronic communication devices, boards, books and wallets. The person may put signs, pictures or words together to make simple two-word phrases. The person may use their communication skills to comment, chat, request or reject something. They also have a reliable way of indicating yes and no to simple questions. If something is missing, they may seek help from others or try to remember where they last saw it. (InterAACtion page 89) Alternative and augmentative communication Some people find communication difficult because they have little or no clear speech. The idea behind AAC is to use the person’s abilities, whatever they are, to compensate for their difficulties and to make communication as quick, simple and effective as is possible when speech alone does not work. Although we all use aspects of AAC from time to time ( e.g. waving goodbye instead of saying it, pointing to a picture or gesturing to make yourself understood in a foreign country) some people may rely on ACC all of the time. Augmentative communication refers to any approach designed to support or enhance the communication of individuals who have speech skills which are limited or ineffective. Alternative communication refers to communication systems for people with no oral communication skills whatsoever.
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