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…the act of conveying information

   Communication requires a sender, a message
    and a recipient

   Functions of communication
     Basic needs
     Information exchange
     Social routines
     Social closeness


                                                 Janice Light
…..what a listener receives and
   understands from a communication
   partner
        schedules




behavior cards




                                 social stories
… what one person tries to convey to
 another




                  PECS         voice output
choice board
                               device
…using some other way to
communicate in support of or
as an alternative to speech.




          •Pictures
          •Signs
          •Gesture
          s
   Environmental cue   least
   Expectant pause
   Wh question
   Partial prompt
   Model
   HUH                 most
   Determine and practice mode of communication
   Use consistent language
   Provide multiple responses
   Black and white vs. color
Behaviors



  Skill-
  Building




Integrated
Experience

               Nonviolent Crisis Intervention

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Communication

  • 1. Sponsored by FDLRS Action Resource Center
  • 2. …the act of conveying information  Communication requires a sender, a message and a recipient  Functions of communication  Basic needs  Information exchange  Social routines  Social closeness Janice Light
  • 3. …..what a listener receives and understands from a communication partner schedules behavior cards social stories
  • 4. … what one person tries to convey to another PECS voice output choice board device
  • 5. …using some other way to communicate in support of or as an alternative to speech. •Pictures •Signs •Gesture s
  • 6. Environmental cue least  Expectant pause  Wh question  Partial prompt  Model  HUH most
  • 7. Determine and practice mode of communication  Use consistent language  Provide multiple responses  Black and white vs. color
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18. Behaviors Skill- Building Integrated Experience Nonviolent Crisis Intervention

Editor's Notes

  1. Sketch your classroom
  2. CPI/ASD Refresher workbookEnvironment: How will staff adapt the environment to reduce or eliminate the setting events and antecedents?(Ex. student desk located in front/near teacher, student sitting at desk rather than group table, student has schedule posted, activity expectations are posted and reviewed beforehand, visual supports are present for directions, lecture notes are provided for student to highlight and follow along, etc…)Skill-Building: What new skills will be taught to replace the challenging behavior?(Ex. prompting, reinforcement schedule to promote appropriate behaviors, social stories, role-play, introduce new visual supports, etc…) Staff Responses: How will staff respond in order to support positive behavior and reduce the challenging behavior?(Ex. praise or reinforcement when skill is performed, token system, ignoring, etc…)