Webinar on the Communication Matrix Area IV Deafblind Projects August 21, 2007 Charity Rowland, Ph. D. Oregon Health & Science University
Agenda • Development of Communication • Communication Matrix—Print versions for Professionals and Parents • Communication Matrix Online
Seven Levels of Early Communication
SEVEN LEVELS OF COMMUNICATIVE COMPETENCE LEVEL SALIENT BEHAVIOR I. Pre-Intentional Behavior Pre-intentional or reflexive behavior that expresses state of subject. State (eg. , hungry, wet) is interpreted by observer. II. Intentional (Proactive) Behavior (Not intentionally communicative) Behavior is intentional, but is not intentionally communicative. Behavior functions to affect observer’s behavior, since observer infers intent. . III. Non-conventional Presymbolic Communication Non-conventional gestures are used with intent of affecting observer’s behavior. IV. Conventional Presymbolic Communication Conventional gestures are used with intent of affecting observer’s behavior. V. Concrete Symbolic Communication Limited use of concrete (iconic) symbols to represent environmental entities. 1: 1 correspondence between symbol and referent. . VI. Abstract Symbolic Communication Limited use of abstract (arbitrary) symbols to represent environmental entities. Symbols are used singly. VII. Formal Symbolic Communication Rule-bound use of arbitrary symbol system. Ordered combinations of two or more symbols according to syntactic rules.
SEVEN LEVELS OF COMMUNICATIVE COMPETENCE LEVEL SALIENT BEHAVIOR I. Pre-Intentional Behavior Pre-intentional or reflexive behavior that expresses state of subject. State (eg. , hungry, wet) is interpreted by observer. II. Intentional (Proactive) Behavior (Not intentionally communicative) Behavior is intentional, but is not intentionally communicative. Behavior functions to affect observer’s behavior, since observer infers intent. . III. Non-conventional Presymbolic Communication Non-conventional gestures are used with intent of affecting observer’s behavior. IV. Conventional Pre-symbolic Communication Conventional gestures are used with intent of affecting observer’s behavior. V. Concrete Symbolic Communication Limited use of concrete (iconic) symbols to represent environmental entities. 1: 1 correspondence between symbol and referent. . VI. Abstract Symbolic Communication Limited use of abstract (arbitrary) symbols to represent environmental entities. Symbols are used singly. VII. Formal Symbolic Communication Rule-bound use of arbitrary symbol system. Ordered combinations of two or more symbols according to syntactic rules.
SEVEN LEVELS OF COMMUNICATIVE COMPETENCE LEVEL SALIENT BEHAVIOR I. Pre-Intentional Behavior Pre-intentional or reflexive behavior that expresses state of subject. State (eg. , hungry, wet) is interpreted by observer. II. Intentional (Proactive) Behavior is intentional, but is not intentionally communicative. Behavior functions to affect observer’s behavior, since observer infers intent. (Not intentionally communicative) III. Non-conventional Presymbolic Communication Non-conventional gestures are used with intent of affecting oserver’s behavior. IV. Conventional Pre-symbolic Communication Conventional gestures are used with intent of affecting observer’s behavior. V. Concrete Symbolic Communication Limited use of concrete (iconic) symbols to represent environmental entities. 1: 1 correspondence between symbol and referent. . VI. Abstract Symbolic Communication Limited use of abstract (arbitrary) symbols to represent environmental entities. Symbols are used singly. VII. Formal Symbolic Communication Rule-bound use of arbitrary symbol system. Ordered combinations of two or more symbols according to syntactic rules.
SEVEN LEVELS OF COMMUNICATIVE COMPETENCE LEVEL SALIENT BEHAVIOR I. Pre-Intentional Behavior Pre-intentional or reflexive behavior that expresses state of subject. State (eg. , hungry, wet) is interpreted by observer. II. Intentional (Proactive) Behavior (Not intentionally communicative) Behavior is intentional, but is not intentionally communicative. Behavior functions to affect observer’s behavior, since observer infers intent. . III. Non-conventional Pre-symbolic Communication Non-conventional gestures are used with intent of affecting observer’s behavior. IV. Conventional Pre-symbolic Communication Conventional gestures are used with intent of affecting observer’s behavior. V. Concrete Symbolic Communication Limited use of concrete (iconic) symbols to represent environmental entities. 1: 1 correspondence between symbol and referent. . VI. Abstract Symbolic Communication Limited use of abstract (arbitrary) symbols to represent environmental entities. Symbols are used singly. VII. Formal Symbolic Communication Rule-bound use of arbitrary symbol system. Ordered combinations of two or more symbols according to syntactic rules.
SEVEN LEVELS OF COMMUNICATIVE COMPETENCE LEVEL SALIENT BEHAVIOR I. Pre-Intentional Behavior Pre-intentional or reflexive behavior that expresses state of subject. State (eg. , hungry, wet) is interpreted by observer. II. Intentional (Proactive) Behavior (Not intentionally communicative) Behavior is intentional, but is not intentionally communicative. Behavior functions to affect observer’s behavior, since observer infers intent. . III. Non-conventional Presymbolic Communication Non-conventional gestures are used with intent of affecting observer’s behavior. IV. Conventional Pre-symbolic Communication Conventional gestures are used with intent of affecting observer’s behavior. V. Concrete Symbolic Communication Limited use of concrete (iconic) symbols to represent environmental entities. 1: 1 correspondence between symbol and referent. . VI. Abstract Symbolic Communication Limited use of abstract (arbitrary) symbols to represent environmental entities. Symbols are used singly. VII. Formal Symbolic Communication Rule-bound use of arbitrary symbol system. Ordered combinations of two or more symbols according to syntactic rules.
SEVEN LEVELS OF COMMUNICATIVE COMPETENCE LEVEL SALIENT BEHAVIOR I. Pre-Intentional Behavior Pre-intentional or reflexive behavior that expresses state of subject. State (eg. , hungry, wet) is interpreted by observer. II. Intentional (Proactive) Behavior (Not intentionally communicative) Behavior is intentional, but is not intentionally communicative. Behavior functions to affect observer’s behavior, since observer infers intent. . III. Non-conventional Presymbolic Communication Non-conventional gestures are used with intent of affecting observer’s behavior. IV. Conventional Pre-symbolic Communication Conventional gestures are used with intent of affecting observer’s behavior. V. Concrete Symbolic Communication Limited use of concrete (iconic) symbols to represent environmental entities. 1: 1 correspondence between symbol and referent. . VI. Abstract Symbolic Communication Limited use of abstract (arbitrary) symbols to represent environmental entities. Symbols are used singly. VII. Formal Symbolic Communication Rule-bound use of arbitrary symbol system. Ordered combinations of two or more symbols according to syntactic rules.
SEVEN LEVELS OF COMMUNICATIVE COMPETENCE LEVEL SALIENT BEHAVIOR I. Pre-Intentional Behavior Pre-intentional or reflexive behavior that expresses state of subject. State (eg. , hungry, wet) is interpreted by observer. II. Intentional (Proactive) Behavior (Not intentionally communicative) Behavior is intentional, but is not intentionally communicative. Behavior functions to affect observer’s behavior, since observer infers intent. . III. Non-conventional Presymbolic Communication Non-conventional gestures are used with intent of affecting observer’s behavior. IV. Conventional Pre-symbolic Communication Conventional gestures are used with intent of affecting observer’s behavior. V. Concrete Symbolic Communication Limited use of concrete (iconic) symbols to represent environmental entities. 1: 1 correspondence between symbol and referent. . VI. Abstract Symbolic Communication Limited use of abstract (arbitrary) symbols to represent environmental entities. Symbols are used singly. VII. Formal Symbolic Communication Rule-bound use of arbitrary symbol system. Ordered combinations of two or more symbols according to syntactic rules.
SEVEN LEVELS OF COMMUNICATIVE COMPETENCE LEVEL SALIENT BEHAVIOR I. Pre-Intentional Behavior Pre-intentional or reflexive behavior that expresses state of subject. State (eg. , hungry, wet) is interpreted by observer. II. Intentional (Proactive) Behavior (Not intentionally communicative) Behavior is intentional, but is not intentionally communicative. Behavior functions to affect observer’s behavior, since observer infers intent. . III. Non-conventional Presymbolic Communication Non-conventional gestures are used with intent of affecting observer’s behavior. IV. Conventional Pre-symbolic Communication Conventional gestures are used with intent of affecting observer’s behavior. V. Concrete Symbolic Communication Limited use of concrete (iconic) symbols to represent environmental entities. 1: 1 correspondence between symbol and referent. VI. Abstract Symbolic Communication Limited use of abstract (arbitrary) symbols to represent environmental entities. Symbols are used singly. VII. Formal Symbolic Communication Rule-bound use of arbitrary symbol system. Ordered combinations of two or more symbols according to syntactic rules.
Communicative Behaviors for each Level of Early Communication
Communication Modes Associated with Each Level of Communication Level Vocal/Speech Motor/Gestural Electronic Technology 2 - and 3 -dimensional Symbols Level I Pre-intentional behavior Cry Gurgle Coo Grunt Head and limb movements Postural changes Facial expressions Level II Intentional behavior Fuss Babbling sounds Gaze at object Smile Avert head Approach object Move away from Push away Take object Contingency awareness (not communication) Level III Unconventional pre-symbolic behavior Laugh Whine Scream Eye contact Manipulate person Calling device Level IV Conventional pre-symbolic Communication Intonated sound patterns Vocalizations accompany gestures Alternating gaze Shrug Open palm Hands up/out Point Extend object Nod/Shake head Wave Kiss/Hug/Pat Raise hand Touch object, person Two-choice option Yes/no option Level V Concrete symbolic communication Mimic sounds of objects Iconic gestures (mine. come, sit) Pantomime action, object Selection of concrete 2 - or 3 dimensional symbols Concrete 2 -dimensional symbols Concrete 3 -dimensional symbols Level VI Abstract symbolic communication Single spoken words Single manual signs Selection of abstract symbols Abstract shapes Abstract graphics Written words Brailled words Level VII Formal symbolic communication (Language) Combinations of 2 or more spoken words Combinations of 2 or more manual signs Selection of combinations of 2 or more symbols Combinations of 2 - and 3 -dimensional symbols
Communication Modes Associated with Each Level of Communication Level Vocal/Speech Electronic Technology Motor/Gestural 2 - and 3 -dimensional Symbols Level I Preintentional behavior Cry Gurgle Coo Grunt Head and limb movements Postural changes Facial expressions Level II Intentional behavior Fuss Babbling sounds Gaze at object Smile Avert head Approach object Move away from Push away Take object Contingency awareness (not communication) Level III Unconventional presymbolic behavior Laugh Whine Scream Eye contact Manipulate person Calling device Level IV Conventional pre-symbolic Communication Intonated sound patterns Vocalizations accompany gestures Alternating gaze Shrug Open palm Hands up/out Extend object Nod/Shake head Wave Kiss/Hug/Pat Raise hand Touch object, person Level V Concrete symbolic communication Mimic sounds of objects Iconic gestures (mine. come, sit) Pantomime action, object Selection of concrete 2 - or 3 -dimensional symbols Concrete 2 -dimensional symbols Concrete 3 -dimensional symbols Level VI Abstract symbolic communication Single spoken words Single manual signs Selection of abstract symbols Abstract shapes Abstract graphics Written words Brailled words Level VII Formal symbolic communication (Language) Combinations of 2 or more spoken words Combinations of 2 or more manual signs Selection of combinations of 2 or more symbols Combinations of 2 - and 3 dimensional symbols Point Two-choice option Yes/no option
Communication Modes Associated with Each Level of Communication Communicatio n Level Vocal/Speech Electronic Technology Motor/Gestural 2 - and 3 -dimensional Symbols Level I Pre-intentional behavior Cry Gurgle Coo Grunt Head and limb movements Postural changes Facial expressions Level II Intentional behavior Fuss Babbling sounds Gaze at object Smile Avert head Approach object Move away from Push away Take object Contingency awareness Level III Unconventional presymbolic behavior Laugh Whine Scream Eye contact Manipulate person Calling device Level IV Conventional pre-symbolic Communication Intonated sound patterns Vocalizations accompany gestures Alternating gaze Shrug Open palm Hands up/out Extend object Nod/Shake head Wave Kiss/Hug/Pat Raise hand Touch object, person Level V Concrete symbolic communication Mimic sounds of objects Iconic gestures (mine. come, sit) Pantomime action, object Selection of concrete 2 or 3 -dimensional symbols Concrete 2 -dimensional symbols Concrete 3 -dimensional symbols Level VI Abstract symbolic communication Single spoken words Single manual signs Selection of abstract symbols Abstract shapes Abstract graphics Written words Brailled words Level VII Formal symbolic communication (Language) Combinations of 2 or more spoken words Combinations of 2 or more manual signs Selection of combinations of 2 or more symbols Combinations of 2 - and 3 dimensional symbols Point (not communication) Two-choice option Yes/no option
Communication Modes Associated with Each Level of Communication Level Vocal/Speech Motor/Gestural Electronic Technology 2 - and 3 -dimensional Symbols Level I Pre-intentional behavior Cry Gurgle Coo Grunt Head and limb movements Postural changes Facial expressions Level II Intentional behavior Fuss Babbling sounds Gaze at object Smile Avert head Approach object Move away from Push away Take object Contingency awareness (not communication) Level III Unconventional pre-symbolic behavior Laugh Whine Scream Eye contact Manipulate person Calling device Level IV Conventional pre-symbolic Communication Intonated sound patterns Vocalizations accompany gestures Alternating gaze Shrug Open palm Hands up/out Point Extend object Nod/Shake head Wave Kiss/Hug/Pat Raise hand Touch object, person Two-choice option Yes/no option Level V Concrete symbolic communication Mimic sounds of objects Iconic gestures (mine. come, sit) Pantomime action, object Selection of concrete 2 - or 3 -dimensional symbols Concrete 2 -dimensional symbols Concrete 3 -dimensional symbols Level VI Abstract symbolic communication Single spoken words Single manual signs Selection of abstract symbols Abstract shapes Abstract graphics Written words Brailled words Level VII Formal symbolic communication (Language) Combinations of 2 or more spoken words Combinations of 2 or more manual signs Selection of combinations of 2 or more symbols Combinations of 2 - and 3 dimensional symbols
Communication Modes Associated with Each Level of Communication Level Vocal/Speech Motor/Gestural Electronic Technology 2 - and 3 dimensional Symbols Level I Pre-intentional behavior Cry Gurgle Coo Grunt Head and limb movements Postural changes Facial expressions Level II Intentional behavior Fuss Babbling sounds Gaze at object Smile Avert head Approach object Move away from Push away Take object Contingency awareness (not communication) Level III Unconventional pre-symbolic behavior Laugh Whine Scream Eye contact Manipulate person Calling device Level IV Conventional pre-symbolic communication Intonated sound patterns Vocalizations accompany gestures Alternating gaze Shrug Open palm Point Hands up/out Wave Extend object Nod/Shake head Kiss/Hug/Pat Raise hand Touch object, person Twochoice option Yes/no option Level V Concrete symbolic communication Mimic sounds of objects Iconic gestures (mine. come, sit) Pantomime action, object Selection of concrete 2 - or 3 dimensional symbols Concrete 2 -dimensional symbols Concrete 3 -dimensional symbols Level VI Abstract symbolic communication Single spoken words Single manual signs Selection of abstract symbols Abstract shapes Abstract graphics Written words Brailled words Level VII Formal symbolic communication (Language) Combinations of 2 or more spoken words Combinations of 2 or more manual signs Selection of combinations of 2 or more symbols Combinations of 2 - and 3 dimensional symbols
Communication Modes Associated with Each Level of Communication Level Vocal/Speech Motor/Gestural Electronic Technology 2 - and 3 dimensional Symbols Level I Pre-intentional behavior Cry Gurgle Coo Grunt Head and limb movements Postural changes Facial expressions Level II Intentional behavior Fuss Babbling sounds Gaze at object Smile Avert head Approach object Move away from Push away Take object Contingency awareness (not communication) Level III Unconventional pre-symbolic behavior Laugh Whine Scream Eye contact Manipulate person Calling device Level IV Conventional pre-symbolic Communication Intonated sound patterns Vocalizations accompany gestures Alternating gaze Shrug Open palm Hands up/out Point Extend object Nod/Shake head Wave Kiss/Hug/Pat Raise hand Touch object, person Two-choice option Yes/no option Level V Concrete symbolic communication Mimic sounds of objects Iconic gestures (mine. come, sit) Pantomime action, object Selection of concrete 2 - or 3 -dimensional symbols Concrete 2 dimensional symbols Concrete 3 dimensional symbols Level VI Abstract symbolic communication Single spoken words Single manual signs Selection of abstract symbols Abstract shapes Abstract graphics Written words Brailled words Level VII Formal symbolic communication (Language) Combinations of 2 or more spoken words Combinations of 2 or more manual signs Selection of combinations of 2 or more symbols Combinations of 2 - and 3 dimensional symbols
Communication Modes Associated with Each Level of Communication Level Vocal/Speech Motor/Gestural Electronic Technology 2 - and 3 -dimensional Symbols Level I Pre-intentional behavior Cry Gurgle Coo Grunt Head and limb movements Postural changes Facial expressions Level II Intentional behavior Fuss Babbling sounds Gaze at object Smile Avert head Approach object Move away from Push away Take object Contingency awareness (not communication) Level III Unconventional pre-symbolic behavior Laugh Whine Scream Eye contact Manipulate person Calling device Level IV Conventional pre-symbolic Communication Intonated sound patterns Vocalizations accompany gestures Alternating gaze Shrug Open palm Hands up/out Point Extend object Nod/Shake head Wave Kiss/Hug/Pat Raise hand Touch object, person Two-choice option Yes/no option Level V Concrete symbolic communication Mimic sounds of objects Iconic gestures (mine. come, sit) Pantomime action, object Selection of concrete 2 - or 3 -dimensional symbols Level VI Single spoken Abstract words symbolic communication Single manual signs Selection Abstract shapes of abstract Abstract graphics symbols Written words Brailled words Level VII Formal symbolic communication (Language) Combinations of 2 or more manual signs Selection of combinations of 2 or more symbols Combinations of 2 or more spoken words Concrete 2 -dimensional symbols Concrete 3 -dimensional symbols Combinations of 2 - and 3 dimensional symbols
Communication Modes Associated with Each Level of Communication Level Vocal/Speech Motor/Gestural Electronic Technology 2 - and 3 dimensional Symbols Level I Pre-intentional behavior Cry Gurgle Coo Grunt Head and limb movements Postural changes Facial expressions Level II Intentional behavior Fuss Babbling sounds Gaze at object Smile Avert head Approach object Move away from Push away Take object Contingency awareness (not communication) Level III Unconventional pre-symbolic behavior Laugh Whine Scream Eye contact Manipulate person Calling device Level IV Conventional pre-symbolic Communication Intonated sound patterns Vocalizations accompany gestures Alternating gaze Shrug Open palm Hands up/out Point Extend object Nod/Shake head Wave Kiss/Hug/Pat Raise hand Touch object, person Two-choice option Yes/no option Level V Concrete symbolic communication Mimic sounds of objects Iconic gestures (mine. come, sit) Pantomime action, object Selection of concrete 2 or 3 -dimensional symbols Concrete 2 -dimensional symbols Concrete 3 -dimensional symbols Level VI Abstract symbolic communication Single spoken words Single manual signs Selection of abstract symbols Abstract shapes Abstract graphics Written words Brailled words Level VII Formal symbolic communication (Language) Combinations of 2 or more spoken words Combinations of 2 or more manual signs Selection of combinations of 2 or more symbols Combinations of 2 - and 3 dimensional symbols
Communicative States, Functions and Intents for each Level of Early Communication
Development of Communicative Intent Communication level Pragmatic Features (States, Function and Intents) Level I Pre-intentional behavior STATES expressed by behaviors (as interpreted by caregivers) Discomfort Comfort Interest/Excitement Level II Intentional behavior FUNCTIONS that behaviors serve (as interpreted by caregivers) Protest/reject Continue pleasurable action Obtain more of something Attract attention Level III unconventional presymbolic communication INTENTS for which behaviors are used by child Refuse/reject Request more of an action Request a new action Request more of an object Request a new object Request attention Show affection Level IV Conventional presymbolic communication All of the previous INTENTS + Greetings Offer/Share Direct another person’s attention to something Polite forms of address (please, thank you) Confirm/Negate (yes/no) Ask Questions Level V Concrete symbolic communication All of the previous INTENTS + Request Absent Object Label Level VI Abstract symbolic communication Comment Level VII Formal symbolic communication (language) All of the previous INTENTS + Abstract, subtle, sophisticated intents
Development of Communicative Intent Communication level Pragmatic Features (States, Function and Intents) Level I Preintentional behavior STATES expressed by behaviors (as interpreted by caregivers) Discomfort Comfort Interest/Excitement Level II Intentional behavior FUNCTIONS that behaviors serve (as interpreted by caregivers) Protest/reject Continue pleasurable action Obtain more of something Attract attention Level III unconventional presymbolic communication INTENTS for which behaviors are used by child Refuse/reject Request more of an action Request a new action Request more of an object Request a new object Request attention Show affection Level IV Conventional presymbolic communication All of the previous INTENTS + Greetings Offer/Share Direct another person’s attention to something Polite forms of address (please, thank you) Confirm/Negate (yes/no) Ask Questions Level V Concrete symbolic communication All of the previous INTENTS + Request Absent Object Label Level VI Abstract symbolic communication Comment Level VII Formal symbolic communication (language) All of the previous INTENTS + Abstract, subtle, sophisticated intents
Development of Communicative Intent Communication level Pragmatic Features (States, Function and Intents) Level I Pre-intentional behavior STATES expressed by behaviors (as interpreted by caregivers) Discomfort Comfort Interest/Excitement Level II Intentional behavior FUNCTIONS that behaviors serve (as interpreted by caregivers) Protest/reject Continue pleasurable action Obtain more of something Attract attention Level III unconventional presymbolic communication INTENTS for which behaviors are used by child Refuse/reject Request more of an action Request a new action Request more of an object Request a new object Request attention Show affection Level IV Conventional presymbolic communication All of the previous INTENTS + Greetings Offer/Share Direct another person’s attention to something Polite forms of address (please, thank you) Confirm/Negate (yes/no) Ask Questions Level V Concrete symbolic communication All of the previous INTENTS + Request Absent Object Label Level VI Abstract symbolic communication Comment Level VII Formal symbolic communication (language) All of the previous INTENTS + Abstract, subtle, sophisticated intents
Development of Communicative Intent Communication level Pragmatic Features (States, Function and Intents) Level I Pre-intentional behavior STATES expressed by behaviors (as interpreted by caregivers) Discomfort Comfort Interest/Excitement Level II Intentional behavior FUNCTIONS that behaviors serve (as interpreted by caregivers) Protest/reject Continue pleasurable action Obtain more of something Attract attention Level III unconventional pre-symbolic communication INTENTS for which behaviors are used by child Refuse/reject Request more of an action Request a new action Request more of an object Request a new object Request attention Show affection Level IV Conventional pre-symbolic communication All of the previous INTENTS + Greetings Offer/Share Direct another person’s attention to something Polite forms of address (please, thank you) Confirm/Negate (yes/no) Ask Questions Level V Concrete symbolic communication All of the previous INTENTS + Request Absent Object Label Level VI Abstract symbolic communication Comment Level VII Formal symbolic communication (language) All of the previous INTENTS + Abstract, subtle, sophisticated intents
Development of Communicative Intent Communication level Pragmatic Features (States, Function and Intents) Level I Pre-intentional behavior STATES expressed by behaviors (as interpreted by caregivers) Discomfort Comfort Interest/Excitement Level II Intentional behavior FUNCTIONS that behaviors serve (as interpreted by caregivers) Protest/reject Continue pleasurable action Obtain more of something Attract attention Level III unconventional pre-symbolic communication INTENTS for which behaviors are used by child Refuse/reject Request more of an action Request a new action Request more of an object Request a new object Request attention Show affection Level IV Conventional pre-symbolic communication All of the previous INTENTS + Greetings Offer/Share Direct another person’s attention to something Polite forms of address (please, thank you) Confirm/Negate (yes/no) Ask Questions Level V Concrete symbolic communication All of the previous INTENTS + Request Absent Object Label Level VI Abstract symbolic communication Comment Level VII Formal symbolic communication (language) All of the previous INTENTS + Abstract, subtle, sophisticated intents
Development of Communicative Intent Communication level Pragmatic Features (States, Function and Intents) Level I Pre-intentional behavior STATES expressed by behaviors (as interpreted by caregivers) Discomfort Comfort Interest/Excitement Level II Intentional behavior FUNCTIONS that behaviors serve (as interpreted by caregivers) Protest/reject Continue pleasurable action Obtain more of something Attract attention Level III unconventional pre-symbolic communication INTENTS for which behaviors are used by child Refuse/reject Request more of an action Request a new action Request more of an object Request a new object Request attention Show affection Level IV Conventional pre-symbolic communication All of the previous INTENTS + Greetings Offer/Share Direct another person’s attention to something Polite forms of address (please, thank you) Confirm/Negate (yes/no) Ask Questions Level V Concrete symbolic communication All of the previous INTENTS + Request Absent Object Label Level VI Abstract symbolic communication All of the previous INTENTS + Comment Level VII Formal symbolic communication (language) All of the previous INTENTS + Abstract, subtle, sophisticated intents
Communication Matrix: capturing the skills of individuals operating at the earliest stages of communicative competence • Communication Matrix (professionals) • Communication Matrix…Especially for Parents (English & Spanish)) • Online Communication Matrix (English & Spanish)
What is the Target Population? • Individuals of all ages who are at the earliest stages of communication. In the typically developing child the range of communication skills covered by the Matrix would occur between 0 and 24 months of age. • Individuals who use any type of communicative behavior, including "augmentative and alternative" (AAC) forms of communication and pre-symbolic communication. • Individuals who experience any type or degree of disability, including severe and multiple disabilities. • Individuals of all ages. • But NOT individuals who already use some form of language meaningfully and fluently.
Intent is Critical!!!! Read the questions carefully!
Ways to REFUSE things that you don’t want • Expresses Discomfort (Level I): Can you tell when your child is uncomfortable (in pain, wet, hungry, startled)? • Protests (Level II): Can you tell when your child doesn’t want something specific such as a certain food or a toy or a game you’re playing, like tickling? • Refuses or Rejects (Levels 111 -VII): Does your child intentionally show you that he or she doesn’t want a certain thing or a certain activity?
Question 8 Requests New Object • “Does you child intentionally show you that she wants something new (such as a toy or some food) that is within her sight, hearing or touch, but that you have not offered? ”
Completing the Profile • Shade in cells if at least one behavior is mastered for the specific state, function or intent. • Use stripes for cells if one (or more) behaviors are emerging and none are mastered.
Summarizing Results Total Score From Profile, give 2 points for each cell that is mastered and 1 point for each cell that is emerging. Maximum score = 160. Highest Level of Competence Highest level (of 7) at which child has mastered behaviors.
The Online Communication Matrix • An online version of the Communication Matrix (Rowland, 2004), an assessment designed for early communicators who use any form of communication is now available free of charge. • Users enter information about an individual’s communication skills and print out a one-page graphic profile and a list of specific communicative behaviors and intents expressed. • Entries may be updated for repeated assessments. • The data collected are used to develop scientific information about the communication skills of individuals with specific disabilities. This is a global service and research initiative.
Home Page: www. communicationmatrix. org
Your Contribution • We DO NOT request any identifying information and we have no way of tracking who has used this service. • When you complete the Matrix online, the information you provide will be stored. This information will provide valuable data about the communication skills demonstrated by individuals with various disabilities. This information may be summarized in scientific reports, professional presentations, articles in professional journals and book chapters.
Logging In • “Start Now” on navigation bar to left. • New Users click on button to register (requires only that you give yourself a password: a User. ID is generated for you). • Returning Users have option to: View/Delete existing Matrix Resume unfinished Matrix Update starting with previous Matrix Start a Matrix on a new child
Getting Started Statements • Same as for Parent Matrix • Automatically begin questions at appropriate level, depending on which statement you check to describe child’s communication skills.
Sample Response Page Question C 1: Refuses or Rejects Something “Does your child intentionally show you that s/he doesn’t want a certain thing or a certain activity? If so, what does your child do to refuse or reject something? ” Scoring Each possible communicative behavior is scored as either Not Used (default), Emerging, or Mastered, using drop-down boxes.
Results: Sample 1 -page Communication Profile
Automated Profile Results • If start at Level II, Level I is automatically highlighted as mastered. • If start at Level III, Levels I and II are automatically highlighted as mastered.
Results: Sample Communication Skills List This is the first page of five showing exactly which communicative behaviors this individual uses to express which communicative intents.
Site Users by Country Australia Canada Ireland Singapore United Kingdom United States Spanish-speaking Nations 50 Other Nations
Age of Assessed Individual 16 – 20 yrs Other 20+ yrs 12 – 16 yrs User Relationship to Assessed Individual 2 – 4 yrs 8 – 12 yrs 4 – 8 yrs Teacher Parent or Family Member Speech Other Professional Language Pathologist
% Of Individuals Assessed Who Experience Specific Impairments (many individuals experience multiple impairments)
Join the Global Research Initiative! New funding has recently been awarded by the U. S. Department of Education to: • Expand the web site • Improve the web site • Evaluate the web site The site will continue to operate in its present format while it is undergoing improvements. Please use it! It’s free! www. communicationmatrix. org www. matrizdecomunicacion. org
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