Class outline: Class #9

.Teaching Students with Intensive Communication Needs

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June 14, 2007 (class #9)
Topic: Gesture as communication, cont.

Class outline:

4:20-4:30 Quick questions and quandaries. Announcements:

Please turn in your reading questions for Mundy & Willoughby.

There are reading questions for Adamson & Chance due tomorrow.

First draft (rough draft) of the final essay is due on Monday. Use this as an opportunity to organize the information we have worked with in the first half of the semester, as well as looking forward to the final two weeks of the course. Don't forget that we will use part of class time on Friday (tomorrow) to work on and share your progress on the drafts.

4:30-5:00 Small group activity #1:

Using your readings from yesterday (Iverson & Thal) and today, come up with a timeline for the development of early communication, including gestures and eye gaze.

5:00-5:10 Quick write: How do eye gaze, gestures, and the coordination of attention to objects seem to be related? What might be some implications for this relationship for children with sensory impairments?

5:10-5:45 Interactive presentation: Gestures, eye gaze, and attention

5:45-6:15 Small group activity #2:
Research suggests that impairment in nonverbal communication skills may be an important marker in terms of later socio-emotional difficulties. On the other hand, research has suggested that difficulties in the child-caregiver relationship may lead to difficulties in nonverbal communication development. How might young children with severe disabilities and their families be affected by taking an “either or” position on this issue.

6:15-6:20 Minute paper:

What was the most important concept you learned in class today?

What was the muddiest part of the class?

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Overheads:

PowerPoint file

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Optional Reading Questions:
Note: All of the readings, required and recommended, can be found on electronic reserves at Zimmerman library. Please contact the instructor for the course password.
Mundy & Willoughby, 1998

1) The authors expand the discussion of joint attention from previous chapters. What more have you understand about this concept and its importance?

2) The authors discuss on page 113 the difference between dyadic and triadic communicative interactions -- what do they mean by each of these terms?

3) On page 115, the authors provide some evidence for intentional communication -- what is it?

4) The concepts of 'intersubjectivity' and 'theory of mind' have run throughout the readings in this text -- what do there concepts appear to refer to (hint, look at pages 115 & 120 in this chapter and 137 of the next chapter).

5) Now that you've read this article:

what are some new terms for you from this chapter?

what seem to be some important concepts in this reading?

what new questions do you have?

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Additional Resources:
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Recommended Readings:
Brady, N. C., Marquis, J., Fleming, K., & McLean, L. (2004). Prelinguistic predictors of language growth in children with developmental delays. Journal of Speech, Language, and Hearing Research, 47, 663-677.
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Fidler, D. J., Philofsky, A., Hepburn, S. L., & Rogers, S. J. (2005). Nonverbal requesting and problem-solving by toddlers with down syndrome. American Journal on Mental Retardation, 110(4), 312-322.
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Grove, N., & Dockrell, J. (2000). Multisign combinations by children with intellectual impairments: An analysis of language skills. Journal of Speech, Language, and Hearing Research, 43, 309-323.
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McLean, J. E., McLean, L. K. S., Brady, N. C., & Etter, R. (1991). Communication profiles of two types of gesture using nonverbal persons with severe to profound mental retardation. Journal of Speech and Hearing Research, 34, 294-308.
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Return to top Julia Scherba de Valenzuela, Ph.D.
Last updated: June 11, 2007

4:20-4:30	Quick questions and quandaries. Announcements: Please turn in your reading questions for Mundy & Willoughby. There are reading questions for Adamson & Chance due tomorrow. First draft (rough draft) of the final essay is due on Monday. Use this as an opportunity to organize the information we have worked with in the first half of the semester, as well as looking forward to the final two weeks of the course. Don't forget that we will use part of class time on Friday (tomorrow) to work on and share your progress on the drafts.
4:30-5:00	Small group activity #1: Using your readings from yesterday (Iverson & Thal) and today, come up with a timeline for the development of early communication, including gestures and eye gaze.
5:00-5:10	Quick write: How do eye gaze, gestures, and the coordination of attention to objects seem to be related? What might be some implications for this relationship for children with sensory impairments?
5:10-5:45	Interactive presentation: Gestures, eye gaze, and attention
5:45-6:15	Small group activity #2: Research suggests that impairment in nonverbal communication skills may be an important marker in terms of later socio-emotional difficulties. On the other hand, research has suggested that difficulties in the child-caregiver relationship may lead to difficulties in nonverbal communication development. How might young children with severe disabilities and their families be affected by taking an “either or” position on this issue.
6:15-6:20	Minute paper: What was the most important concept you learned in class today? What was the muddiest part of the class?

1)	The authors expand the discussion of joint attention from previous chapters. What more have you understand about this concept and its importance?
2)	The authors discuss on page 113 the difference between dyadic and triadic communicative interactions -- what do they mean by each of these terms?
3)	On page 115, the authors provide some evidence for intentional communication -- what is it?
4)	The concepts of 'intersubjectivity' and 'theory of mind' have run throughout the readings in this text -- what do there concepts appear to refer to (hint, look at pages 115 & 120 in this chapter and 137 of the next chapter).
5)	Now that you've read this article: what are some new terms for you from this chapter? what seem to be some important concepts in this reading? what new questions do you have?