Enabling Communication In Children with Autism by Potter Carol; Whittaker Christopher;
Author:Potter, Carol; Whittaker, Christopher; [Carol Potter and Chris Whittaker]
Language: eng
Format: epub
ISBN: 9781846422782
Publisher: Jessica Kingsley Publishers
Published: 2014-05-25T16:00:00+00:00
Dimensions of Communication Opportunities
Our research identified a number of different dimensions relating to communication opportunities that need to be taken into account when planning a communication-enabling environment.
Frequency and Clustering of Communicative Opportunity
The frequency of communication opportunities would appear to have at least two dimensions. The first relates to the overall number of such opportunities created per day. In order to enable children with significant communication impairments to develop their skills, research suggests that such opportunities should be offered frequently (Rowland and Schweigert 1993). Findings from our own research would also indicate that the grouping of many opportunities together within a short space of time is also important for maximum learning to occur. Proximal Communication sessions in some classrooms provided several high quality communicative opportunities per minute and within such sessions children began to communicate more intentionally, spontaneously and frequently. Frequent communication opportunities were created in other types of individual session. For example, in one such session, a teacher created 18 opportunities for a child to ask her to blow bubbles over a three-minute period, by using a time delay approach. After she blew the bubbles, she deliberately waited, saying nothing, until the child communicated that he wanted her to blow more of them.
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