Barriers to communication and SETT framework

Question #1: Based on experience working with children AS ECE , do think that there are some barriers to communication that are easier to adapt to than others? For instance, do you think that it is easier to adapt to the environment for children with sensory impairment as opposed to a neurodevelopmental disorder (e.g., autism spectrum disorder)? If you have not had the opportunity to work with children yet, you can still answer this question by reflecting on what you have learned so far in class. Please make sure to give concrete examples in your answer.

Question #2: In opinion, what is the most challenging part of defining communication goals for children that struggle with communication? Do you feel comfortable creating communication goals and implementing strategies to help children? Why or why not?

:Case study: Jordan (week 3)

Jordan: a case study

Jordan is a 3-year-old boy with a severe speech delay caused by an arachnoid cyst located near regions involved in speech production. Recently the Speech-Language Pathologist diagnosed Jordan's expressive language skills to be severely delayed compared to other children his age. However, his receptive language skills are within the normal range. Observations from family members indicate that Jordan only uses grunts, pointing and pulling people to show what he wants. There is no visual for him to use at home. They feel he understands well but are frustrated at his lack of ability to speak. The early childhood educators report that he uses cooing and babbling sounds, grunts, points, or pulls staff toward what he wants. They report that he engages in solitary play, and is self-sufficient in choosing activities and finding his own materials. He likes books, songs, fingerplays, and any type of play with animals. He is easily frustrated when not understood; he cries and withdraws from the situation.

Consider the SETT framework (see table below). For each cell (child, environment, task, and tool), identify one thing that we know about Jordan and one thing that we would need to know to help us incorporate ACC tools in Jordan's routines to improve his communication skills. A list of questions is provided below the table to help you complete the table.

SETT Framework

Child/Student What does the child need to do or learn to do that is currently difficult or impossible to the appropriate level of independence? (e.g. talk, move about, play, etc.) What are the child's current abilities? Interests? What are the child's unique needs that currently prevent the child from 'doing'?	Environment Who else is in those environments? What materials/equipment are currently available in each environment? How is the physical and sensory arrangement? Are there concerns? What supports are available to the child? What resources are available to the caregivers (family members, teachers, therapists, aides) supporting the child?	Tasks What routines and activities take place in the environment? What are the critical elements of the routines/activities? How might the activities be modified to make it easier for the child to participate? How might the technology support the child's active participation in those activities? What outcomes identify 'successful participation' for the child?	Tools What strategies might be used to increase the child's participation? What no-tech, low- tech, and high-tech options should be considered when developing a system for a child with these needs and abilities participating in these routines and activities in these environments? How might the child try these tools out in the natural environments in which they will be used? How will we know if they 'work'?

Step 3:Based on the information you have gathered, create one communication goal and two strategies to support the goal you have developed for Jordan to improve his communication. The goal should be specific, measurable and feasible given Jordan's current abilities.

Goal:

Strategy #1:

Strategy #2: