The First Goal: Intentional Communication

Children all start out as unintentional communicators; that is their behaviors are not intended as communication, but are
interpreted by adults as being communicative. For example, crying is interpreted as if the infant were "telling" the parent of a
desire for food, even though the crying is involuntary and would have occurred outside of the presence of the parent. Typically,
the child next develops into an intentional, but still nonsymbolic, communicator. This is characterized by such actions as reaching, looking at, or pointing towards something to indicate a desire for it. Finally, the child develops symbolic communication skills, the
most prevalent being spoken language. (See Normal speech and language development and Assessing intentionality, and the understanding of means-end, causality and symbols.)

For a child with disabilities who is not yet an intentional communicator, a communication program should first aim at teaching intentionality. Essentially, this means teaching the child that certain behaviors (i.e. communicative ones) get specific responses,
and that, through these, the child can deliberately exert some control over his or her life. At this point the child is pre-symbolic, so pictures and other symbols are not appropriate. Furthermore, it is often recommended that behaviors already in the child’s
repertoire be used, rather than teaching new behaviors in addition to new cognitive skills. For example, reaching, looking, pointing,
or facial expressions may already be regularly used by the child. The objective, then, would be to assist the child in using them for
the purpose of communication (Van Tatenhove, 1987). (See Eye gaze techniques.)

General recommendations for teaching a child intentional communication include the following:

Become aware of how the child is currently communicating, even though it is still unintentional. Identify communicative behaviors
over which the child could potentially develop control, such as movements, facial expressions, or vocalizations. Respond to these
as if they were conscious actions. Responses should be as consistent as possible. The child will learn to connect the behavior with
its response and begin to produce the behavior in order to elicit the response.

Make statements that comment on what the child’s behavior is communicating. For example, say to the child "You are raising
your arms. That means ‘up.’ I will pick you up" (Van Tatenhove, 1987). Besides helping the child to realize that raising his or her
arms results in being picked up, this can serve to increase the child’s understanding of speech (called receptive language). It also helps the parent or teacher to be consistent in responding to the child’s communicative behaviors.

Focus on communicative behaviors to which the natural response is something that is highly motivating to the child. For example,
if the child enjoys attention, then a social response is good because it will prolong the interaction. Children may also request (unintentionally) toys or food, and be given it. The child is initially producing the behavior at random, but eventually should come to connect the behavior with its consequence or reward. (Schweigert, 1989).

Acknowledge and respond to every communicative attempt by the child. Try to respond in a consistent manner even in different situations. This may mean having to inform others what a behavior or action by the child is communicating, and how to respond
to it. A "dictionary" in which communicative behaviors and actions by the child, the situations in which they typically occur, and what
the response should be are all written down can help different partners coordinate their interactions with the child (Reichle, 1997).

Activities and routines can be very useful in teaching intentional communication. Create structured, predictable routines that can be centered around daily events such as mealtime, bath time, dressing, toiletting and bedtime. The idea is that the child will eventually begin to anticipate the different steps in the activities and routines. This may be indicated by facial expressions or movements that indicate pleasure, dislike or an awareness of what is going to happen next. Simple, repetition-based games which most young children enjoy are also excellent in developing early communication skills. Choose games that are short and easy, involve taking
turns with a partner, and can be varied slightly. Examples of such games are peek-a-boo, or "Row, Row, Row Your Boat" in which partners sit facing each other, holding hands and rocking back and forth. While playing these games, pause periodically to see if the child in some way indicates a desire for more. (See Activities and routines as teaching tools.)

Try to keep the child informed of who is present and what is happening. For children with dual sensory impairments (i.e. disabilities
in both vision and hearing), or minimal environmental awareness, Beukelman and Mirenda suggest that whenever a new partner initiates a routine the following information should always be provided to the child through verbal, tactile, movement-based, olfactory,
or other modes: A greeting to the child by and identification of the new partner. (For example, an adult may always wear a large
watch. Whenever this adult encounters the child, the adult can greet the child verbally and, at the same time, have the child feel the watch.)

Identification of the new routine. (For example, the child may always be given a wet washcloth to touch prior to being given a bath.
This becomes the signal that it is bath time.)

Identification of available choices. (For example, make the child aware of the different options available using whatever signals have already been established with the child.

The end of the routine should always include:
Indication that the routine is over.
Indication that the partner is leaving (if that is the case).

Other Resources:

"Expressive Communication How Children Send Their Messages to You" adapted from an article originally written by Kathleen Stremel at www.tr.wou.edu/dblink/express2.htm.

"Early Interactions With Children Who Are Deaf-Blind" by Deborah Gleason at www.tr.wou.edu/dblink/early.htm.

"Receptive Communication How Children Understand Your Messages to Them" adapted from an article originally written by Rebecca M. Wilson at www.tr.wou.edu/dblink/recept.htm.

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Permission granted 4-28-03

Special Education Services Plano Independent School District

The First Goal: Intentional Communication

Special Education Services
Plano Independent School District