phb-downing-all.indd

Teaching Communication

Skills to Students with Severe Disabilities

Third Edition

by

June E. Downing, Ph.D.
Amy Hanreddy, Ph.D.

and

Kathryn D. Peckham-Hardin, Ph.D.

Contents

About the Authors

June E. Downing, Ph.D.

Dr. Downing was a national leader in the field of special education, focusing on best practices for individuals with severe disabilities. Her scholarship included numerous articles and textbooks detailing effective education strategies for these students. She actively promoted inclusive education and contributed to a variety of training and professional development opportunities across the globe.

Amy Hanreddy, Ph.D.

Dr. Hanreddy serves as an Assistant Professor and focuses on collaborative practices in special education. Her interests lie in strategies that ensure students with significant disabilities access meaningful instruction in general education settings. She has presented nationally and internationally on inclusive education and relevant strategies in special education.

Kathryn D. Peckham-Hardin, Ph.D.

Dr. Peckham-Hardin coordinates a credential program in moderate to severe disabilities. Her work emphasizes preparation for teachers in high-needs schools, focusing on positive behavior support, inclusive education, and effective assessment strategies. She has a strong background in working with multidisciplinary assessment teams.

Assessing Communication Skills

When communicative behavior is vague due to severe disabilities, the assessment of communication skills must be sensitive and responsive. The assessment process can be challenging, as impairments may interfere with clear communication behaviors. Assessment strategies should effectively gauge the communication skills and strengths of these individuals.

Assumptions Guiding this Chapter

  1. All students communicate. The method of conveying messages varies.
  2. Intervention should be available to all students who need it. Students with severe disabilities should not have to meet prerequisites before receiving communication training.
  3. Receptive and expressive skills are equally significant. Understanding a message is crucial for appropriate expression.
  4. Assessment is essential. Gathering relevant information helps tailor effective communication interventions.

Purposes of Assessment

Assessment can serve various purposes: identifying a student's needs, monitoring progress, and clarifying current skills. It focuses on the skills required in natural settings and how to teach them effectively, aligning efforts with educational goals for improved quality of life.

Standardized Assessments

Standardized assessments assist in establishing eligibility for special education services but can be problematic for students with severe disabilities. These assessments often yield unhelpful results due to their design, leading to potential misinterpretations of a student's abilities. Additional assessments based on ecological models can complement these findings.

Alternative Assessment Strategies Based on an Ecological Model

Using an ecological assessment approach involves observing student communication skills in natural environments. This method aims to provide a comprehensive picture of students' abilities by analyzing their performance in contexts that echo real-life situations.

Who Should Assess? Assessment is a Team Effort

Assessment requires a collaborative approach, pooling insights from various team members, including family, teachers, and specialists. The involvement of all parties enriches the understanding of the student’s communication skills.

Role of Family Members

Gathering information from family can provide valuable insights into the child's communication behavior in different contexts. Family opinions are crucial in identifying growth areas and desired outcomes.

Communication Style Assessment

The above indicates areas of focus for assessing communication skills in students with severe disabilities.