Communication 101
Which of the following is an example of language, rather than speech?
A. Producing the /r/ sound
B. Using a louder voice
C. Understanding a direction
D. Speaking quickly
C. Understanding a direction
A student frequently says "I don't know" during multiple activities throughout their day. What is the most useful next step?
A. Tell the student they need to try harder
B. Ask the same question louder
C. Look at what types of demands lead to "I don't know"
D. Stop asking questions
C. Look at what types of demands lead to "I don't know"
A student is trying to tell you something but can't find the word. What is generally the best first response?
A. "Use your words."
B. "Never mind."
C. Give them time and offer supportive choices/prompts if needed
D. Tell them what they are trying to say
C. Give them time and offer supportive choices/prompts if needed
A student throws materials when they need help. Which response is the most functional?
A. "Stop throwing."
B. "Use your words."
C. Teach and honor "help."
D. Remove communication supports.
C. Teach and honor "help."
A student communicates something using a gesture instead of words. What should staff do?
A. Ignore it because it wasn't verbal
B. Acknowledge and respond to the communication
C. Tell the student to use their words
D. Ask the SLP what the gesture means
B. Acknowledge and respond to the communication
Understanding what another person says or communicates is this type of language.
What is...receptive language
This is when a student uses speech, gestures, signs, pictures, and/or AAC to communicate.
What is....multimodal communication
A student isn't responding to "What do you want?" What could you try?
A. Ask the question louder
B. Offer two choices
C. Answer for the student
D. Repeat the question several times
B. Offer two choices
In behavior analysis, this term describes what happens immediately before a behavior occurs.
What is...antecedent
This is the person who receives, interprets, and responds to a student's message.
What is...communication partner
A student has an AAC device but rarely uses it independently. What should staff try before concluding they don't want to use it?
A. Remove it until they request it
B. Prompt them to use it every time they speak
C. Model using it during natural interactions
D. Tell them they need to use it
C. Model using it during natural interactions
A student knows how to request "help" but only uses it when prompted. What skill needs more support?
A. Receptive language
B. Generalization/independent use
C. Articulation
D. Voice
B. Generalization/independent use
You don't understand a student's message. What should you do?
A. Guess
B. Say "What?" repeatedly
C. Ask them to try another way
D. Ignore it
C. Ask them to try another way
This occurs when a speaker and listener do not successfully understand each other.
What is...communication breakdown
A student points to the door and looks at you. What should staff recognize?
A. It isn't communication without words
B. It may be a communication attempt
C. The student needs to use speech
D. The student needs a behavior prompt
B. It may be a communication attempt
Which statement about AAC is TRUE?
A. AAC prevents speech development
B. AAC should only be used when speech fails
C. AAC can be used with speech
D. AAC is only for non-speaking students
C. AAC can be used with speech
A student communicates differently with different adults. What should staff examine FIRST?
A. Which adult the student prefers
B. Differences in communication demands and supports
C. Whether the student is being defiant
D. Whether the student needs a new goal
B. Differences in communication demands and supports
A student becomes upset when a peer doesn't share because they assume, "Everyone wants what I want." What skill may need support?
A. Turn-taking
B. Vocabulary
C. Perspective-taking
D. Articulation
C. Perspective-taking
This refers to the reason a behavior continues to occur.
What is...function
A staff notices a student consistently communicates "help" before a challenging behavior. What is the BEST action the staff should do first?
A. Ignore the pattern unless the SLP notices it
B. Stop the student from using "help"
C. Share the observation with the team
D. Create a new communication system
C. Share the observation with the team
A student can answer "What happened?" but struggles with "Why did it happen?" What skill may need support?
What is...inferential language
Assuming a student has thoughts and ideas despite limited communication skills reflects this principle.
What is...presuming competence
This occurs when a person changes their message after the listener doesn't understand.
What is...communication repair
A student receives attention every time they yell. What consequence may be maintaining the behavior?
What is...positive reinforcement
Teaching "help" instead of throwing materials is an example of this.
What is...replacement behavior