Anderson Communication

Case Study 1 AndersonCommunication
 
The essence of communication is the ability to use symbols(i.e., spoken words, nonverbal gestures) and to convey to or receive a feelingor idea from another person (Paul, 2005). Messages are conveyed in countlessways, such as speech, sign language, written words, facial expressions,gestures, Braille, signs or symbols, and body movement. Hulit and Howard (2006)note that communication is so much a part of the human experience that we areconstantly sending and receiving messages (p. 3). Prizant and Wetherby (2005)describe social communication as the use of conventional and sociallyappropriate verbal and nonverbal means to communicate for a variety of purposesacross social settings and partners (p. 925). Social communication requiressome level of understanding of social settings and events and the ability tocontinually monitor and engage in exchanges with others. 
 
Communication consists of several components, making it acomplex skill to learn. These components include joint attention, symbol useand communicative intent, and language (see Figure 6.1).
 
Social-communication impairments often lead to a variety ofchallenging behaviors. Addressing the social-communication needs of studentswith ASD is an important component of promoting positive behavior
 
Anderson was a full-term baby delivered with no complications.Andersons mother reported that as a baby and toddler, he was healthy and hismotor development was within normal limits for the major milestones of sitting,standing, and walking. At age 3 he was described as low tone with awkward motorskills and inconsistent imitation skills. His communication development wasdelayed; he began using vocalizations at 3 months of age but had developed nowords by 3 years.
 
Anderson is a 3-year-old boy with ASD who was referred to auniversity speech and hearing center by a local school district. He attended amorning preschool at the university center for one year in addition to hisschool placement.
 
Anderson communicated through nonverbal means and usedcommunication solely for behavioral regulation. He communicated requestsprimarily by reaching for the communication partners hand and placing it onthe desired object. When cued, he used an approximation of the more sign whengrabbing the hand along with a verbal production of /m/.
 
He knew about 10 approximate signs when asked to label, butthese were not used in a communicative fashion. Protests were demonstrated mostoften through pushing hands. Anderson played functionally with toys when seatedand used eye gaze appropriately during cause-and-effect play, but otherwise eyegaze was absent. He often appeared to be non-engaged and respondedinconsistently to his name.
 
 
 
Please use your textbook and at least (1) other source to answerthe following questions:
 
1. What phase of joint communication is Anderson and what wouldyou recommend to help him progress?
 
2. What is your recommendation for increasing Andersonsproduction ability?
 
3. Discuss your rationale for using sign language vs verbalexpression.