For this week's blog, I'm beyond delighted to share an incredible story of a student's communication journey to success experienced by my AEMing for Achievement grant team in Perry Township. I'd like to thank two members of the grant team, Callie Herrenbruck and Kelsey Norris, for their collaboration in sharing this story. Please enjoy!
I have this student. You most likely have one, too. This student is what I would call a communication conundrum. It’s not that this student doesn’t communicate, because he most certainly does, but when asked if unfamiliar individuals understand what he is attempting to communicate? Probably not.
This student most often communicates to express enjoyment, request preferred objects and actions, and refuse non-preferred activities and objects. He does not (YET) verbalize but will vocalize using a variety of pitches depending upon the context. He moves his body to convey his refusals and moves others to make his requests. This student’s laugh is one of the most infectious ones I’ve ever heard, but when he is upset he has significant self-injurious behaviors.
I, along with this student’s teachers, other therapists, and paraprofessionals were constantly attempting to find the “magic tool” for communication. This is where we have all thanked our lucky stars that our school district was one of the AEMing for Achievement Grant recipients, as being a part of the grant includes a communication package!
Members of our grant team and the teacher of record (TOR) met with Jessica Conrad for an in-depth problem-solving session. Several topics were discussed during the session including behavior(s), motivators, previous trials, and goals. The best part of the session was having someone from PATINS who is extremely knowledgeable about communication and communication tools, along with having access to a variety of resources, share their knowledge with the team.
Following the problem-solving session with Jessica and members of the grant team, this student’s TOR, and the rest of his team, put the suggestions to work. One of the suggestions was to use a mid-tech device (Logan ProxTalker). The device was borrowed from the PATINS Lending Library. Almost immediately, this student “picked up” use of the device to request desired objects and actions. He had NEVER done this with any other communication tool! Absolutely amazing! This student’s family then met with the team to learn more about the Logan ProxTalker-- how the student uses it at school, and what the next steps would be in obtaining his own device. Upon seeing this student use the device, they were blown away, to say the least! Watching their reaction to him using the device was one of the best moments in my career.
This student continues to appear to prefer using the Logan ProxTalker, as opposed to other communication tools to make requests. I will be honest and say that he does not love communicating with the device every day. He may even meander away when prompted to use it, but don’t we all have our days?
So, is what you see really what you get? ...not necessarily. If you didn’t know this student, you might see him putting cards on a machine and the machine talking. What you don’t see is the progress he’s made in being able to effectively communicate his wants and his likes/dislikes. You might not see him participating in joint attention with an adult regarding his interests, and you might not see the relief his parents show when this student demonstrates growth in his communication! Thanks again to PATINS for helping our team and this student to grow in his communication capacity. As the Starfish Story says, “It made a difference to this one!”
Written By: Kelsey Norris and Callie Herrenbruck, Perry Township Schools | Pictures used with parent permission