Module: Communication Across the Day for Complex Learners Using AAC - Micro Lesson: Communication Functions
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04/16/2025
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Micro Lesson: Communication Functions
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- [00:00:00.000]So let's look at functional systems in chat.
- [00:00:13.000]If you guys would share with us, what reason do you communicate?
- [00:00:19.140]Is it singular?
- [00:00:20.980]Do you have multiple reasons that you like to communicate?
- [00:00:23.940]What are some reasons that you guys like to communicate?
- [00:00:29.180]Meredith, I love it.
- [00:00:30.560]Connection.
- [00:00:31.400]We communicate for connection, to be heard, express wants and needs,
- [00:00:39.340]to be social, sharing information, yes, to relay information,
- [00:00:46.840]to help other people and clarify for other, better understanding,
- [00:00:50.980]social connection, building relationships, friendship,
- [00:00:53.940]share thoughts and feelings, ask questions, gain further information,
- [00:00:58.960]share information, absolutely, to have wants and needs met,
- [00:01:06.520]to learn things, to connect, socialize, receive information,
- [00:01:12.120]absolutely, absolutely, very good.
- [00:01:17.660]Thank you, guys.
- [00:01:19.660]So we agree, we agree.
- [00:01:22.920]We communicate for so many more reasons than just requesting.
- [00:01:29.160]Yes, we do request to have our wants and needs met,
- [00:01:32.760]but that's just such a small reason for why we communicate.
- [00:01:37.300]We communicate to be social.
- [00:01:39.360]We want to share our stories.
- [00:01:40.800]We want to build relationships.
- [00:01:42.260]We want to have friendships.
- [00:01:43.680]We want to share information in general.
- [00:01:46.320]We want to share opinions and preferences and maybe influence others
- [00:01:50.520]and gain information and ask questions.
- [00:01:53.060]So there's so much more to communication than those, and believe me,
- [00:01:58.520]I am a request guru, right?
- [00:02:02.640]We want to build in those man's.
- [00:02:04.440]We know that that is so important to build in the value of communication,
- [00:02:09.160]but it's just so much more.
- [00:02:11.360]- Okay.
- [00:02:12.720]When we look at the differences for communication function, we want to make sure that we understand all of the different reasons.
- [00:02:25.350]So we will look down that left-hand column and you'll see request is at the top of that left-hand column.
- [00:02:33.370]But there are protests being able to say, no, no, thanks.
- [00:02:39.630]No, not that. Stop.
- [00:02:42.250]You know, that's one of our best, easiest ways to keep ourselves safe, to comment on things.
- [00:02:50.410]Look, see, and you're going to see the second column are core words.
- [00:02:54.290]And we're going to hear a lot about core words today to to allow for to direct something.
- [00:03:02.290]Get get it. Give me put it in. Give me that to ask questions.
- [00:03:08.270]What what is that? Where where go? Who who go?
- [00:03:11.910]So to give opinions like, oh, I like that.
- [00:03:16.250]Not like don't like it. Good, bad, that good to share news.
- [00:03:21.690]I go. I see. I eat. I went. I saw. We want to share.
- [00:03:26.530]Think of think of how much just being able to say those couple of things listed on sharing news.
- [00:03:34.470]How much that would build your ability to make a friend or to come into relationship
- [00:03:41.670]with somebody if you could share just some basic information about yourself and then starting that conversation.
- [00:03:48.550]What what do I like that? What do you like? I go there where you go.
- [00:03:54.090]So we are going to really look at these core words to model for our students.
- [00:04:00.330]And we're not going to forget the fringe. We're going to still do some fringe work,
- [00:04:05.490]but let's take communication beyond the request for our students is the big picture.
- [00:04:11.430]So we're going to look at the first one, which is we want to make sure that our students get a sense of what it is that we're doing and what it is that we're doing.
- [00:04:18.270]And then we're going to look at the second one, which is we want to make sure that our students get a sense of what it is that we're doing and what it is that we're doing.
- [00:04:23.770]And then we're going to look at the third one, which is we want to make sure that our students get a sense of what it is that we're doing and what it is that we're doing.
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