Communication Is A Critical Aspect In Learning Acquisition

Communication Is A Critical Aspect In Learning The Acquisition Of Com

Communication is a critical aspect in learning. The acquisition of communication skills assists students in accessing and applying information and the ability to comprehend and acquire knowledge, as well as effectively interacting with their peers. Language acquisition and development can be a difficult task for students with communication delays, resulting in difficulties with expressive and receptive language, norms and expectations of communication interactions, and simple rules of conversation. As a result, it is necessary for special education teachers to provide students with meaningful opportunities to acquire and practice communication skills using a variety of response activities. Having a repertoire of effective research-based interventions is essential for special education teachers when working with students with communication delays.

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Effective communication skills are foundational to student learning, particularly for learners with communication delays or speech and language impairments. These challenges often hinder their ability to access the curriculum, participate meaningfully in classroom interactions, and develop social competence. As such, educators must employ evidence-based strategies tailored to enhance both core curriculum communication and functional communication skills essential for daily interactions. The integration of research-supported interventions enables teachers to foster better communication outcomes, promoting inclusivity and academic success for students with diverse needs.

To support students with communication delays effectively, a diverse toolkit of interventions grounded in empirical research is vital. Below is a curated list of ten evidence-based strategies designed to improve communication skills among learners with speech and language impairments. These interventions encompass approaches that target both expressive and receptive language skills, facilitating meaningful participation within educational settings and everyday life contexts.

1. Picture Exchange Communication System (PECS)

PECS is a widely used augmentative and alternative communication (AAC) intervention that promotes functional communication by teaching learners to initiate requests and comments using picture symbols. Studies, including those by Lerna et al. (2014), demonstrate that PECS can foster social-communicative skills and improve spontaneous communication in children with autism spectrum disorder (ASD). The systematic teaching procedures involve prompting, reinforcement, and fade-out strategies that support active engagement and language development (Lerna et al., 2014).

2. Social Stories

Developed by Carol Gray, social stories are customized short narratives that depict social situations and appropriate responses, helping children understand social cues and communication norms. Research by Schneider and Goldstein (2009) indicates that social stories can positively influence on-task behavior, especially in children with language impairments, by reducing anxiety and promoting understanding of social expectations (Schneider & Goldstein, 2009).

3. Visual Supports and Schedules

Use of visual aids, such as visual schedules, pictorial cues, and cue cards, supports comprehension and recall for learners with communication delays. Visual supports facilitate independence and predictability, reducing behavioral issues and enhancing understanding of routines. According to Hartley and Allen (2015), visual cues can improve symbolic understanding in children with autism, making abstract language more concrete and accessible (Hartley & Allen, 2015).

4. Modeling and Imitation

Explicit modeling and imitation are foundational strategies where teachers demonstrate specific language behaviors, encouraging students to imitate to acquire new vocabulary and conversation skills. Research supports that modeling enhances both receptive and expressive language, especially when combined with responsive feedback (Lubas, Mitchell, & DeLeo, 2015).

5. Functionally Based Communication Interventions

Interventions like the Functional Communication Training (FCT) focus on teaching students to effectively communicate their needs and desires to reduce problem behaviors. FCT uses antecedent-based strategies and reinforcement to promote functional language use that replaces maladaptive behaviors (Law, Roulstone, & Lindsay, 2015).

6. Speech-Generating Devices (SGDs)

SGDs or speech-generating technology offer tangible alternatives for expressive communication. These devices range from simple button presses to sophisticated tablets that produce spoken words. Research indicates that SGDs can significantly improve communication abilities and social engagement among students with severe speech impairments (Hartley & Allen, 2015).

7. Language-Rich Curriculum and Interactive Activities

Embedding language modeling within active learning, including story reading, role-playing, and peer interactions, enhances language acquisition. Engaging students in dynamic, meaningful conversations around curriculum content fosters vocabulary growth and conversational skills (Lubas et al., 2015).

8. Peer-Mediated Interventions

Involving peers as communication partners encourages naturalistic language use, imitation, and socialization. Peer-mediated strategies, supported by research, lead to enhanced communication and social skills, fostering inclusive classroom environments (Law, Roulstone, & Lindsay, 2015).

9. Video Modeling

This strategy uses videos demonstrating appropriate communication behaviors, which students observe and imitate. Video modeling has shown effectiveness in teaching social and communicative skills, particularly for children with ASD (Hartley & Allen, 2015).

10. Auditory Bombardment and Repetition

This approach involves repeated exposure to target language sounds and words through singing, chanting, or storytelling, promoting phonological awareness and receptive language. Consistent practice enhances familiarity and ease of use in conversations (Schneider & Goldstein, 2009).

Implementation of these strategies requires careful assessment, individualized planning, and ongoing progress monitoring to ensure effectiveness. Teachers should collaborate with speech-language pathologists and families in selecting suitable interventions, considering each child's unique strengths and needs. Combining multiple approaches may produce synergistic effects, leading to more robust communication development. The integration of these evidence-based tools into daily classroom practices will support inclusive education, enabling students with communication delays to reach their full potential and participate actively in learning and social interactions (Law, Roulstone, & Lindsay, 2015; Lubas et al., 2015).

References

  • Hartley, C., & Allen, M. (2015). Symbolic understanding of pictures in low-functioning children with autism: The effects of iconicity and naming. Journal of Autism and Developmental Disorders, 45(1), 15-30.
  • Law, J., Roulstone, S., & Lindsay, G. (2015). Integrating external evidence of intervention effectiveness with both practice and the parent perspective: development of ‘What Works’ for speech, language, and communication needs. Developmental Medicine & Child Neurology, 57(3), 278-283.
  • Lerna, A., Esposito, D., Conson, M., & Massagli, A. (2014). Long-term effects of PECS on social-communicative skills of children with autism spectrum disorders: A follow-up study. International Journal of Language and Communication Disorders, 49(4), 400-411.
  • Lubas, M., Mitchell, J., & DeLeo, G. (2015). Evidence-based practice for teachers of children with autism: A dynamic approach. Intervention in School and Clinic, 51(3), 143-149.
  • Schneider, N., & Goldstein, H. (2009). Social stories improve the on-task behavior of children with language impairment. Journal of Early Intervention, 31(3), 188-204.
  • Grand City Community. (n.d.). Evidence Based Practices. Retrieved from [URL]
  • Laureate Education. (2012a). Communication and language [Video file]. Baltimore, MD: Author.
  • Laureate Education. (2016a). Case Study Video: Evidence-based practices—Differing perceptions between special education and general education teachers [Video file]. Baltimore, MD: Author.
  • Laureate Education. (2016b). Evidence-based practices [Video file]. Baltimore, MD: Author.
  • Additional scholarly sources and recent journal articles relevant to evidence-based communication interventions.

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