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AT/AAC Summer! Session 3. Technology: Not the Problem, Not the Panacea “It’s not about the technology, it’s about interaction or communication.” Johnston et al., 2012, p.84. Updates to Website. Added outline and case studies for ecological inventories assignment.
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AT/AAC Summer!Session 3 Technology: Not the Problem, Not the Panacea “It’s not about the technology, it’s about interaction or communication.” Johnston et al., 2012, p.84
Updates to Website • Added outline and case studies for ecological inventories assignment. • We will discuss this more today. • Please check the website for updates frequently. • Please let me know if there are any problems accessing content on the website.
Upcoming Assignments • July 9th (next class session) - Annotated Bibliography is due • Search based on the topic you selected from the list on the website. • Date Change…July 16th- Ecological Inventories Assignment • Remember this is with a group • July 16th… Critique of Research Article is due • July 18th… Technology Selection/Design Assignment is due
Questions/Comments • Wraparound in practice? • Not the “wraparound” people may be familiar with out of the field of social work. • More like multidisciplinary teaming or collaborative teaming, but… • based on Person-centered plan and ecological assessments • See “Unified Plans of Support” by Hunt et al., 2003 [posted on the wiki] • For students with significant disabilities, Sheldon recommends that you meet at least once every two weeks with school-based personnel and parents until everyone is “comfortable”, then quarterly. • Short, productive meetings [45 min max] • Guided by an Agenda • Concluded with an Action Plan….constantly updated • Nowadays you may be able to use a wiki to keep everyone on the same page….but remember to protect confidentiality!!
Basic Conditions for Communication (Beukelman & Mirenda, 2005) • At least 2 people who understand each other • Form (i.e. a way to send the message) • Content (i.e., something to talk about) • Function: Reason/Purpose to communicate • Educational team members must ensure these are addressed
Communication Forms (Behaviors)Multi-modal nature of communication • No one form of communication will meet all needs or all social situations • Teaching a combination of different modes is necessary • Examples: Vocalization, body movements, pointing, facial expressions, nodding, gestures, use of object symbols, picture symbols, manual signs
Communicative Functions/ Intent • Request • Initiate/greeting • Terminate • Attention • Naming • Accept/Reject • Protesting situations • Affirming situations • Expressing choices or preferences
Assessing Communication Skills • Standardized Tests will not provide the information you need • Assessment driven by questions that need to be answered to help benefit from communication intervention—Team Effort • Interviews with Significant Others & Ecological-Functional Assessment Process
Overall Steps in Ecological Assessment Process • Step 1: Plan with Student & Family • Step 2: Summarize what is known about the student • Step 3: Encourage Self-Determination/ Assess Student Preferences • Step 4: Assess student’s instructional program • Step 5: Develop ecological assessment report- recommend supports & services: informs IEP PLAAFP, Objectives, Services
Considering assessment options? • Current communication • Environmental conditions • Motor capabilities • Cognitive/linguistic capacities • Language capacities • Literacy capacities • Sensory/perceptual capacities
Assessing Receptive Communication Skills • Receptive skills for a specific activity need to be identified • What does the student do to demonstrate that the message has been received and understood? • Document what forms of communication seem to be best understood
Assessing Expressive Communication Skills • Any attempt by the student to start, maintain, or end a communicative exchange should be noted. • How the students communicates (the form)—Skill level? • Why the student is communicating (function/intent)—different forms of communication for different purposes? • What the student talks about (content)—information on breadth of skills and accessibility?
Ecological-Functional Assessment Process for communicationStep # 4 in the Overall Process: Assess Instructional Program/Environment • Uses observational techniques to analyze skill demands of the natural environment and determine how the student performs within the environment • Leads directly to intervention plan (Snell, 2002)
1. Basic Conditions for Communication (Beukelman & Mirenda, 2005) • At least 2 people who understand each other • Form (i.e. a way to send the message) • Content (i.e., something to talk about) • Function: Reason/Purpose to communicate • Educational team members must ensure these are addressed
2. Communication Forms • These can be thought of as? • Behaviors
3. Communicative Functions/ Intent • Request • Initiate/greeting • Terminate • Attention • Naming • Accept/Reject • Protesting situations • Affirming situations • Expressing choices or preferences
4. Overall Steps in Ecological Assessment Process • Step 1: Plan with Student & Family • Step 2: Summarize what is known about the student • Step 3: Encourage Self-Determination/ Assess Student Preferences • Step 4: Assess student’s instructional program • Step 5: Develop ecological assessment report- recommend supports & services: informs IEP PLAAFP, Objectives, Services
5. The six steps in completing assessment of student’s program
Extra-Credit!!! • How do you identify receptive, expressive language needs using an ecological assessment? • How do you identify the forms of communication using an ecological assessment? • How do you identify a student’s communicative function using an ecological assessment? • How do you identify vocabulary to program into a student’s system using ecological assessment?
Devices • The CD that came with your book has some recommendations for Device Manufacturers & Distributors (Chapter 3) • & Technology-based websites (Chapter 4) • OTAP (www.otap-oregon.org) • Loan library
5 Opportunity Barriers to CommunicationBeukelman& Mirenda (1992) • Policy barriers- Policies that segregate AAC users or limit the use of communication devices purchased with school funding to classroom use • Practice barriers- Precedents, procedures, and common practice within a school that are not actual policies, but limit full participation of AAC users • Attitude barriers- individual opinions & beliefs that affect the AAC user’s full participation • Knowledge barriers- lack of knowledge about AAC interventions & use options • Skill barriers- limits of the technical & communication knowledge of those responsible for the AAC assessment & intervention plan
Preference Assessments • Systematic Preference Assessment Format on Website • Forms from CD from the AAC Strategies Book • 5.1, 5.2, 5.3
Steps in Conducting a Systematic Preference Assessment • Define the purpose of the assessment. • Select the range of sampling options • Determine the forms of the sampling options • Define the student’s responses for preference and non-preference of options • Outline presentation procedures • Determine sampling schedule & location • Observe & record responses to options • Summarize & make recommendations based on assessment.
Preference Assessments are important! • We will discuss preference assessments in more depth next week! • Wanted to share this now because this is what we should look at EARLY & OFTEN….remember the steps in the process • 1. Plan with student & family • 2. Summarize results • 3. Encourage Self-Determination---Assess Preferences, then….. • 4. Assess…?????
Ecological Inventories Assignment • See website for outline & case studies
Significant Other Interview(s) • See Communication Style Assessment—handout • Interview questions for professionals---handout
Embedded In-class activity • Practice using these interviews with a partner based on your case study OR you may use a student that you have or are working with. • Note your evaluation of using these interview questions.
Assessing Motivation • Motivation Assessment Scale. • Online: https://www2.monacoassociates.com/imas/freetrial.asp
Assessing current communication • Communication Matrix by Charity Rowland http://www.communicationmatrix.org (designs to learn website) • Organized by communication function • List of behaviors • Not used, emerging or mastered
Embedded In-class activity • Use your case study or student you know and practice using the communication matrix website with a partner. • Write your evaluation of the use of this online tool.
Please complete self-evaluation & feedback form • Have a great 4thof July!!