Writing Language Goals for AAC Implementation in the Classroom

1. Writing Language Goals for AAC Implementation in the Classroom ASAH Schools Conference, Pittsburgh, PA July 2007

2. Acknowledgments • Information in this presentation was taken from the following resources • AT Implementation Guidelines, DOE, 2003 • ABC’s of AAC in IEP’s for SLP’s • Susan R. McCloskey, ASHA, San Diego, CA, November 19, 2005

3. F.A.P.E. • Federal and state laws require schools to provide students with disabilities with a Free, Appropriate, Public, Education (FAPE) in the Least Restrictive Environment (LRE). • FREE means that the education program is provided at no cost to the parents of students having a disability. • APPROPRIATE means that the educational program should match the child's strengths and needs, and include a plan so that the child can make progress toward his/her individual goals. • PUBLIC means that the child should participate and make progress as much as possible in the general education program with his/her classmates (age-mates). • EDUCATION means that the child with a disability should have the opportunity to learn skills that will help him/her to be successful in life. • Least Restrictive Environment (LRE) means that the child with a disability should be educated in a setting that is, as much as possible, like a general school and classroom.

4. AT and AAC in IDEIA 04 • When the law was reauthorized in 2004, AT continued to be included • The categories of AT included: • AAC devices • Written communication devices • Vision equipment devices • Assistive listening devices • Environmental control devices

5. AAC Devices Are Provided To • Establish a means for communication and social interaction • Promote language development • Support cognitive development (learning) • Enhance work and educational opportunities • Facilitate speech development • Clarify speech production • Enhance participation in society

6. Authorization of IDEIA ‘04 • With re-authorization, emphasis within the IEP continued to be placed on student outcomes and monitoring of yearly progress. • To monitor progress, teachers and SLPs must accurately and objectively measure and report student achievement. • The annual goal covers what the student can learn in a 12 month period. If a goal is not stated in measurable terms, then progress cannot be determined.

7. Measurable • We’ve always had measurable objectives. • Now the goals need to be measurable. • Connected to Average Yearly Progress (AYP) • Federal and State monitoring found too many student IEPs contained the same goals and objectives year after year.

8. 4 Characteristics of Measurable Goals • Specific • Tells what to measure and how to measure it • Tells how we will know the goal has been accomplished • Objective • Yields the same result no matter who measures it • Quantifiable • Provides a descriptive comparison to a baseline • Clear • Understood by all team members • Can be measured and interpreted without additional information

9. 3 Key Components of Measurable Goals • Observable behavior • An explicit, observable statement of what the student will do • Condition • Specific circumstances or assistance that will be provided that will affect performance of the behavior • Criterion • What will be measured and how well the student must perform • Performance measurement over time is the basic concept

10. 5 Types of Criteria to Consider • Grade / Age level • Rate • Time • Percentage • Descriptive statement

11. Grade / Age Level Criteria • Use numerical description of established grade or age progression • Reference the source and describe the skill it measures • Use with established content or developmental sequence • Example: Given a 3 paragraph story, Chris will answer 90% of comprehension questions at a 4th grade level as measured by curriculum-based assessment

12. Rate Criteria • Compares number of correct responses to the total number of possible responses • Expected accuracy or frequency • Use when the skill must be demonstrated multiple times to ensure mastery • Example: Clair will request assistance in 4 out of 5 targeted situations daily for a two week period

13. Time Criteria • A pace or time limit within which the behavior must be performed • Use when time parameters are important to skill performance • Example: David will name five items in each of six categories in 60 seconds.

14. Percentage Criteria • Describes part of a quantifiable set or “whole” • Must be able to measure the “whole” • Number of correct responses compared to the total number of possible responses • Example: James will express his needs in 80% of the opportunities occurring during 10 randomly scheduled observations over one week

15. Descriptive Statement Criteria • States expected quality of results in clear, objective language • Use to provide explicit information about the nature of the expected performance • Example: Carl will initiate his own social activities at school or in the community two times each week for one grading period by inviting a friend to participate with him or asking a friend to attend an event.

16. Rubric

17. Focus on Features • Litigation history has shown that attention to individual needs is the best protection against claims that FAPE has been denied • Processes that focus on the features of AAC systems that best suit a student’s needs are the most effective and efficient processes for assessment and implementation

18. Assessment Frameworks • Participation Model • Beukelman, D., & Mirenda, P. (1992). Augmentative and Alternative Communication: Management of Children and Adults with Severe Communication Disorders. Baltimore: Paul H. Brooks Publishing. • SETT Framework • www.joyzabala.com

19. Identify participation patterns and communication needs Assess access barriers Assess opportunity barriers The Participation Model Plan and implement intervention for today and tomorrow Evaluate effectiveness: assess participation

20. Opportunity Barriers Practice Knowledge Skill Policy Attitude

21. Assessment Framework • Student/Individual • Environment • Tasks • Tools SETT

22. ASSISTIVE TECHNOLOGY SETT FRAMEWORK* Student: Completed by: Date: Tools- strategies, accomodations & tools : Student Environment Tasks- : : what does the student have to do? : Already Have Need to Obtain * Joy Zabala -- SETT Framework -- Modified

23. Implementation Frameworks • Participation Model • Discrepancy analysis with comparisons to peers who do not exhibit communication disabilities • Environmental Communication Teaching • Targets specific activities that occur throughout the daily routine • Structures communication opportunities within those activities • Karlan, G. R. (1989). The Environmental Communication Teaching Training Project. Field-initiated Research Grant from the Office of Special Education, U.S. Department of Education (Award # H023C90005).

24. Action Steps Peer Requirements Lisa’s performance Comm Obligations Comm Opportunities Comm Mode After the fourth period ending bell rings, students move to the cafeteria Students are just chatting with each other, gathering books, etc. Lisa says nothing, and often does not realize it is time for her lunch (*Lisa may need to have a picture schedule on her lap tray to help follow the daily schedule) Lisa needs to ask someone to take her to the cafeteria, and if the door is closed she will need to ask to have it opened Lisa will need to ask to have her lunch ticket placed on her lap tray Lisa can choose a specific person to take her and she can say THANKS for the assistance Single message symbols on a picture communication board PLEASE, PUSH ME, OPEN THE DOOR, TICKET THANKS, NAMES OF STUDENT ASSISTANTS Students move down the cafeteria line asking for the items from the cafeteria workers or just taking what is out on the shelf Asking for foods, more of something, less of something, comments about food items Lisa usually goes to the lunch table while the aide gets her lunch. This will change and she will go through the line as last of her group Asking for lunch items and answering questions from the cafeteria workers Food choices on a small picture board that is updated with any changes in choices daily YES, NO, MORE, NONE Ecological Inventory Example

26. ASSISTIVE TECHNOLOGY ACTION PLAN Student Name: Date of Birth: School: Grade/Placement: Meeting Date: Meeting Participants: What devices and strategies will be integrated into the student’s routine? How will we measure the success of the intervention? Next Meeting Date: Location:

27. The Data Dilemma “Not everything that counts can be counted, and not everything that can be counted counts.” ----Albert Einstein

28. Data Collection What is data? -the recording of observable and measurable performance What is data collection? -framing or defining a problem or question that needs to be addressed or answered and then structuring opportunities to try to answer that question Resource: How Do You Know It, How Do You Show It? Making Assistive Technology Decisions. (2002) Reed, Bowser, Korsten; WATI

29. Data Variables • Frequency or Speed • Does the student access the switch as quickly when music is played as when it is not (purposeful activations?) • Does a device with icon prediction allow a student to locate the next symbol faster • Accuracy • Does the student appear satisfied with requests made using a voice output device?

30. Data Variables • Spontaneity or Initiations • Does the student initiate communications in structured settings in targeted activities? • Does the adult utilize a prompt hierarchy effectively to allow for student initiated communications?

31. Data Variables • Duration • Does a student continue participation in a group activity using his/her voice output device over a specific period of time? • Latency • How long does it take for a student to make a choice of preferred items in a choice-making situation?

34. Progress Card