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Keycomm - Lothian Communication Technology Service

Using CODES Collaboratively to Support Children and Young People to Communicate Effectively Communication Matters 2014. Keycomm - Lothian Communication Technology Service. “Successful and effective communicator”. What does this mean? What is important? …Vocabulary size vs. functional use?

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Keycomm - Lothian Communication Technology Service

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  1. Using CODES Collaboratively to Support Children and Young People to Communicate EffectivelyCommunication Matters 2014 Keycomm - Lothian Communication Technology Service

  2. “Successful and effective communicator” • What does this mean? • What is important? …Vocabulary size vs. functional use? …How many times a day? …single words vs. sentences

  3. Beukelman and Mirenda “Technology alone does not make a competent communicator any more than a piano makes a musician or a basketball and a hoop make an athlete” Want to focus on communication not equipment!

  4. The CODES Framework • Gets away from focus on equipment back to communication • Collaborative and joint working is at the heart of the framework • Multipurpose • Focus for joint planning • Record progress of AAC User • Identify appropriate targets for learning • Not an assessment tool but a record of the individual’s communication achievements over time • Planning for today and tomorrow’s communication needs

  5. CODES • C=Competency • O=Opportunities • D=Driving communication forward • E=Engagement • S=Skill Acquisition Cracking the Code to Communication through AAC!

  6. Janice Light’s Theory of Communicative Competence (1989, 2007, 2014)

  7. Occupational Model(Hagendorn,1996) • Environment and participation model • Focus on individual becoming as independent as possible • Intervention aimed at modifying one’s environment to promote opportunities • Maximising person’s independence and potential through skill acquisition • Intervention more effective if taken place in natural environment

  8. Contents of the CODES Framework • The Codes Competency Quick look view • The Codes Competency Joint Planning Sheets • Communication Competency Definitions • School/centre questionnaire • AAC user questionnaire- motivation and resilience • Cracking the C.O.D.E.S poster • References • Guidelines for use

  9. Case Study: Jay October 2009 • 9 years old • Physical disability • Non verbal • Tech 8 • Using device for 12 months • Attends special school for children with complex needs

  10. Identified targets for next 5 months • Operational- work with OT on Techtalk 32 with integral keyguard isolated finger pointing • Linguistic-To use verbs (action words), to use adjectives, To use starter phrases for sentence building • Social roles-to initiate communication • 12 months later reviewed…

  11. And then… • Upgrade to a dynamic display device with 20 location keyguard • Operational-turning on, turning off, navigation • Social Roles-Messenger-delivering messages between classes, Directing others outside class • Social Interaction-Tell jokes/riddles, using Social Greetings, Asking questions, Gaining attention • Environment-at home, choosing activities and telling people whether he liked it, out of class activities such as tuck shop.

  12. What’s next? Trial loan of an iPad 2 with Proloquo2go Opportunities for Presenting and Directing others Continue activities for asking questions To tell jokes to a variety of listeners Continue to expect more information to elaborate on a topic/conversation

  13. Life long learning • Developing skills will benefit them in the real world • Providing building blocks for resilience and independence • Encourages participation and having a major role in the direction of life • More clients living in independent accommodation

  14. School /centre questionnaire • To address external barriers within school/centre • Policy • Practice • Attitude • Skill and knowledge

  15. AAC User Questionnaire • Resilience/Perseverance • Confidence • Attitude • Motivation

  16. Benefit and Impact • Provides evidence for progress for parents meetings, reviews • Justifies purchasing a system • Keeps facilitators offering new opportunities • Structured tool to support setting appropriate and ambitious targets and long term planning • Gets things started and up and running • Provides a focus for teachers to integrate communication into the classroom • Shared language between professionals • Gets away from focus on equipment back to communication

  17. Initial Feedback • Since implementation- changes in schools • Children are given more opportunities to use communication skills • Variety of opportunities being offered such as telephone use for a 7 year old to speak to father in the armed forces, Social games time, children calling out the names for bus arrival at end of day • Teachers are taking ownership of communication, seeing teaching communication as integral part of curriculum • Sustainability

  18. Feedback Forum Nov 2013 Links to IEP targets and monitor progression. Gives feedback to parents – to demonstrate progress. Tool that promotes joint working with teachers and SLTs. Encourages functional communication. Highlights opportunities to build new skills.

  19. Next Steps CODES for Parents and Carers To develop Teachers’ Activity Toolkit To develop a Communication Partner Section of CODES To expand the participation and environment section License in Australia

  20. CODES for parents/carers Trial workshop for parents/carers ran in September 2014. Focussed on the areas of social competence, and generating practical ideas for AAC use at home. Feedback was very positive. Parents enjoyed the opportunity to meet each other and share ideas and experiences.

  21. CODES for parents Introduction to terms and the concepts Engaged Empowered to be involved More involved in meetings with the school Therapist

  22. Parents using the CODES framework at home • “I knew that we were working on J using questions – we talked about playing guessing games with the Speech and Language Therapist. So J spent Christmas morning guessing what was in all the presents – he loved it!” • “We worked on pressing ‘like’ or ‘don’t like’ on the NovaChat… now she says it verbally!”

  23. Teacher’s Toolkit A companion to the C.O.D.E.S. Framework Matches C.O.D.E.S competencies to example “I can” statements and CfE Experiences and Outcomes. Practical ideas for activities to support achieving targets

  24. CODES Teachers’ Toolkit Now in draft form – come and see our poster during the coffee break!

  25. Impact within Lothian MORE children talking about MORE things in MORE environments with MORE people MOMENTUM

  26. Coming Soon New dedicated website for C.O.D.E.S Watch this space!

  27. Keycomm Lothian Communication Technology Service www.keycomm.weebly.com 0131 311 7130

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