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Presents

Presents. Module & Toolkits A ug C omm E vals S implified. Providing . ACES Evaluation Toolkits Low-to-Lite Tech Evaluation Toolkit High-tech Evaluation Toolkit Evaluation Starter Kit Notebook Accompanying CD Updated forms / templates (can be downloaded).

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Presents

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  1. Presents Module & Toolkits Aug Comm Evals Simplified

  2. Providing • ACES Evaluation Toolkits • Low-to-Lite Tech Evaluation Toolkit • High-tech Evaluation Toolkit • Evaluation Starter Kit • Notebook • Accompanying CD • Updated forms / templates (can be downloaded)

  3. Handouts available for download

  4. Process – Beginning to endItems in red available with request Person Gathering information - Case history & Eval Summary Deciding on skills to assess- The Person’s Skills Choosing the “toolkit items” used ACES Toolkit w. descriptions Evaluating the individual's skills – Assessment Summary or Case history & Eval Summary Summarizing the “Communicator” The Person’s Skills

  5. Communication tools/devices Other Features to be considered Other factors Matching skills to communication tools The Device Summary of observations AAC TechConnect – Free resources AAC TechConnect – Device Assistant

  6. Decision-making • Trialing communication tools / voice output devices AAC Device Decision-Making • Making recommendations / writing appropriate documentation Report template Goals worksheet • Use of your equipment reps Demos / trials / support with funding paperwork

  7. ACES Module examples – download at www.aacTechConnect.com • Materials & Resources • Use sample communication boards with progressing levels of complexity to determine: • Use of concrete vs. abstract pictures • Ability to navigate between pages • Use of pictures, words, combination of both • Ability to formulate phrases / sentences • Using variety of nouns, verbs, descriptive words • Making comments • Relating events • Social communication and conversation

  8. www.aacTechConnect.com Events -

  9. Evaluation • What are their skills? • What can do? • What features do they need? • What technology can bridge the gap?

  10. Feature Matching – Determine what the individual needs, then find the technology with the requisite features and match the technology to communicator. +

  11. The Person’s Skills

  12. Types of Communicators

  13. Case history What do we already know? • Detailed version Case History & Eval Summary • Summary Case History Summary

  14. Toolkit List

  15. Assessment Summary • Use to record observations during assessment • Record information about user’s skills • Record information about device features options

  16. Access

  17. Low Tech Items

  18. Cause-effect items

  19. Switches & accessories • Variety of switches • Switch interface • Switch mount

  20. Simple voice output • Single message communicators (Sequencers, Step-by-step, etc.)

  21. Simpler voice output devices+ overlay software + Symbol Stix

  22. High Tech Evaluation Toolkit • Emulate a variety of devices • Large • Medium • Small • Get information about their use of language (i.e. symbols, forms used, representation, etc.)

  23. “Higher Tech” • Convertible touchscreen tablet computer • Emulate devices (large, medium, small) • Accessories • Switch interface (as needed) • (did not come with High-Tech toolkit)

  24. CommunicationSoftware • Emulates variety of devices • Tobii Communicator communication software which does the following: • Make various configuration of overlays • Able to link them together to evaluate navigation • Can do scanning of all types • Uses pictures • Spelling, word prediction, etc. • Grammar-based boards

  25. Free software/ demos • Manufacturers (some examples) • Tobii Communicator 4 • Series 5 Semesterware • Dynavox Page Editing (Series 5 & Xpress) • PASS software (Prentke Romich) • SayIt! Sam (Words+) • EZ keys (Words+)

  26. Materials:Tools & Resources • Use sample communication tools with progressing levels of complexity to determine: • Types of communication symbols required • Use of concrete vs. abstract pictures • Ability to navigate between pages • Use of pictures, words, combination of both • Ability to formulate phrases / sentences • Using variety of nouns, verbs, descriptive words • Making comments • Relating events • Social communication and conversation

  27. Symbol types • Objects • Photographs • Pictures • Alphabet /spelling

  28. Emerging No RELIABLE means of EXPRESSIVE communication through SYMBOLIC language • Have some functional non-verbal communication (gestures, vocalizations, other nonsymbolic communication) • Able to attend, even briefly, to individuals, conversations, pictures, or symbols • Yes/no (acceptance/rejection) depicted with body language; i.e. no reliable yes/no for more complex communication

  29. Emerging Communicators • Start with objects to request highly motivating activities: • Use GLASS for drink requests • Use BALL for playing with the ball requests • Use a CD for music requests • Add your own • Use various access methods (eye gaze, reaching, • pointing, partner assisted scanning, etc.) • Communication functions could include: • Request “more” / continue activity • “All done” / stop activity • Making choices

  30. Emerging Communicators • Then try doing the same activities • with photo’s (COPPS*) • *COPPS stands for “Cut Out Photo Picture Symbols”, (used with permission of Elizabeth Rush, MS CCC-SLP, CPM) • 1st pair object with photo. • Then try photo alone. • Use the COPPS for a variety of activities such as matching, color descriptions, describe what dog is doing in dog photo’s (match object or photo to more complex photograph), etc.

  31. Emerging Communicators • Incorporate the use of a one button speech device, the Step by Step into the activities. • Use COPPS to indicate the activity on the device. • Assess impact of a “voice”.

  32. What can you do with a Sequential Messenger? (handouts) • Sequential messaging devices can teach • initiation, • turn taking, • turn filling, • anticipation, • appropriate waiting/timing of messages, • turn transfers, • conversational control…. • They allow fast communication in real time, with real listeners.

  33. Emerging Communicators • Add some individually cut out Symbol Stix™ to add variety and assess understanding of line drawings vs. photo’s, and to use for PECS (Picture Exchange Communication System).

  34. Context- or Partner-Dependent Has SYMBOLIC communication that is RELIABLE but limited to particular CONTEXTS or PARTNERS • Rely on partners to provide limited response set • Need frequent instruction and cueing • Difficulty with initiation • May only be functional in particular settings • Wide range with regard to # of partners and # of settings

  35. 4 Button Grids • Assess simple choice making • Signal for more/all done • Sequence two symbols, • i.e. “want” + object; • “more” + object; • “all done” + object

  36. 9 Button Grids: • Simple choice making • Signal “more,” “want,” “all done” • Combine “more, want, all done” with symbol • Describe photo: “What is the dog doing? —> • “ball” “eat” “book” • “How does the dog feel? —> • “happy” “sad” • Use social page to further describe/talk about the dog photos. • What else can you talk about???

  37. 20 Button Grids: • Start with simple requests/choice making with limited pictures • Target simple sentence construction • Move to complete board with or without words • Continue previous activities to generalize to new board • Target photo description — keep photo of ball handy. Can client use multiple tools?? i.e. “dog play” or “dog play with” on Go Talk + point to photo of ball? • Target commenting, questioning, greetings, yes/no questions

  38. Others . . .

  39. ACES Dynamic Display • Emulates a Dynamic Display which might be used on an AAC Device • Use them to assess client’s ability to navigate and categorize. • Boards are designed primarily with an 8 button arrangement, • Two pages (things & food) have a 16 button layout.

  40. ACES Dynamic Display People Action Needs Talk

  41. ACES Dynamic Display Things Places Food Activity

  42. ACES Dynamic Display • Use the same type of functional activities used previously with these pages. • Make requests, more & all done, describe photos, and ask opinions. • What is their favorite ……? • Where would they go to buy something? • And so forth. 

  43. Evaluation Boards • Premade overlays evaluate the following: • a variety of communication functions demonstrated in fun and functional interactive activities (i.e. not a “Point to the ______” format). • Evaluate using a variety of access methods • Evaluate ability to navigate (change pages) to determine whether the communicator can use a dynamic display device • Several dynamic display page sets for varying levels • Variety of pages going from 4 – 42 symbols to evaluate number and size of symbols “Show me ____”

  44. Photos for Language Stimulation

  45. Evaluation Page Sets

  46. Independent (Generative) Can communicate ANYTHING on ANY TOPIC to ANYONE in ANY CONTEXT • Locate, select, and convey messages on their own • Can interact with familiar / unfamiliar partners equally well • Can sequence symbols or letters to generate novel messages

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