AT/AAC

1. AT/AAC Session 3 Assessing Communication Skills & Analyzing Communicative Environments

2. Review for Quiz #2

3. Using Single Subject Research to Establish “Evidence-based Practices” • A “practice” may be considered “evidence-based” when: • The practice is operationally defined, and implemented with fidelity. • The outcomes associated with the practice are operationally defined. • The context in which the practice in use is operationally defined • Results from the single subject studies used to assess the practice demonstrate experimental control. • The effects are replicated across 5 single subject studies conducted in at least 3 locations, and with at least 20 different participants.

4. Dependent and independent variables • Dependent variable (DV) – the behavior (measure) that you are analyzing • You want to produce change (variability) in the dependent variable • Studies may have multiple DVs • Independent variable (IV) – the variable (event, intervention, condition) that is of experimental interest and that the researcher manipulates in an experimental research design • Studies may have multiple IVs

5. Phase A Phase B Phase A Phase B Immediacy of Effect Variability Level Trend Overlap Research Question???

6. In SSD, a Functional Relationship/Experimental Control has occurred when • There are 3 demonstrations of an effect at 3 points in time. • Effect could be: change in trend or level • Also want to see immediacy of effect • Good research has at least 5 data points in each phase to establish a consistent pattern in the data.

7. Defining Features of Multiple Baseline Designs • A multiple baseline design involves three or more AB interventions (series) with phase changes staggered across at least three points in time. • Key Features • Series are independent of each other • People, places, materials, behaviors/skills • The same IV is applied in each series • Staggered implementation of IV

8. Lollipop for R+ BL Treatment 6 100 80 60 40 20 Vivian 0 Lollipop for R+ 100 80 60 Percentage of Correct Responding 40 20 Tammy 0 Lollipop for R+ 100 80 60 40 20 Dr. Cathy 0 10 20 30 40 50 60 70 Sessions

9. Defining features of withdrawal and reversal designs • Sequential phases of data collection involving the implementation and withdrawal of an independent variable(s) • within each phase, multiple data points are collected to establish a representative pattern of behavior • phase change should occur only after stability of behavior within the phase is established • traditionally, the first phase is Baseline, followed by implementation of the IV (Intervention) • this is not required, however, as you may begin a study with an intervention phase

10. 4B Baseline FCT Baseline FCT 6 5 4 Total SIB per minute 3 2 1 0 1 5 10 15 20 25 30 35 Sessions

11. Alternating Treatment Designs • Alternating Treatment Designs employ rapid phase reversals across 2 or more conditions to assess sensitivity of change in the dependent variable to change in condition.

12. Student 1Hypothesis: Escape Math Work 2. Is Esc different than Attn? 1. Is Esc different than Control?

13. Quiz Questions

14. #3 Lollipop for R+ BL Treatment 6 100 80 60 40 20 Vivian 0 Lollipop for R+ 100 80 60 Percentage of Correct Responding 40 20 Tammy 0 Lollipop for R+ 100 80 60 40 20 Dr. Cathy 0 10 20 30 40 50 60 70 Sessions

15. # 4 4B Baseline FCT Baseline FCT 6 5 4 Total SIB per minute 3 2 1 0 1 5 10 15 20 25 30 35 Sessions

16. #5 Student 1Hypothesis: Escape Math Work 2. Is Esc different than Attn? 1. Is Esc different than Control?

17. Correct Quiz

18. Discussion • Get together with at least 2 other people to discuss the readings this week. • The Bridges (2004) article discussed multicultural issues in AAC, think of their points and how they can shape the way you go about assessing students from diverse cultural and linguistic backgrounds….and • Students from those backgrounds that require AAC

19. Lecture • Assessing student’s need for AT or AAC.

20. Cultural aspects of communicative competence (Hetzroni & Harris, 1996) • “Communicative competence implies the ability to meet the demands of participation and communication within the culture” (p. 55). • The adequacy of one’s communication is based on having sufficient knowledge, judgment, & skills needed to convey a message to a communicative partner. • This complex behavior is learned within a cultural environment

21. Light (1989), Communicative Competence for AAC users made up of: • Linguistic Competence • Operational Competence • Social Competence • Strategic Competence

22. Linguistic Competence AAC user needs to perform in at least two environments -Both native language & AAC codes need to be mastered -represent two different cultures -AAC user by default is bicultural and has to learn to function adequately in at least two environments.

23. Operational Competence • Technical skills needed to operate systems used by AAC users. • Skills include: • Access, transmission, and operational skills needed to reach mastery level in accuracy and speed in using a given system. • Mastery level may differ in different cultures • Evaluation of preferred operational methods and transmission modes within a culture should occur within an AAC assessment for a student • These preferences may be evaluated while assessing student strengths (e.g., person/family-centered planning)

24. Social Competence • Achieved when the user has the knowledge, judgment, and skill to understand and adequately function within their cultural community • Relates to knowledge of how to use language (i.e., what terminology and forms are used, at what times, and with what people) • What behaviors are expected (at what times, with whom, for what purposes) • What is considered appropriate decorum and dress in public & home • How the culture perceives the world

25. Strategic Competence • AAC users must learn to use specific systems or strategies of communication that often differ from the verbal communication systems of the family or community • AAC users may be highly dependent on communication partners to infer meanings of messages. • Strategies for communicating AND the technology of communicating make up a communication system • AAC users must achieve competence in both

26. AAC users are vulnerable to the culture of practitioners • Communication strategies are often developed by the practitioners without adequate knowledge of the AAC user’s culture. • Providing a culturally acceptable strategic system may enhance the strategic competence while enabling the user appropriate use of the chosen technology. • What can you do to ensure a student’s culture is considered in the development of a communication system?

27. Person-centered Approach to Assessment • Involve the student & family every step of the way • Don’t think of assessment “on” a student, but rather “with” a student • Essential to understand student’s unique physical and sensory skills • How they see, hear, move • E.g., if a student has no functional vision and does not use speech, then an alternate form of expressive communication will probably involve…..???? • Use of objects, parts of objects, gestures, & manual signs

28. Outcomes • Define communication & identify who needs communication intervention • Identify ecological and observational approaches to determining communication skills and needs.

29. Resources • Downing, J.E. (2005)Teaching Communication Skills to Students with Severe Disabilities

32. Pre-Requisites for Communication? • Competence in a symbolic and language system (e.g., spoken English, manual ASL)? • Formalized rules of word representation, production, & use? • Breathing is the only real pre-requisite (Mirenda, 1993)

33. Communication is essential to quality of life • Necessary to define oneself • Share ideas, feelings • Demonstrate knowledge & skills • Socialize • Perform job & daily tasks

34. Communication in Daily Life • Allows control over physical & social environment • Allows for acquiring new skills (strong correlation between literacy & communication skill development for students with severe disabilities; Beukelman & Mirenda, 2005) • Allows for socially acceptable way to express feelings of frustration • Allows for development of friendships

35. Least Dangerous Assumption (Cardinal, 2002; Donnellan, 1984) • Better to err on the side of assuming competence even if it is not there, rather than err on the side of assuming incompetence when competence is the case. • All individuals need to communicate

36. Who Needs Communication Intervention? • Students who demonstrate minimal communication skills that they are not adequately expressing themselves. • Cognitive Referencing---Many professionals still believe that for children with severe intellectual challenges communication services are irrelevant (Downing, 2005)— • Question should not be whether students will benefit from communication intervention, but how best to provide support

37. 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

38. Social Issues in Communication • Students in special education classrooms tend to have interactions with adults but limited interaction with other students (Foreman et al., 2004) • What affects does this have on: learning communication, and making friends? • Foreman et al., found that students with disabilities in general education were involved in significantly higher levels of communication interactions than their matched pair in special education classrooms (2004).

39. Two key parts of language… • Receptive Language: • Understanding what people mean when they speak to you. • Expressive Language • Being able to speak/communicate so that others understand you.

40. 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

41. Communicative Functions/ Intent • Request • Initiate/greeting • Terminate • Attention • Naming • Accept/Reject • Protesting situations • Affirming situations • Expressing choices or preferences

42. Contents of Communication • When there is nothing to say, there is no communication (i.e. the awkward pause when run out of things to say) • Individuals with severe disabilities need to have access to a variety of objects, pictures, and photos

43. Communication Skills • Speech • Articulation, Resonance, Voice, Fluency • Language • Phonology, Syntax, Semantics, Pragmatics • Conversation Skills • Turn taking, content, initiation, closure

44. Problems in the Classroom? • Receptive language deficits • Cannot recall sequences of ideas presented orally • Difficulty understanding humor, sarcasm, figurative language • May not understand questions • Trouble following directions • Cannot retain information presented orally • Difficulty understanding compound and complex sentences

45. Expressive Deficits Spoken language may include incorrect grammar or syntax Limited use of vocabulary Frequent hesitations/can’t find right words Difficulty discussing abstract, temporal or spatial concepts Jumps from topic to topic Afraid to ask questions, does not know what questions to ask, does not no how to ask questions.

46. 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

47. Person/family-centered planning • Summarize student life/learning/cultural background • Identify preferences Identify Potential Communicative Acts Verify communicative functions, Analyze environmental demands Monthly/ Quarterly • Graph learner progress • Modify procedures as necessary • Expand plan as necessary • Select Instructional Procedures • Create opportunities for comm. • Implement relevant procedures • Program generalization & maintenance • Review Assessment Info • Select appropriate • interventions • Write communication goals

48. Individual Student Planning • Multi-disciplinary Team approach • “One Voice” • Involving GE, SPED, other services • Review data, schedule and outline actions to better support student • 1 time per/ mon. until establish success • No longer than 45 minutes • Agenda with action plan

49. Purpose of Assessment • Clearly identify • Capacity Building vs Deficit Finding • Capacity Building (O’Brien & Mount, 1991) • Focus on strengths and preferences • Avoid use of standardized assessments that are not appropriate to a student because of physical or sensory impairments or cultural differences • Use of observations & interviews

50. Deficit-finding Perspective • “Rebecca Ferguson has an IQ of 21 and a mental age of 1 year, 18 mos. Her scores on the Vineland Adaptive Behavior Scales were below basal levels. She has Down’s syndrome and severe mental retardation. R cannot use the toilet or eat independently and will require lifelong assistance for personal care. She is nonverbal except for some random vocalizations. R sometimes engages in aggressive behavior including spitting, and slapping