Agenda – Talk about process; matching person to the communication tool / device Review ACES Module Forms/templates provided Review ACES Low-to-Lite Tech Toolkit contents Review notebook: materials and resources to use Consider features for choosing low-to-lite tech communication tools and devices AAC Device decision-making resources What else?
ACES Module examples – download at 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 communicatio n and conversation Materials & Resources
Evaluation What are the communicators skills? What can they do (based on case history and evaluation)?
Feature Matching – What features do they need? What technology can bridge the gap? +
Process – Beginning to end Items in red available online Person Gathering information - Case history & Eval Summary Deciding on skills to assess- The Persons Skills Choosing the toolkit items used ACES Toolkit w. descriptions Evaluating the individual's skills – Case history & Eval Summary
Communication tools/devices Matching skills to communication tools The AAC Device Features Case History Summary & Evaluation Researching options AAC TechConnect website Free resources Lite Tech Low Cost Resource Chart Device Assistant
What is low – to – lite tech? LOW – Tech Non-voice communication tools and techniques Use of objects for communication symbols Use of pictures - individual presentation, books, and boards Access tools - Access accessories (switches, mounts, and low cost evaluation tools etc.) Inexpensive
Lite Tech Includes battery operated objects Cause- effect Software – (cause-effect) Single message communicators (Step- by-Step from AbleNet) Simpler digitized devices (Go Talks)
Low Tech Items
Switches & accessories Variety of switches Switch interface Switch mount
Simple voice output Single message communicators (Sequencers, Step-by-step, etc.)
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.)
What is the ACES High Tech Evaluation Toolkit ? Tobii Communicator
AAC TechConnect: ACES High-Tech Training Wednesday, Oct. 13th 12:00 – 2:00; MDT Will be archived by November
NOTEBOOK: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
Symbol types Objects Photographs Pictures Alphabet /spelling
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
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
Emerging Communicators Then try doing the same activities with photos (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 photos (match object or photo to more complex photograph), etc.
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.
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.
Emerging Communicators Add some individually cut out Symbol Stix to add variety and assess understanding of line drawings vs. photos, and to use for PECS (Picture Exchange Communication System).
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
4 Button Grids Assess simple choice making Signal for more/all done Sequence two symbols, i.e. want + object; more + object; all done + object
9 Button Grids: Simple choice making Signal more, want, all done Combine more, want, all done with symbol – ex. ball eat book
20 Button Grids: Start with simple requests/choice making with limited pictures Target simple sentence construction Target commenting, questioning, greetings, yes/no questions
ACES Dynamic Display Emulates a Dynamic Display which might be used on an AAC Device Use them to assess clients ability to navigate and categorize. Boards are designed primarily with an 8 button arrangement, Two pages (things & food) have a 16 button layout.
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
Word & Alphabet Boards Word Boards might be used by context-dependent, or independent communicators to supplement or replace speech. We include ABC, QWERTY and Frequency of Occurrence alphabet boards on toolkit CD
Word and Alphabet Boards Word Boards are complex, and take some getting used to. When you present it to the client, model use of the board first. Show how the words are laid out and grouped together. Give practice sentences to help them get used to the board and where to find things before asking them to generate anything on their own.
Word & Alphabet Boards You can use eye gaze, partner assisted scanning, head and/or laser pointers Some people with very limited range of hand/arm movement may be able to point with a laser in their hand. Roll rubber band over switch You can do headpointing by taping a straw or laser light to a visor or baseball cap. Laser Light Laser light: Also use to train scanning skills point to items with light, client indicates yes when reaching desired item
Types of devices to consider Single message communicators Digitized Text – to – speech Dynamic display Integrated systems
Tobii Eval Pages
Take a look in ACES Evaluation Toolkit High-tech Training...
AAC Device Decision-Making Summarize Individuals Communication Skills and Needs Case History and Evaluation Summary Device Trials and Comparisons AAC Device Decision-Making Doing the researchDoing the Research AAC TechConnect – Free resources AAC TechConnect – Device Assistant
Look at Individuals Communication Abilities & Needs Case History & Evaluation Summary Communication functions they can do (determine highest level) Look at communication situations & partners Device – length of need; temporary vs. indefinite (up to 5 years)
Temporary solutions May be learning skills Access Picture recognition Taking care of device Expanding communication partners & situations Teaching new communication functions Cautions Dont underestimate – guess high Dont limit communication – add partners/situations/functions Dont let cost be determining factor Dont let them get bored and increase abandonment
How do you research options? Low – tech (non-voice communication tools) Lite-tech (voice output) Single message communicators Digitized devices Simpler More complex
Update free resource page
Whats new ? ? ?
Digitized Simpler communication needs Recorded voice Use of pictures Multi lingual Most of them have: Paper overlays that are changed (changed by facilitator or user) Also called static display
The Resource for Lite Tech Low Cost AAC Chart Low-cost equipment (less than $1500 US) includes both non- voice and voice output communication tools/devices. It's comprehensive and easy to use. There is information about 100 non-voice products and 250 voice products on 67 downloadable pages. Cost only $14.95 –download from website or $19.95 with purchase order Go to STORE at ww.aacTechConnect.com to purchase
The Resource for Lite Tech Low Cost AAC Chart
Online Clinical Tools From The ACES Device Assistant – project of AAC-RERC
Digitized Simpler communication needs Recorded voice Use of pictures Multi lingual Most of them have: Paper overlays that are changed Also called static display Couple have dynamic display
Device Assistant 30 day free trial using code ACES Toolkit Trial 30 days $ – 2 users; $79 3 – 5 users; $ users; $275 Contact us for more options
Trialing equipment Lite – tech Simpler vs. more complex (more expensive) Organization resources Loan libraries Distributors (maybe) Manufacturers Funding More complex devices – may be funded by manufacturer for 3 rd party payment Simpler devices – purchase
Report template Follows medical model which addresses functional communication needs (manufacturers can support) May have your own for your organizational needs (i.e. educational to meet IEP goals, etc.)
Evaluation What are their skills? What can do?
Feature Matching – What features do they need? What technology can bridge the gap? +
More training needed?
What else would assist you?
Research opportunity MATCH – ACES Get another AT assessment tool to assist you in matching AT to the individual Focuses on matching child to technology based on needs assessment (related to IEP), child predisposition, environmental factors, and product features matched to childs needs. A collaborative team approach is recommended with an emphasis to include parent and student participation in the evaluation process.
Upcoming: Archived trainings for use of toolkit Community board for eval overlays /page sets Workshops in your area? More in depth about doing evaluation Toolkit Tidbits newsletter Website – access to updates
Future topics Access Comparing language representation systems (i.e. InterAACT – Unity - Picture Wordpower, etc) Device Features demonstrated Demonstrating with actual eval/videos Others?
1) Device Assistant 30-day trial code 2) More information on AT evaluation research opportunity 3) Ask you to complete SHORT survey for feedback on how to improve training. 4) Put us in your address book – continue to receive s (or provide alternate ) Follow up includes:
Do you... Have some new strategies to try? Have some things in your ACES toolkit bag to use?