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+ AT/AAC Summer! Session 3 Technology: Not the Problem, Not the Panacea “It’s not about the technology, it’s about interaction or communication.” Johnston.

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Presentation on theme: "+ AT/AAC Summer! Session 3 Technology: Not the Problem, Not the Panacea “It’s not about the technology, it’s about interaction or communication.” Johnston."— Presentation transcript:

1 + AT/AAC Summer! Session 3 Technology: Not the Problem, Not the Panacea “It’s not about the technology, it’s about interaction or communication.” Johnston et al., 2012, p.84

2 + Updates to Website Added outline and case studies for ecological inventories assignment. We will discuss this more today. Please check the website for updates frequently. Please let me know if there are any problems accessing content on the website.

3 + Upcoming Assignments July 9 th (next class session) - Annotated Bibliography is due Search based on the topic you selected from the list on the website. Date Change…July 16 th - Ecological Inventories Assignment Remember this is with a group July 16 th … Critique of Research Article is due July 18 th … Technology Selection/Design Assignment is due

4 + Questions/Comments Wraparound in practice? Not the “wraparound” people may be familiar with out of the field of social work. More like multidisciplinary teaming or collaborative teaming, but… based on Person-centered plan and ecological assessments See “Unified Plans of Support” by Hunt et al., 2003 [posted on the wiki] For students with significant disabilities, Sheldon recommends that you meet at least once every two weeks with school-based personnel and parents until everyone is “comfortable”, then quarterly. Short, productive meetings [45 min max] Guided by an Agenda Concluded with an Action Plan….constantly updated Nowadays you may be able to use a wiki to keep everyone on the same page….but remember to protect confidentiality!!

5 + Review for Quiz #2

6 + 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

7 + 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

8 + Communicative Functions/ Intent Request Initiate/greeting Terminate Attention Naming Accept/Reject Protesting situations Affirming situations Expressing choices or preferences

9 + 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

10 + Overall Steps in Ecological Assessment Process Step 1: Plan with Student & Family Step 2: Summarize what is known about the student Step 3: Encourage Self-Determination/ Assess Student Preferences Step 4: Assess student’s instructional program Step 5: Develop ecological assessment report- recommend supports & services: informs IEP PLAAFP, Objectives, Services

11 + Considering assessment options? Current communication Environmental conditions Motor capabilities Cognitive/linguistic capacities Language capacities Literacy capacities Sensory/perceptual capacities

12 + Assessing Receptive Communication Skills Receptive skills for a specific activity need to be identified What does the student do to demonstrate that the message has been received and understood? Document what forms of communication seem to be best understood

13 + Assessing Expressive Communication Skills Any attempt by the student to start, maintain, or end a communicative exchange should be noted. How the students communicates (the form)—Skill level? Why the student is communicating (function/intent)— different forms of communication for different purposes? What the student talks about (content)—information on breadth of skills and accessibility?

14 + Ecological-Functional Assessment Process for communication Step # 4 in the Overall Process: Assess Instructional Program/Environment Uses observational techniques to analyze skill demands of the natural environment and determine how the student performs within the environment Leads directly to intervention plan (Snell, 2002)

15 1. List Domains 2. List environments 3. List sub-environments 4. List activities associated with each sub environment 5. Task analyze each activity to identify skills 6. Observe the performance of the activity to identify needs

16 + Group Quiz

17 + 1. 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

18 + 2. Communication Forms These can be thought of as? Behaviors

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

20 + 4. Overall Steps in Ecological Assessment Process Step 1: Plan with Student & Family Step 2: Summarize what is known about the student Step 3: Encourage Self-Determination/ Assess Student Preferences Step 4: Assess student’s instructional program Step 5: Develop ecological assessment report- recommend supports & services: informs IEP PLAAFP, Objectives, Services

21 + 5. The six steps in completing assessment of student’s program

22 1. List Domains 2. List environments 3. List sub-environments 4. List activities associated with each sub environment 5. Task analyze each activity to identify skills 6. Observe the performance of the activity to identify needs

23 + Extra-Credit!!! How do you identify receptive, expressive language needs using an ecological assessment? How do you identify the forms of communication using an ecological assessment? How do you identify a student’s communicative function using an ecological assessment? How do you identify vocabulary to program into a student’s system using ecological assessment?

24 + Discussion

25 + Devices The CD that came with your book has some recommendations for Device Manufacturers & Distributors (Chapter 3) & Technology-based websites (Chapter 4) OTAP (www.otap-oregon.org)www.otap-oregon.org Loan library

26 + 5 Opportunity Barriers to Communication Beukelman & Mirenda (1992) 1. Policy barriers- Policies that segregate AAC users or limit the use of communication devices purchased with school funding to classroom use 2. Practice barriers- Precedents, procedures, and common practice within a school that are not actual policies, but limit full participation of AAC users 3. Attitude barriers- individual opinions & beliefs that affect the AAC user’s full participation 4. Knowledge barriers- lack of knowledge about AAC interventions & use options 5. Skill barriers- limits of the technical & communication knowledge of those responsible for the AAC assessment & intervention plan

27 + Preference Assessments Systematic Preference Assessment Format on Website Forms from CD from the AAC Strategies Book 5.1, 5.2, 5.3

28 + Steps in Conducting a Systematic Preference Assessment 1. Define the purpose of the assessment. 2. Select the range of sampling options 3. Determine the forms of the sampling options 4. Define the student’s responses for preference and non- preference of options 5. Outline presentation procedures 6. Determine sampling schedule & location 7. Observe & record responses to options 8. Summarize & make recommendations based on assessment.

29 + Preference Assessments are important! We will discuss preference assessments in more depth next week! Wanted to share this now because this is what we should look at EARLY & OFTEN….remember the steps in the process 1. Plan with student & family 2. Summarize results 3. Encourage Self-Determination---Assess Preferences, then….. 4. Assess…?????

30 + Ecological Inventories Assignment See website for outline & case studies

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32 + Significant Other Interview(s) See Communication Style Assessment—handout Interview questions for professionals---handout

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35 + Practice using these interviews with a partner based on your case study OR you may use a student that you have or are working with. Note your evaluation of using these interview questions. Embedded In-class activity

36 + Assessing Motivation Motivation Assessment Scale. Online: https://www2.monacoassociates.com/imas/freetrial.asp https://www2.monacoassociates.com/imas/freetrial.asp

37 + Assessing current communication Communication Matrix by Charity Rowland (designs to learn website) Organized by communication function List of behaviors Not used, emerging or mastered

38 + Use your case study or student you know and practice using the communication matrix website with a partner. Write your evaluation of the use of this online tool. Embedded In-class activity

39 Ecological Inventory of Communication Skills Steps in Activity Natural Cues Comm. Skills Needed Student Performance Discrepancy Analysis Interv. Plan Receptive or Expressive + or -Why student isn’t doing the step sug gest ions

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42 + Please complete self-evaluation & feedback form Have a great 4 th of July!!


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