Assessment of Communication Sam Morgan Hunter College SPED 746

What You should be Trying to Achieve in a communication evaluation An assessment that is based in a child’s functional every day routines and activities so the results are applicable to it One that yields strength based information that you can build on One that gives you measurable goals and objectives based in functional and meaningful activities that can be included in the IEP An accurate representation of what the child can do across a range of people and environments 12/4/2018

What Families Want in an Assessment The assessment team should really try to “connect” with our child. The assessment team should get input from our family and from the classroom. The assessment should suggest how to set educational goals. The assessment should rely on tools that are appropriate for our children. Assessments should reveal our child’s strengths and suggest how to build on them. Chen, Mar, Rowland, Stillman 12/4/2018

Use of Formal Tools and Measures Norm referenced tools are typically not appropriate for children who are deaf-blind. Structure requires certain types of interaction, materials that are not familiar to the child, a specific type of response and/or are not normed on children who are DB Developmental ages do not yield information that is useful for program development but may be necessary to qualify children for services. Tools you can use that may be useful Communication Matrix The MacArthur Communicative Developmental Inventories (based on typical language development, normed on deaf) 12/4/2018

Use a Tool that is valid or used in a valid manner What do I need to do? Multiple observations in a variety of environments with a variety of people Interview parents, caregivers and a range of educators who work with the child. Use a Tool that is valid or used in a valid manner Make sure you are gathering information on Functions, Modes, Rates Communication history Current communication opportunities Are there opportunities, recognition Are communication partners competent 12/4/2018

Degree and nature of social interactions What do I need to do Social Opportunities with adults and peers, are there any and if so what communication is used in them. Degree and nature of social interactions Structured observations within functional routines and instructional activities Preferences – what does the child like, what motivates them. Emotional states 12/4/2018

Neurological Involvement and concerns What Do I need to do Sensory functioning Medical Functional in respect to communication (what do they and do they not access in the environment?) Hearing and vision Motor functioning What are they able to access on their own, what do they need support to do and how much? Neurological Involvement and concerns CVI and Beyond 12/4/2018

Expressive Communication Modes Oral/Motor Output Vocalizations (cry, coo, babble, gurgle, grunt, laugh, whine, scream) Vowel sounds, consonant-vowel pairs, word-like jargon Spoken words Motor/Gestural Output Body movements (head, limb, postural change, change in body tone) Facial expressions Gestures Eye gaze Manual signs 12/4/2018

Expressive Communication Modes Augmentative/Alternative Output (requires motor/gestural selection behavior as well as comprehension of symbolic system) Tactile symbols Picture symbols Object symbols Written words “High-tech” communication devices using one of above symbolic systems (Chen, Mar, Rowland, Stillman 2009) 12/4/2018

Receptive Communication Modes Visual Input Facial expressions Gestures Manual sign language Object symbols Picture symbols Printed words Auditory Input Environmental sounds Intonation/register of speech Spoken words 12/4/2018

Receptive Communication Modes Tactile Input Handling/touch/movement Specific touch cues Object symbols Tactile (hand-in-hand) signs Brailled words (Chen, Mar, Rowland, Stillman) 12/4/2018

What information do I want to have at the end? Current level of communication skills with functional examples in a variety of environments and with a variety of people What does this mean? Where is the child functioning? Goals and next steps How does this relate to instruction, social interaction, routines What does it mean for the people who serve the child? How will they have to change and what will they have to learn? 12/4/2018

Qualitative Indicators of Progress Increased consistency of response Increased independence of response/decreased assistance required Increased frequency of response Increased duration of response Increased clarity of response Faster response time Partial participation in one step of a routine Ability to participate in an activity for longer periods of time Sustained attention to a task Increased stamina Improved strength or accuracy of a motor response 12/4/2018

Use of Formal Tools and Measures Norm referenced tools are typically not appropriate for children who are deaf-blind. Structure requires certain types of interaction, materials that are not familiar to the child, a specific type of response and/or are not normed on children who are DB Developmental ages do not yield information that is useful for program development but may be necessary to qualify children for services. Tools you can use that may be useful Communication Matrix The MacArthur Communicative Developmental Inventories (based on typical language development, normed on deaf) 12/4/2018

Some questions you should be asking yourself throughout the process How am I going to increase the child’s rate of communication? Are the modes I am thinking of accessible to the child and how can they grow with the child What future modes might the child use? What are the staff (including you) that serve the child going to have to learn? How are they going to be supported to do so. 12/4/2018