Communication Judi Cumley CESA 5 Wisconsin Assistive Technology Initiative ASNAT Assessing Student’s Needs for Assistive Technology

Objectives Participants will understand the SETT process as it relates to identifying appropriate AT for students with difficulty in communicating with others. Participants will have basic knowledge of the AT continuum for Communication as identified in the draft ASNAT Communication Chapter. Participants will be able to access resources and tools for trial with students who need AT communication supports.

Introduction 2009 ASNAT revision (Assessing Students’ Need for Assistive Technology) Uses the SETT framework for AT assessments StudentEnvironment TasksTools – Framework developed by Joy Zabala – Implementation Plan & Follow-up added by WATI Revised version has added Sensory Considerations

Using the SETT framework Traditional” SETT – The Student Identify the functional area(s) of concern? Special needs (related to area of concern) Current abilities (related to area of concern) What does the student need to communicate that is difficult or impossible to do independently at this time?

Using the SETT framework The Environment(s) – Arrangement (instructional, physical) – Support (available to both the student and the staff) – Materials and Equipment (commonly used by others in the environments) – Access Issues (technological, physical, instructional) – Attitudes and Expectations (staff, family, others)

Using the SETT framework The Tasks – What SPECIFIC tasks occur in the student’s natural environments that enable progress toward mastery of IEP goals and objectives? – What SPECIFIC tasks are required for active involvement in identified environments? (related to communication, instruction, participation, productivity, environmental control)

Using the SETT framework The Tools – Tools include devices, services and strategies… everything that is needed to help the student succeed. – Describe what a useful system of assistive technology devices and services for the student would be like. – Brainstorm Tools that could be included in a system that addresses student needs. – Select the most promising Tools for trials in the natural environments. – Plan the specifics of the trial (expected changes, when/how tools will be used, cues, etc.) – Collect data on effectiveness. (Zabala 2002)

Using the SETT process Decision Making Guide WATI’s version of the SETT Framework for Communication Guide will be Different for every area of AT assessment

Using the Student Information Guide in the SETT Process The Guide is intended to help the team discuss key issues when assessing the need for AT for a specific student. It helps teams consider whole child & environment & not “jump” to a device! It is a group (sped, reg. ed, support staff, admin., parent, student) process in which everyone contributes. Important to write on a large format so that everyone can see, edit, remember (shared group memory), stay focused, and be informed! Team members take roles of: Facilitator, Recorder, Time Keeper

The Student Assistive Technology for

Student List the functional areas of concern What are the student’s special needs related to the area of concern. What are the student’s abilities…. What motivates the student? Other questions you might ask?

The Environment Assistive Technology for

Environmental Considerations What specific environmental considerations need to be addressed? Obstacles? Supports? Attitudes of others? What are other the environments that need to be taken into account?

Sensory Considerations (new) New section as a subset of Student & Environment – Does this student have sensory deficits or sensitivities that will impact his/her ability to …. ? – Do the learning environment(s) impact the sensory issues of the student?

Sensory Considerations STUDENT Visual (glare, color vs. black & white, white space between symbols, etc.) Auditory (voice, volume, button click) Tactile (velcro, weight) Personal space Student specific ENVIRONMENT Background noise Lighting (full spectrum vs. flourescent) Physical space

Assistive Technology: past and present Part of the Student’s past & current environment Low tech communication systems Picture exchange communication systems Manual signs Etc.

The Task Assistive Technology for

Tasks to Consider What does the student need to do to achieve educational goals from their IEP and be an active participant in their environment? What are other students doing in the same environments?

Narrowing the Focus As a team, identify by circling or other means those few tasks the student needs to do that will have the most impact.

Solution Generation: Tools/Strategies As a team, brainstorm and write on chart paper any assistive technologies &/or strategies you think will assist the student in successfully completing those tasks you identified. – Brainstorm possible AT – Don’t evaluate (yet)! – Remember to include AT that the student already uses – Use all resources including people

The Tools Assistive Technology for

AT Continuum Follow the progression of low tech, through mid tech to high tech when selecting assistive technology tools

Low Tech Tools Assistive Technology for Communication

AT Communication Continuum Low Tech Concrete Representations Real Objects – Calendar box – Tangible Symbols – Miniatures – TOBIs (true object based icon)

AT Communication Continuum Low Tech Communication system with pictures, symbols, letters &/or words

Mid Tech Tools Assistive Technology for Communication

AT Communication Continuum Mid Tech Simple Voice Output Devices BIGmack Step-by-step CheapTalk Hip Talk

AT Communication Continuum Mid Tech Speech Generating Device with levels Bluebird II Tech series Message Mate 7 Level Communication Builder Leo

High Tech Tools Assistive Technology for Communication

AT Communication Continuum High Tech Speech Generating Devices with icon sequencing OR Pathfinder Plus Vantage Plus SpringBoard Lite

AT Communication Continuum High Tech Speech Generating Devices with a Dynamic Display Dynavox V series & V-Max M 3 ChatPC Tango! Eyegaze System

AT Communication Continuum High Tech Text based device with speech synthesis DynaWrite PolyTABLET with Persona LightWriter SL40 Freedom LITE

Solution Selection: Tools & Strategies Review the list of potential tools – Now is the time to evaluate for a match with: Student (abilities, difficulties, likes/dislikes) Environment (supports, obstacles) Tasks (what 1-2 things do you want the student to do?) – Prioritize selections

Implementation Plan Very Important! This is often where it breaks down! – Write down on the group chart (for top priorities) Who is going to do… (get specific) What (ditto) When (do I need to say it again?) For how long? – Write down your expectations (objectives) so you know if the AT is working or not! – Give everyone a job

Follow-up Plan Before the meeting is over, plan the follow-up – For accountability – We are all busy, so plan it now! – Bring list from original meeting so group can review who, what, when, & expectations

Sample IEP objectives Using a speech generating device, Johnny will combine 2 symbols to initiate a desired item during snack 3 out of 5 opportunities. Kelly will activate a single message looped device to tell a joke to peers and adults 4 out of 5 opportunities. Justin will ask and answer curriculum based questions in 4 th grade social studies using a speech generating device 3 times during each class period 4 out of 5 days.

Tools Resources Some Concrete Representations communication systems Object-Symbol Resource- vendor of object-symbol “kits” & displays for same Project Salute- information about Tangible Symbols, how to set up, etc. html Rowland, C. & Schweigart, P., Tangible Symbol Systems: Making the Right to Communicate a Reality for Individuals with Severe Disabilities. Retrieved June 7, 2007 from

Tools Resources Some Communication systems with pictures, symbols, letters or words AAC Intervention- Boardmaker tutorials and links to websites that provide free Boardmaker boards. The tutorials are in.pdf and can be freely distributed as long as the creator remains referenced – Augmentative Resources is a great company for low-tech Velcro based materials – Autism Shop – online resource for schedule displays & materials – Mayer-Johnson- developers of Boardmaker and other communication based software, displays, supportive materials, etc. – Scope-a resource for free alphabet & word boards –

Tools Resources Some Simple Voice Output devices Ablenet – developers of Big and Little Mack, Step-by- step and other simple durable devices. – Enabling Devices – a range of lower cost simple to medium level devices – Mayer-Johnson- developers of Boardmaker and other communication based software, displays, voice output devices, etc. –

Tools Resources Some Speech Generating Devices with Levels Ablenet – developers of FL4SH and other low to mid tech communication devices. – AMDI – developers of TECH series & Smart 128 – Attainment – low tech devices (GoTalk series) and functional materials – Enabling Devices – a range of lower cost simple to medium level devices (7 level communication builder) – Assistive Technology Inc. – manufacturer of LEO and other devices – Saltillo – variety of mid to high tech devices (Blubird II) – Words+ - “tough” smaller devices (Message Mate) –

Tools Resources Speech Generating Devices with icon sequencing Prentke-Romich Company – manufacturer of Pathfinder, Vanguard, Springboard and many other devices with icon sequencing (plus ECO with eye gaze technology) –

Tools Resources Some Speech Generating Devices with Dynamic Displays Dynavox – manufacturer of V series (including eye gaze systems) – Tobii ATI – manufacturer of Tobii eye gaze, C8 & other devices – Saltillo- manufacturer of ChatPC – Talk to Me Technologies- distributor of Tango, ERICA eye gaze & other devices – Words Plus – SayIt! Sam series –

Tools Resources Some Text Based Devices with Speech Synthesis Dynavox – manufacturer of DynaWrite and others – TobiiATI- vendor for LightWriter SL 40 and other devices – Words Plus – manufacturer of Freedom LITE and other devices – Zygo Industries – manufacturers of Poly series, wireless Aid and others –

Conclusion It’s not about the technology/device- it’s about matching the S tudent, the E nvironment and the T ask with the best T ool Finally some research about using technology……. – …using technology for compensatory intervention actually also provides remedial benefits (Silver-Pacuilla, H., Ruedel K. & Mistrett, S. p. 8).

References Silver-Pascuilla, H., Ruedel, K. & Mistrett, S. (2004). A review of technology based approaches for reading instruction: Tools for researchers and vendors. In National Center for Technology Integration: Reading Matrix. Retrieved March 30, 2007 from WATI (2009). Assessing Students’ Needs for Assistive Technology Chapter 3: Communication. Wisconsin Assistive Technology Initiative.

Resources AAC Tech Connect is a web site which provides pictures of speech generating devices according to category and lists product and contact information for major AAC device manufacturers. Their Device Assistant is a tool the helps a team compare and match the features of devices to student skills. It is available on a limited trial basis or by subscription. – SET-BC (Special Education Technology-British Columbia) is a wonderful resource for AAC information, professional development, implementation ideas and strategies & AAC device comparison grids. –