AAC Assessment Feature Matching Adapted from Kim Ho, PhD CCC-SLP ICS,

Purpose of AAC Assessment Communicatively competent Meet current communication needs Prepare for future communication needs

Steps in Assessment Gathering and analysis of information for: Assess current communication Communication needs AAC systems and equipment Instruction (System Trials) Outcome evaluation

AAC Assessment Models Candidacy Model Communication Needs Model Participation Model

Principles of Participation Model Principle 1: Assessment is on-going Principle 2: Intervention to facilitate meaningful communication and participation Principle 3: Identification of actual and potential opportunity barriers Principle 4: Everyone can communication. Everyone does communicate. Principle 5: Technology alone does not make a competent communicator

Phases of AAC Assessment Phase I: Initial Assessment for Today Assess current communication needs Assess physical, cognitive, language, and sensory capabilities Support immediate communication interaction

Phases of AAC Assessment Phase II: Detailed Assessment for Tomorrow Communication system for specialized environments, beyond the familiar ones Requires careful assessment of the individual ’ s expected participation patterns

Phases of AAC Assessment Phase III: Follow-up Assessment Maintaining AAC system that meets the changing capabilities and lifestyles Periodically examine communication equipment Assess needs and abilities of communication partners Reassess the capabilities of the AAC user Vital and frequent phase for a degenerative illness

Activity/Standards Inventory Assess participation patterns of peers Independent Independent with setup Verbal assistance Physical assistance Unable to participate Assess participation effectiveness of target individual Identify participation barriers Assess opportunity and access barriers

Identify Participation Barriers Opportunity barriers: imposed by others Cannot be eliminated simply by providing an AAC system/intervention Access barriers: limitations in the current capabilities or support system

Policy Barriers Legislative or regulatory decisions May be unwritten Two main types Segregation policies Limited –Use policies other

Practice Barriers Procedures have become common and aren ’ t actual policies Staff may actually think they are legislated policies

Attitude Barriers The beliefs held by an individual rather than a policy Negative or restrictive attitudes Most common example is reduced expectations

Knowledge Barriers Lack of information on the part of someone other than the AAC user May seem like attitude barriers

Skill Barriers Supporters have difficulty with the actual implementation AAC

Access Barriers Capabilities, attitudes and resources of the potential AAC users Lack of mobility, difficulty with fine motor control, cognitive limitations, sensory- perceptual impairments

Access Barriers – Current Communication Everyone does communicate Assess operational and social aspects of communicative competence

Constraints Profile – Family Preferences The most important constraint May include concerns about 1. System portability, durability, and appearance 2. Time and skills required to learn system 3. Quality and intelligibility of speech output 4. The “ naturalness ” of the communication exchange Family and potential AAC user may not share same concerns

Constraints Profile Preferences and attitudes of other communication partners Research in this area Abilities of Communication Partners

Funding Medical necessity Appropriate terminology Feature Match Grid See sample reports Prescription Letter

Assessment of Specific Capabilities Assess if potential user can use specific communication techniques or devices Team gathers information and makes decisions

Predictive Assessment or Feature Matching First assess capabilities of user Then predict devices that may work for individual Set up a trial with device for a period of time

Appendix A Feature Matching Grid Autsin ’ s Needs Springboard Plus Vanguard Plus Pathfinder Plus Alarms  Audible Prompts  Dynamic & Static Display  Extensive Memory  Icon Prediction  Infared environmental control  LAM software  Minserts  Notebooks  Semantic Compaction  Variable Font Sizes  Cost $2,295$7,095$7,995

Limitations of Norm-Referenced Tests Usually can ’ t be delivered in a standardized manner Must adapt Norms are NOT appropriate for severe disabilities

Principles of Assessment Principle 1: Identify strengths and abilities, not weaknesses and impairments Principle 2: Address seating and positioning concerns before finalizing motor access Principle 3: Discover motor capabilities, not to describe motor problems Principle 4: Enhance the process of matching an AAC user to an appropriate AAC technique or device

Components of Assessment Assess Positioning and Seating Assess Motor Capabilities Assess Cognitive/Linguistic Capabilities Cognitive Assessment Symbol Assessment Language Assessment Literacy Assessment Sensory/Perceptual Assessment Vision and hearing

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