1. Assistive Technology Final Project By: Stephanie Y, Jodie Q, Hallie M, Stephanie D

2. Student needs: Expressive communication Fine motor skills Increase vocabulary Independence Motivation

3. Enter one description or important function in each column Push a button with one finger Use board maker symbols create full sentences with expression Portable, lightweight, Durable Independent operations Easily Programmed Something quick, rapid response Independent programming Schedule Enter one possible tool in each row Vantage Lite XXXXXXXX Spring board Lite XXXXXXXX Proloquo 2 Go xXXXXX XX L*E*O XXXXXX 32 square talker XXXXXX Dynavox Vmax XXXXXXX Palmtop Portable IMPACT XXXXXXX

4. VANTAGE LITE: Compact! (9.2'' x 8.7'') Rugged! (Designed for durability) Portable! (Built-in handle) Smart! (PRC's Unity ® language system) Price: $7,295.00

5. SHORT LIST OF TOOLS TOOL AVAILABILITY SERVICES REQUIRED FOR EFFECTIVE USE JUSTIFY CHOICES WITH SETT DATA AND FEATURE MATCH AS TB A STUDENTSTAFFFAMILY VANTAGE LITE XTraining for the use of the device; Training for the care of the device; Obtaining/acquiring the device; Providing necessary modification and customization Training the student to use the device; Training for professionals; Coordinating therapies, interventions, or services with assistive technology; Maintenance, repair, and replacement as needed. Obtaining/acquiring the device; Training the student to use the device; Coordinating therapies, interventions, or services with assistive technology; Maintenance, repair, and replacement as needed. Vantage Lite :

6. Springboard Light Designed for children and other entry-level AAC communicators, SpringBoard Lite measures just 7.3" square... weighs just 2.5 lbs.... is available in five bold colors... and features a built-in handle for maximum portability. Price: $2,395.00

7. SPRING BOARD LITE XTraining for the use of the device; Training for the care of the device; Obtaining/acqui ring the device; Providing necessary modification and customization Training the student to use the device; Training for professionals; Coordinating therapies, interventions, or services with assistive technology; Maintenance, repair, and replacement as needed. Obtaining/acquiring the device; Training the student to use the device; Coordinating therapies, interventions, or services with assistive technology; Maintenance, repair, and replacement as needed. Springboard Lite

8. Full communication solution with a default VocaSpace vocabulary of over 7000 items Choice of list or grid view Built-in natural sounding text-to-speech voices from Acapela Group (one language, initially only American English). The current version includes North American English male, female, girl and boy voices. British English voices will soon be available as an option. Support for other languages and voices is in the pipeline.Acapela Group Supports picture and/or text-based communication Close to 8000 built-in symbols from SymbolStix LLC.SymbolStix LLC Automatic conjugation of verbs Automatic plurals and possessives for nouns Extensive customization options: item size, color, interactivity, restrictions, speech. One-button addition of new vocabulary items and categories Easy cut, copy and paste of items Quick access to recently spoken items for the last 15 minutes, last hour, all the way up to one week back Typing view for typing full paragraphs Proloquo 2 Go

9. PROLOQUO 2 GO XTraining for the use of the device; Training for the care of the device; Obtaining/acqui ring the device; Providing necessary modification and customization Training the student to use the device; Training for professionals; Coordinating therapies, interventions, or services with assistive technology; Maintenance, repair, and replacement as needed. Obtaining/acquiring the device; Training the student to use the device; Coordinating therapies, interventions, or services with assistive technology; Maintenance, repair, and replacement as needed. Proloquo 2 Go

10. The device we have chosen is… The Vantage Lite

11. PLAN FOR EVALUATION OF EFFECTIVENESS General Area(s) Targeted for Change: __X__ Communication _____ Computer Access _____ Reading_____ Hearing _____ Learning/Studying_____ Math _____ Recreation/Leisure_____ Mobility _____ Positioning/Seating_____ Vision _____ Composing Written Material Motor Aspects of Writing Expected Change: _____ Quantity__X__ Quality ___X_ Independence _____ Accuracy __X__ Frequency __X _ Spontaneity _____ Rate _____ Other* _____ Other*

12. Describe the expected change (from what to what): We expect Joey to improve his ability to communicate his wants and needs and improve his social and conversational communication skills in the classroom, at home, and in social settings. Currently Joey’s vocabulary is limited to “X” words which are available through his device. If no one is available to change the overlays, he is limited even more. We are looking to expand Joey’s vocabulary from the limited number of words available to him currently to include over 4000 icons to customize vocabulary and 8500 optional PCS symbols for core vocabulary, activity rows and pages. With access to more vocabulary, Joey will have a better opportunity to communicate with others in a variety of settings.

13. Describe what successful participation in these activities or use of these skills “look like” for this student in an observable, measurable way. (What is the minimum acceptable performance for this student?): Joey will communicate with his communication device to express his wants and needs 75% of the time. When needed Joey will ask a question for clarification 60% of the time. During non-instructional time Joey will participate in a minimum of 3 conversational turns using expressive language 3 times a week. Joey will increase the use of his communication device in place of finger pointing in all environments 80% of the time.

14. What factors might undermine student progress? He may be embarrassed to use device in front of peers. Teachers and other service providers not using the device consistently. Device may be ignored because of the need of frequent battery changes. The device may not be programmed appropriately. There may be reluctance to incorporate device into daily routine Stubbornness on the part of the student and family

15. What evidence will be gathered to document progress? (What will it take to convince you and others that the student is making progress? How will factors that might undermine success be captured in the data?) Attach data form to this sheet: Data collection will be taken when opportunities are presented to use his device. If Joey uses his device, he receives a “+”, if he does not, he receives a “-“. The student achieving the goals. - This will be shown by data sheets that the intervention specialist creates. His interaction with peers improving. School performance is improving. Written and oral language is improving. Pointing will decrease Collecting data on factors that might undermine success. -Refusal to use device -Excessive prompting to use device (prompting will be indicated by check marks, one for each prompt) -How the student treats and maintains the device. Mistreatment of device will be noted as to situation and action.

16. How often will evidence be collected and who will collect it? The evidence will be collected by the intervention specialist or paraprofessionals using a checklist. It will be collected each class period throughout the day, everyday. Data will be collected during instructional time, during specials such as art, music, and gym as well as at lunch time and recess. This will show at what times during the day Joey most utilizes his device. When will collaborative review and analysis of the evidence occur? The IEP team will convene as a group in one month from the date that the student gets the communication device. The Intervention Specialist will set up the meeting. Subsequent meetings will be determined at the first meeting.

17. Under what conditions will this plan be modified if data indicates a need for modification? How and by whom will these decisions be made? The plan will be modified if Joey is not making adequate progress towards the goals that the IEP team has set in place. Adequate progress will be determined based on the initial data collected and presented at the first meeting. Modification decisions will be made by the IEP team as a collaborative. Every member will agree on what needs to be altered in order to help Joey to meet his goals.