1. “If I could not express myself, I would become like the tree in the forest—the one for which it does not matter if it makes a sound when it comes crashing down, because there is no one around to hear it. Unfortunately, there are still many silent fallen trees all around us if we stop and look.” Bob Williams, AAC user with complex communication needs (Williams, 2000, p. 250) http://www.youtube.com/watch?v=fLg533x8vKE https://www.youtube.com/watch?v=Eb_URYj_L_k&list=P L92D9542237935716&index=2

2. Updates This week: Daily Schedule Analysis Next Week (11/3): COACH Video Simulation 11/10: Preference Assessment & Video Simulation + Quiz #2 11/17: Task Analysis #1 11/24 Task Analysis #2 & Ecological Assessment Report

3. Agenda Review: Preference Assessment & Task Analysis Discussion Communication Bill of Rights & Modules Communication Assessment

4. Preference Assessments Why are preference assessments so important? Want to be seen as the “giver of good things” Natural consequences may not be reinforcing to the learner. Example Videos on the wiki….let’s take a look.

5. Rating Scale of Potential Reinforcers Blank Template & Example on the wiki http://functionalassessment.pbworks.com/w/file/fetch/62504 531/Preference.Rating%20Scale%20to%20Identify%20Potenti al%20Reinforcers.pdf http://functionalassessment.pbworks.com/w/file/fetch/62504 531/Preference.Rating%20Scale%20to%20Identify%20Potenti al%20Reinforcers.pdf

6. Direct Observation is most reliable method for assessing preferences From list, directly manipulate potentially preferred items and observe to identify which items are actually preferred. Free Access or Forced Choice of reinforcing items

7. Systematic Preference Assessments Can be used for a number of reasons, but mostly used to identify potential reinforcers Good idea is to start with: An interview of significant others to find out about a variety of items and activities a learner might like

8. 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.

9. 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. Take a look at the Template and Example from the wiki.

10. 1. Define the purpose of the assessment Planning for the immediate context Provide the focus person with the opportunity to become familiar with the range of options available in the daily routine of a person without disabilities Planning for lifestyle enhancement Major life decisions, exposure to experiences Planning Instruction & intervention Identify things that will reinforce behaviors Guiding question should be: “How will this information be used to promote the student’s self-determination?”

11. 2. Select the range of sampling options Consider the category based on the purpose: Foods, drinks, tangibles, formats, job types (e.g., clerical, custodial, etc.) Within that category determine the options (must be meaningful) Applesauce, mandarin oranges, yogurt, etc. Tasks within a job: photocopying, shredding, etc. Graphic organizers, cloze strategy, partners

12. 3. Determine the forms of the sampling options Options can be either presented in their actual forms or represented with symbols or objects Pictures (of them doing the job) Video tape clips A portion of the actual activity Menu Flyer

13. 4. Define the student’s responses for preference and non-preference of options Discrete responses -e.g., approaching, engaging, initiating Multi-component responses -e.g., manipulation for at least 30 seconds plus sustained eye contact for at least 15 seconds, plus positive vocalizations while manipulating them. Define both positive response (indicating preference) and negative response (indicating non-preference)

14. 5. Outline presentation procedures Provide step by step instructions of how to present the options to the student Define whether you will use Single item presentation (one option; e.g., going to the movies) Paired-item presentation (two options; e.g., markers or crayons) Group presentations (three or more options, remove item selected, offer remaining options, re-present to determine hieararchy)

15. Free Access Steps (Ortiz & Carr, 2000) Identify several potentially preferred items (checklist or interview of others) Position items so that the learner has access to all items Spread around the room in the learner’s reach/view Observe the learner on several occasions Document the first item (& successive items) the learner approaches and note the total duration of time the learner engages with each item.

16. Form 5.2

17. Forced Choice Steps (Piazza, Fisher, Hagopian, Bowman, & Toole, 1996) Identify several potentially preferred items Present items in pairs. Randomize the presentation of items in pairs and order of pairs (to prevent the same item from being presented too many times in a row) Randomize the position of the items Observe the item in each pair the learner selects.

18. Forced Choice Form 5.3

19. 6. Determine sampling schedule & location Want to present options within the most natural setting Determine when the options will be presented: Massed in brief trials When the learner is familiar with the items available Distributed across the day e.g., different types of materials for instruction Combination of massed and distributed Narrowing job interests to schedule job tryouts Specifically scheduled events Touring housing options with a realtor Important to note who presented the options

20. 7. Observe & record responses to options Record the responses of the student Indicate the percentage an option is selected AND/OR Indicate how long student engaged with option AND/OR Hierarchy of preferences

21. 8. Summarize & make recommendations based on assessment See example Want to ensure that the language is parent and teacher friendly. Make sure the purpose is expressed and the outcome is clearly described.

22. Preference Assessment Work Time 15 minutes of work time Preference Assessment Simulation Due Next Class

23. Discussion Time! Communication Bill of Rights http://www.asha.org/uploadedFiles/NJC-Communication-Bill- Rights.pdf http://www.asha.org/uploadedFiles/NJC-Communication-Bill- Rights.pdf Modules Language & Communication Functional Communication Training Picture Exchange Communication System (PECS)

24. Pre-Requisites for Communication? Competence in a symbolic and language system (e.g., spoken English, manual ASL)? Formalized rules of word representation, production, & use? Breathing is the only real pre-requisite (Mirenda, 1993)

25. Define Augmentative & Alternative Communication: Augmentative and alternative communication (AAC) includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas. -American Speech-Language-Hearing Association (asha.org)

26.  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

28.  Receptive Language: ◦ Understanding what people mean when they speak to you.  Expressive Language ◦ Being able to speak/communicate so that others understand you.

29.  See Communication Style Assessment— handout  Interview questions for professionals---handout

30. 1. Ask: Where does the student spend time? (environment, sub-environment, activities) 2. Select Activity: (e.g., ordering food) 3. Observe: (for vocabulary used in activity)  List Expressive Vocabulary used in the activity  List Receptive Vocabulary used in the activity 4. Review listed words and determine which words & skills need to be taught to the student.

31. 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

34. Functional Communication Training (FCT; Carr & Durand, 1985) FCT involves teaching specific communication skills that are functionally equivalent to problem behavior, based on a functional behavior assessment (FBA)

35. Functional Communication Training: Carr & Durand, 1985 Typical Consequence Maintaining Consequence Desired Behavior Problem Behavior Alternate Behavior Antecedent Setting Event Summary of Behavior

36. FBA process D.A.S.H. D efine behavior in observable & measurable terms A sk about behavior by interviewing staff & student -specify routines where & when behaviors occur -summarize where, when, & why behaviors occur S ee the behavior -observe the behavior during routines specified -observe to verify summary from interviews H ypothesize: a final summary of where, when & why behaviors occur 36

41. Motivation Assessment Scale http://ataacstrategies.pbworks.com/w/file/55066871/motivat ion-assessment-scale.doc http://ataacstrategies.pbworks.com/w/file/55066871/motivat ion-assessment-scale.doc Remember completing this one in class during the summer? Other tools: http://ataacstrategies.pbworks.com/w/page/54842304/Asses sment%20Information http://ataacstrategies.pbworks.com/w/page/54842304/Asses sment%20Information 41

42. Functional Analysis v. FBA Functional Analysis Uses experimental method to determine function of behavior Requires strict environmental control Used predominantly in research w/ application to classroom Functional Behavioral Assessment Relies heavily on indirect measures (interviews & observations) to ID function of behavior Written into Special Education law for use in schools Results in a hypothesis of the function of behavior

43. Design of Functional Analysis Conditions  Individualized according to the functional hypotheses developed by the school professionals.  The functional analyses for all students consist of at least three conditions: control, attention, and escape.  Control Condition: baseline condition in which student has consistently exhibited little or no problem behavior. Reinforcement should be freely available and no demands placed on student  Attention Condition: will involve the contingent provision of attention following occurrence of the problem behavior.  Escape Condition: will examine the function of student behavior through the contingent removal of aversive tasks (e.g., difficult, long, or physically taxing tasks)

44. What would you use for the conditions to test this hypothesis? AntecedentBehaviorConsequence Small group writing tasks (writing paragraphs) Makes faces and talks to other students Get Peer Attention Control Condition? Attention Condition? Escape Condition? Ignore Work Alone on easy task Work w/ Peers on difficult task Provide him w/ attention from Peers Remove the task

45. What would you use for the conditions to test this hypothesis? AntecedentBehaviorConsequence Double digit addition problems Puts head down, throws pencil down Avoid Math Task Control Condition? Attention Condition? Escape Condition? Ignore Work Alone on easy task Work w/ teacher on double digit problems Provide him w/ attention Remove the task

46. Informal Functional Analysis Although you may not do a formal, scientific functional analysis… How can you apply some of the principles and logic of Functional Analysis… with your students? In your classrooms?

47. Think about…. How might you integrate this experimental “Functional Analysis” into your interviewing? Is the student likely to engage in problem behavior if they are: Working Independently Working 1:1 w/ adult Easy Task Hard Task

48. FBA: Summary of Behavior Maintaining Consequence & Function Problem Behavior Antecedent FUNCTION FUNCTION is where student behavior intersects with the environment Function = Learning Student learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B Targeted Routine

49. Motivation Assessment Scale http://ataacstrategies.pbworks.com/w/file/55066871/motivat ion-assessment-scale.doc http://ataacstrategies.pbworks.com/w/file/55066871/motivat ion-assessment-scale.doc Remember completing this one in class during the summer? Other tools: http://ataacstrategies.pbworks.com/w/page/54842304/Asses sment%20Information http://ataacstrategies.pbworks.com/w/page/54842304/Asses sment%20Information 49

50. Communication Matrix Example http://www.communicationmatrix.org/TestDrive.aspx An easy to use assessment instrument designed for individuals of all ages who function at the earliest stages of communication and who use any form of communication. Work with a partner to complete an example. Think of a learner that lacks verbal language and primarily uses gestures to communicate. 50

51. Inventory of Potential Communicative Acts Handout Sigafoos et al. Work with a partner and think of a learner that lacks verbal language and uses primarily pointing and gestures to communicate. 51

52. TASK STUDENT ENVIRONMENT TOOLS

53. Framework The SETT Framework, developed by Joy Zabala (2005), is an organizational instrument to help collaborative teams create student-centered, environmentally useful, and tasks-focused tool systems that foster the educational success of students with disabilities. SETT is an acronym for Student, Environment, Task and Tools. Key questions are asked in each area to in order to guide teams in gathering data and information to support the consideration and implementation of appropriate inclusive technologies. These questions provide a framework and not a protocol, as they guide the discussion and provide a vehicle for the team to collaborate and form a consensus on ‘where to from here’.

54. SETT- similar to ecological inventory Student S Environment E Task T Tools T What are the student’s current abilities? What are the student’s special needs? What are the functional areas of concern? What activities take place in the environment? What activities do other students do that this student cannot currently participate in? What assistive technology does the student have access to or currently use? What specific tasks occur in the environment? What activities is the student expected to do? What does success look like? Are the tools being considered on a continuum from no/low to high- tech? Are the tools student centered and task oriented and reflect the student’s current needs? What are the training requirements for the student, family and staff?

55. What are the functional areas of concern? What are the student’s special needs? What are the student’s current abilities? What are the other students doing that this student needs to be able to do? What does the student need to be able to do that is difficult or impossible to accomplish independently at this time?

56. Activity Using the practice SETT table Get together with a partner or two Complete the answers to the “Student Section”

57. A useful resource to support these questions from a student point of view is Bowser, G., & Reed, P. (2001). Hey Can I Try That? A Student Handbook for Choosing and Using Assistive Technology. This is available from www.educationtechpoints.org/manuals- materials/hey-can-i-try-that www.educationtechpoints.org/manuals- materials/hey-can-i-try-that

58. Environments  Work  Recreation  Community  Education  Home

59. What assistive technology does the student have access to or currently use? What activities take place in the environment? What activities do other students do that this student cannot currently participate in? What is the physical arrangement? Where will the student participate— classroom, home, community, therapy?

60. 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?

61. 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

62. Activity Using the practice SETT table get together with a partner or two and complete the answers to the “Environment Section”

63. What does success look like? What activities is the student expected to do? What specific tasks occur in the environment?

64. Activity Using the practice SETT table get together with a partner or two and complete the answers to the “Tasks Section”

65. TOOLS – Devices & Services---anything that is needed to help the student participate and access learning programs.

66. Tools  Access to –Keyboards –Mouse –Monitor –Drives/Storage –Printer

67. http://www.youtube.co m/watch?v=xatHPaz OXw0&feature=relate d

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

69. Low Tech Tools Assistive Technology for Communication

70.  Real Object Symbols  Photographs & Pictures  Line Drawing Symbols  Textured Symbols  Letters & Words

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

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

74.  Messages: which are needed, in what contexts  Symbols: depending on the individual & messages  How symbols are displayed: booklets, notebooks, wheelchair trays, scanners  Organizing symbols: context specific, how many per page, etc.

75.  Should make sense to the user & communication partners (assess with range of choices)  Similarity between the symbols & what represents should be obvious  Students sensory modalities should be considered  Symbols introduced gradually building on current communication skills

76.  Calendar/Schedule Systems  Choice Displays  Remnant (e.g. Movie ticket, scraps from activities) Displays  Conversation Displays

77.  Pragmatic Organization Dynamic Display (PODD)  http://www.novita.org.au/Content.aspx?p=683#What_is_PODD http://www.novita.org.au/Content.aspx?p=683#What_is_PODD  Vocabulary is organized according to communication function and discourse requirements  Simplified Technology by Linda Burkhart ◦ http://www.lburkhart.com/ http://www.lburkhart.com/  Pragmatic branch starters ◦ I like this, I don’t like this, I want something, Quick word/question, I have an idea, I want to show you something…  http://www.youtube.com/watch?v=ux1KIrz5rpY&feature=related http://www.youtube.com/watch?v=ux1KIrz5rpY&feature=related  http://www.youtube.com/watch?v=YDjVFXu9MZk&feature=relatedhttp://www.youtube.com/watch?v=YDjVFXu9MZk&feature=related

78. Mid Tech Tools Assistive Technology for Communication

79.  Designing communication boards or communication notebooks ◦ Choosing items ◦ Size of each item ◦ Positioning each item ◦ Accessibility of each item ◦ Perception of each item (both user and communication partner) ◦ Item placement/ordering- groups? Effort in scanning? ◦ Motor involvement in using array- vertical or horizontal?

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

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

82. High Tech Tools https://www.youtube.com/watch?v=j_htMRRuOS8&list=PL92D954223 7935716 https://www.youtube.com/watch?v=j_htMRRuOS8&list=PL92D954223 7935716 Assistive Technology for Communication

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

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

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

86.  Devices “talk” when a student touches a symbol on the device  What are advantages/ disadvantages??

87.  IPAD applications for communication and other low-cost apps  Tap to Talk- Free, customizable,  iCommunicate- $49.99, can upload pics to make storyboards for activities  First Then- $9.99,  Story kit- Free, You can record reading of a book and play back  Sounding board-$49.99, create custom boards with symbols or photos,  Proloquo2Go-$199  http://www1.teachertube.com/viewVideo.php?title=Student_Demonstrating_Prolo quo2Go_with_Monkey_Diving&video_id=94307 http://www1.teachertube.com/viewVideo.php?title=Student_Demonstrating_Prolo quo2Go_with_Monkey_Diving&video_id=94307  http://www.youtube.com/watch?v=dKc1Ss5d1Nw&feature=related http://www.youtube.com/watch?v=dKc1Ss5d1Nw&feature=related

88. Are tools being considered because of their features that are needed rather than brand names? Are the tools student centered and task oriented and reflect the student’s current needs? Are the tools being considered on a continuum from no/low to high-tech? What is the cognitive load required by the student to use the tool? What are the training requirements for the student, family and staff?

89. Activity Using the practice SETT table get together with a partner or two and complete the answers to the “Tools Section”

90. 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 http://www.youtube.com/watch?v=fAdEOXD9 Tvk&feature=related

91. SETT- similar to ecological inventory Student S Environment E Task T Tools T What are the student’s current abilities? What are the student’s special needs? What are the functional areas of concern? What activities take place in the environment? What activities do other students do that this student cannot currently participate in? What assistive technology does the student have access to or currently use? What specific tasks occur in the environment? What activities is the student expected to do? What does success look like? Are the tools being considered on a continuum from no/low to high- tech? Are the tools student centered and task oriented and reflect the student’s current needs? What are the training requirements for the student, family and staff?

92. ◦ This may mean that the device/system is not meaningful or does not meet a communicative need (OR BOTH) ◦ Re-evaluate student’s opportunities to communicate. ◦ May need to manipulate the environment in such a way that necessitates the student use the device/system (Reichle, 1997; Snell, 2002) ◦ May be too difficult in comparison to other communicative means…think of some unaided means of communication (facial expressions, gestures, etc.) OR different symbols, colors, etc.

93.  Conduct person-centered ecological assessment on communication  Team approach- teacher, SLP, parents  Consider contextual-fit  Consider: durability, ease of use, transportability, flexibility, cultural sensitivity, cost of device, & quality of speech (McCord & Soto, 2004; Mirenda, 1999).  Ability of student to access an AAC system need to be assessed prior to purchasing system

94.  Consider their home-language, culture, and long-term vision for the student’s communication.  Want to build system so that you can bridge home and school vocabulary, language, etc.  May be an issue when device is not allowed to go home.  Try to work with school to allow device to go home. Parents may need to sign responsibility for device.

95.  http://www.aacfundinghelp.com/ http://www.aacfundinghelp.com/  Low-incidence funding ◦ (property of school)  Health Insurance (property of student)  Medicare (property of student)  Department of Rehabilitation ◦ Dependent on potential for employability w/ device  In Oregon, Educational Service District (ESD) may have guidelines for this.