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Augmentative and Alternative Communication Assessment Disclosures Let’s Get This Started! Augmentative and Alternative Financial Disclosures: YES Communication Assessment Non- Financial Disclosures: YES Presented by: Heather Miller Schwarz, M.S., CCC-SLP, UCP Seguin- Infinitec © H. Miller-Schwarz, 2019 1 2 Sometimes you learn what is “right” by being “wrong”. © H. Miller-Schwarz, 2019 © H. Miller-Schwarz, 2019 3 4 Goals for this Training • Participants will compare and contrast models of AAC assessment and strategy implementation. • Participants will identify potential AAC users using the participation model as a guide. • Participants will list the components of the feature match assessment to support communication. © H. Miller-Schwarz, 2019 © H. Miller-Schwarz, 2018 5 6 1 AAC Assessment AAC Assessment The goals of AAC intervention and assessment • • Which communication methods should be • Enable individuals to efficiently and effectively maintained or developed? engage in communication and participate in • Which communication tools and methods will activities of their choice. be added to the student’s repertoire? • Assist individuals to meet their current and future communication needs. • What strategies will the communication partners use with this individualto increase communicative competence? http://aac.unl.edu/yaack/c0.html © K. Post 7 H. Miller-Schwarz, 2018 7 8 AAC Assessment Assessment Models family person with CCN • Expert Model A team approach. teachers/staff • Formal referral system • Formal assessment • Decision made with the help of an ‘expert’ caregivers doctors • Formal report • Then, implementation shifts to team working with this individual therapists • This team is responsible for implementation and determining success of a system close friends © K. Post 7 H. Miller-Schwarz, 2018 Bowser and Decoste, 2016 © H. Miller-Schwarz, 2019 9 10 Assessment Models Assessment Models • Capacity Building Model • Problems with the Expert • Looks at the patterns of referrals Model • Identifies topics for training so that all staff member • TIME! begin to implement AAC strategies in their classroom, • Responds to a referral once agency, hospital, etc. the team has recognized that • Make supports available. the individualhas failed in some area. • Builds agency/district wide capacity. • It’s often reactive instead of • Continued use of strategies to build skills. proactive. © K. Post 7 H. Miller-Schwarz, 2018 © K. Post 7 H. Miller-Schwarz, 2018 Bowser and Decoste, 2016 Bowser and Decoste, 2016 11 12 2 Capacity Building •Each partner should know: • Partner augmented input • AAC prompting hierarchy • Choice-making strategies • How to navigate a communication system • How to be a good communication partner Matt Baud, NTDSE Megan Brazas, Infinitec Webinar, 2014 Grether & Sickman, 2008 13 14 Current AT/AAC Assessment Feature Match Assessment Models • SETT process- Joy Zabala, www.joyzabala.com • Also expanded upon at WATI’s site- www.wati.org • Participation model- Beukelman, D. R. & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs. 4th ed. Baltimore, MD: Brookes Publishing. • Feature Matching © K. Post 7 H. Miller-Schwarz, 2018 15 16 SETT • STUDENT: Consider individualstrengths and challenges • ENVIRONMENT: Document the environments the individualparticipates in daily • TASKS: Comprehensive list of tasks/goals for student • TOOLS: What tools will help accomplish the Beukelman, D. & Mirenda, P., 2013 tasks/goals Image from ASHA School Conference, 2007 © K. Post 7 H. Miller-Schwarz, 2018 www.JoyZabala.com © K. Post 7 H. Miller-Schwarz, 2018 17 18 3 Feature Match Assessment “The systematic process by which a person’s strengths, abilities and needs are matched to available tools and strategies.” Beukelman, D. & Mirenda, P., 2013 Image from ASHA School Conference, 2007 Shane and Costello, 1994 © K. Post 7 H. Miller-Schwarz, 2018 19 20 Feature Match AAC Assessment AAC Assessment 1.Gather information about strengths and needs as they relate to device features. 2.Compare participation patterns and identify barriers. • The process that we will discuss today is a 3.Integrate the person’s strengths, abilities and needs and match them to a list of features. combination of the Participation model 4.Identify goals and conduct trials. and Feature Matching process 5.Determine tool(s) based on data collected. 6.Summarize/Report data to procure a system. 7.Reassess the appropriateness of your AAC system(s) over time. Miller Schwarz, 2019 Modification of the DATE Assessment, Texas AT Network 21 22 AAC Assessment- AAC Evaluation Data Gathering What do we know? Need to know? Speech Skills Worksheet (Kathleen Post ) Sensory Skills (Vision & hearing) Motor Skills Communication Skills Language and Literacy Skills Cognition Feature Match Participation- Output Environments Access Where does Symbols communication need to happen? AAC Fixed/Dynamic Who are the Portability communication Durability partners? Vocabulary Set up Trials and Data Collection (Kathleen Post , Midwestern University, 2018) © K. Post 7 H. Miller-Schwarz, 2018 23 24 4 AAC Assessment AAC Evaluation Protocol Gail Van Tatenhove (GPAT) Vantatenhove.com 25 26 AAC Assessment Checklist (Vanderbilt Feature Match AAC Assessment University) 1.Gather information about strengths and needs as they relate to device features. 2.Compare participation patterns and identify barriers. 3.Integrate the person’s strengths, abilities and needs and match them to a list of features. 4.Identify goals and conduct trials. 5.Determine tool(s) based on data collected. 6.Summarize/Report data to procure a system. 7.Reassess the appropriateness of your AAC system(s) over time. © K. Post 7 H. Miller-Schwarz, 2018 Miller Schwarz, 2019 Modification of the DATE Assessment, Texas AT Network 27 28 Gather Information-Speech and Speech Intelligibility Intelligibility As it relates to an AAC system (Feature Match): • Feature Match Goal is to determine size and type of • Consider the needs and goal for your student. system, symbolic representation, vocabulary & output • If the system will only be used to clarify a options. communication breakdown, then the features will • Intelligibility is how well the individualis able to make often differ from a individualwho is using it for all himself understood? expressive output. • These measurements are often given as ratings by • Vocabulary familiar vs. unfamiliar listeners. • Output • This information is often used to determine “eligibility” or to provide “proof of need” for funding agencies. • Symbols • Fixed vs. Dynamic file:///C:/Users/heath/Downloads/2320-Flipsen-Peter-2.pdf © K. Post 7 H. Miller-Schwarz, 2018 29 30 5 Speech Intelligibility Speech Intelligibility As it relates to an AAC system As it relates to an AAC system (Feature Match): (Feature Match): • Vocabulary features Output features • Vocabulary may be different for a • supplemental/augmentative users vs. a user • Voice/no voice that needs a system as an alternative method of Message communication. • window/no • E.g., topic setting, photo access, calendars, message window? letter displays, news, scripts © K. Post 7 H. Miller-Schwarz, 2018 © K. Post 7 H. Miller-Schwarz, 2018 Kidsability.ca 31 32 Speech Intelligibility Speech Intelligibility As it relates to an AAC system As it relates to an AAC system (Feature Match): (Feature Match): SIZE • Symbolic representation • Use of symbols for every word or one symbol for a phrase? • Use of a keyboard alone. Nordness, Beukelman & Ullman (2010), Hustad & Garcia (2005). © K. Post 7 H. Miller-Schwarz, 2018 https://tactustherapy.com/aac-slurred-speech-dysarthria/ 33 34 Sensory/Perceptual- vision Gather Information-Sensory Skills As it relates to an AAC system Vision Feature Match Goal is to determine size, (Feature Match): type, placement of symbols & identify language input & output options. • Symbols: Size, number, type, complexity, enhancements • Visual Acuity • Visual Field • Symbol Fields and arrangements • Oculomotor Functioning (will discuss the symbols more in depth again later) • Cortical visual impairment Output features • Light Sensitivity Access features • Color Perception © K. Post 7 H. Miller-Schwarz, 2018 © K. Post 7 H. Miller-Schwarz, 2018 35 36 6 Sensory/Perceptual- vision Sensory/Perceptual- vision As it relates to an AAC system As it relates to an AAC system (Feature Match): (Feature Match): • Symbols: Size and number of symbols, space • Type of symbols (e.g., object, tactile, line drawing, between symbols. etc.) Tactile connections, APH © K. Post 7 H. Miller-Schwarz, 2018 © K. Post 7 H. Miller-Schwarz, 2018 37 38 Sensory/Perceptual- vision Sensory/Perceptual- vision Tactile Symbols Symbol Enhancements Example- PCS TM High Contrast If vision is compromised, but motor skills are not, consider tactile symbols. http://www.tsbvi.edu/tactile-symbols or True Object Based Icons (TOBIs) © K. Post 7 H. Miller-Schwarz, 2018 © K. Post 7 H. Miller-Schwarz, 2018 Project core board https://communicationmatrix.org/Community/Posts/Content/15820 39 40 Sensory/Perceptual- vision As it relates to an AAC system Complexity of Symbols (Feature Match): • Symbol Fields and arrangements • Grid style • Word webs-aacorn • Visual scene display (will discuss the symbols more in depth again later) © K. Post 7 H. Miller-Schwarz, 2018 © K. Post 7 H. Miller-Schwarz, 2018 41 42 7 Sensory/Perceptual- vision Sensory/Perceptual- vision As it relates to an AAC system As it relates to an AAC system (Feature Match): (Feature Match): • Output features: backlit screen • Access
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