Considerations in AAC Assessment: Teams
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Transcript Considerations in AAC Assessment: Teams
AAC Assessment
Sherri Tennant,. M.S.,
CCC/SLP
Maureen Melonis, M.N.S.,
CCC/SLP
Assistive Technology Partners,
University of Colorado Health
Sciences Center
Learning Objectives/Goals for
this training
Participants will understand the
components of an effective assessment
(Phase 1,2,&3)
Participants will have skills to critique
other assessments and identify missing
information
Participants will be able to locate resources
and additional training
Goal #1: Components of and
Effective Assessment
Phase One Assessment
– Involvement of Team
Phase Two Assessment
– Consideration of Features
– Understanding of Needs/Barriers
Phase Three Assessment
– Ongoing evaluation in context
Phase One Assessment
An information sharing process focusing
on gathering information, assigning roles
and responsibilities and developing a
timeline for action
Includes all relevant team members,
especially the child and their family
What does your team look like?
Who is on your team?
How do you gather information?
What information do you gather?/miss?
What works/what doesn’t?
What are some barriers to successful
teaming and assessment?
How important is teaming
Technology Abandonment
Non-use or abandonment…can
be as high as 75%
On the average, one-third of
assistive technology devices are
abandoned, most within the first
three months
(Adapted from Phillips & Zhao, 1993;
and Scherer and Galvin, 1994)
Components of Phase One of
the Assessment
Introductions & why they are here
Review meeting process
Review background info & reason for
referral
Discuss the Roles of the individuals
Discuss the Activities he or she
engages in
At the Assessment
Discuss the barriers to those activities
Discuss times it was successful and why
Discuss the environment/setting where
barriers occur
Discuss Prior technology History
More Components of Phase One
Assessment
Develop a Plan of Action for Phase II
Capture “must” statements
Phase Two
Definition: Phase Two is carrying out the
plan of action developed in phase one.
The members of the team focus on data
collection and the exploration of specific
features an individual requires
Components of Phase Two
Assessment
Reconvene appropriate team members
Conduct physical, cognitive, educational,
sensory, communication, etc assessments
as needed
Match the TECHNOLOGY to the Person
Set-up a trial Loan of the Equipment for
phase 3
Areas to Address in Phase Two
Communication Skills
Cognitive/Educational Skills
Motor Skills
Visual Skills
Auditory Skills
Where Do I Begin?
Many professionals in fields such as … speech
pathology have been trained to use norm-referenced
tests designed to compare an individual’s abilities to
those of same-age peers. These professionals may
be frustrated when they attempt to evaluate persons
who require AAC systems, because they cannot
administer the norm-referenced tests in a
standardized manner”.
Beukelman & Mirenda
AAC: Management ...
Communication Assessment
1. Determine Current Functional
Communication Levels
Communication Assessment
2 Predict Future Levels of Communication
Effectiveness
Communication Assessment
3 Identify Functional Communication Goals
and Treatment Options
Communication Assessment
4 Select AAC Treatment Techniques
Communication Assessment
5. Select Specific AAC Device and
Accessories
Communication Assessment
6 Determine Procurement, Training, Practice,
And Follow Up Needs
~Golinker & Ourand 12/99 Archived:
Kornreich Technology Center
http://www.kornreich.org/events/pastevents.htm
Cognitive Skills
I.Q.
Problem-solving skills
Ability to follow directions
Cause/effect
Long term memory
Short term memory
Object permanence
Attention span
Motivation
Literacy Skills
Identifies letters/words/etc
Creates simple sentences
Selects a desired word from a list
Reads words/sentences/stories for meaning
Spelling skills
Gross Motor Skills
Ambulatory status
Technology needs
Flexion/abduction/extension issues & ranges
Upper and lower extremities
Strength/Endurance/Fatigue
Positioning (across time and environment)
Tone
Reflexes
Fine Motor Skills
Range of Motion
Access Options
Handedness
Grasp pattern
Strength/Endurance/Force
Graphomotor skills
Switch access
Sensory Skills
Tactile Discrimination/sensitivities
Vestibular issues
Proprioceptive
Reflex integration
Visual Skills
Visual tracking
Visual scanning
Visual field
Visual accommodation
Visual acuity
Visual perception
Auditory Skills
Localization to sound
Hearing acuity
Response to auditory stimuli
Response & understanding to sound, music,
speech output
Auditory distractions
Consider comm. Partner
Volume
Phase Three
Evaluation of the effectiveness of the
proposed plan and technology
recommendations.
Trial and error experiences influence the
revision of the Plan of Action prior to
purchase
Develop details for ongoing management
of the AAC system/recommendations
Phase III
Procure Equipment
Procure Training/Implementation Services
as Needed
Re-evaluate
– Assistive Technology assessment is Ongoing
and Deliberate….
• Or in other words-it never ends!!!
Phase III
Develop treatment plan
Develop training strategies and details
Develop functional goals
Goal #2
Participants will have skills to critique
other assessments and identify
missing information
What to look for in a report
Make recommendations about features
Identify specific devices for trial
Describe equipment and procedures for
practice
Describe plan of implementation (who’s
responsible for programming/repair)
Use appropriate language for funding
source
Critique what you see…
Assessing more then one thing at a time
The child not understanding the task
The location of the assessment
Don’t over assess
Access Barriers
Goal # 3
Participants will be able to locate
resources and additional training
AAC Assessment Resources
Assessment Models Assessment Protocals
– Stages
– MPT Model
– Evaluware
– HATT Model
– Other
– SETT
standardized tests
– LAP
(Non-Speech,
PPVT-R, PALS)
– ETP
– WATI
Resources
http://aac.unl.edu/
www.ttac.odu.edu/ Articles/Gamel.html
http://www.aacproducts.org/
http://www.trace.wisc.edu/
http://www.wati.org/
www.donjohnston.com/catalog/nonspe
echd.htm (nonspeech test)
Resources (contd.)
Stages http://www.assistivetech.com/
Evaluware http://www.assistivetech.com/
Feature Match Assessments
Assistive Technology Partners
www.uchsc.edu/atp
Learning Objectives/Goals for
this training
Participants will understand the role that
assessment plays in technology abandonment.
Participants will be able to identify necessary
components for a successful augmentative
communication assessment.
Participants will demonstrate increased
knowledge of the benefits of matching the
technology to the person rather than matching the
person to the technology.