Transcript Communication Effectiveness using AAC: What is it? and How

Using CODES
Collaboratively to Support
Children and Young People
to Communicate Effectively
Communication Matters 2014
Keycomm - Lothian Communication
Technology Service
“Successful and effective
communicator”
• What does this mean?
• What is important?
…Vocabulary size vs. functional use?
…How many times a day?
…single words vs. sentences
Beukelman and Mirenda
“Technology alone does not make a competent
communicator any more than a piano makes a
musician or a basketball and a hoop make an
athlete”
Want to focus on communication not equipment!
The CODES Framework
• Gets away from focus on equipment back to
communication
• Collaborative and joint working is at the heart of the
framework
• Multipurpose
• Focus for joint planning
• Record progress of AAC User
• Identify appropriate targets for learning
• Not an assessment tool but a record of the individual’s
communication achievements over time
• Planning for today and tomorrow’s communication
needs
CODES
•
•
•
•
•
C=Competency
O=Opportunities
D=Driving communication forward
E=Engagement
S=Skill Acquisition
Cracking the Code to Communication through
AAC!
Janice Light’s Theory of Communicative
Competence (1989, 2007, 2014)
Communication Competencies:
Internal Psychosocial Factors:
Linguistic
Motivation
Operational
Resilience/Perseverance
Social
Confidence
Strategic
Attitude
Successful and
effective
communicator
External Barriers:
Communication Demands:
Policy
Social roles
Practice
Social closeness
Attitude
Peer-to-peer contact
Skill/Knowledge of facilitators
Occupational Model(Hagendorn,1996)
• Environment and participation model
• Focus on individual becoming as independent as
possible
• Intervention aimed at modifying one’s environment to
promote opportunities
• Maximising person’s independence and potential
through skill acquisition
• Intervention more effective if taken place in natural
environment
Contents of the CODES Framework
•
•
•
•
•
•
•
•
The Codes Competency Quick look view
The Codes Competency Joint Planning Sheets
Communication Competency Definitions
School/centre questionnaire
AAC user questionnaire- motivation and resilience
Cracking the C.O.D.E.S poster
References
Guidelines for use
Case Study: Jay October 2009
•
•
•
•
•
•
9 years old
Physical disability
Non verbal
Tech 8
Using device for 12 months
Attends special school for children with
complex needs
Identified targets for next 5 months
• Operational- work with OT on Techtalk 32 with
integral keyguard isolated finger pointing
• Linguistic-To use verbs (action words), to use
adjectives, To use starter phrases for sentence
building
• Social roles-to initiate communication
• 12 months later reviewed…
And then…
• Upgrade to a dynamic display device with 20 location
keyguard
• Operational-turning on, turning off, navigation
• Social Roles-Messenger-delivering messages between
classes, Directing others outside class
• Social Interaction-Tell jokes/riddles, using Social
Greetings, Asking questions, Gaining attention
• Environment-at home, choosing activities and telling
people whether he liked it, out of class activities such as
tuck shop.
What’s next?
• Trial loan of an iPad 2 with Proloquo2go
• Opportunities for Presenting and Directing
others
• Continue activities for asking questions
• To tell jokes to a variety of listeners
• Continue to expect more information to
elaborate on a topic/conversation
Life long learning
• Developing skills will benefit them in the real
world
• Providing building blocks for resilience and
independence
• Encourages participation and having a major
role in the direction of life
• More clients living in independent
accommodation
School /centre questionnaire
• To address external barriers within school/centre
•
•
•
•
Policy
Practice
Attitude
Skill and knowledge
AAC User Questionnaire
•
•
•
•
Resilience/Perseverance
Confidence
Attitude
Motivation
Benefit and Impact
• Provides evidence for progress for parents meetings,
reviews
• Justifies purchasing a system
• Keeps facilitators offering new opportunities
• Structured tool to support setting appropriate and
ambitious targets and long term planning
• Gets things started and up and running
• Provides a focus for teachers to integrate
communication into the classroom
• Shared language between professionals
• Gets away from focus on equipment back to
communication
Initial Feedback
• Since implementation- changes in schools
• Children are given more opportunities to use
communication skills
• Variety of opportunities being offered such as
telephone use for a 7 year old to speak to father in the
armed forces, Social games time, children calling out
the names for bus arrival at end of day
• Teachers are taking ownership of communication,
seeing teaching communication as integral part of
curriculum
• Sustainability
Feedback Forum Nov 2013
• Links to IEP targets and monitor progression.
• Gives feedback to parents – to demonstrate
progress.
• Tool that promotes joint working with teachers
and SLTs.
• Encourages functional communication.
• Highlights opportunities to build new skills.
Next Steps
• CODES for Parents and Carers
• To develop Teachers’ Activity Toolkit
• To develop a Communication Partner Section of
CODES
• To expand the participation and environment
section
• License in Australia
CODES for parents/carers
• Trial workshop for parents/carers ran in
September 2014.
• Focussed on the areas of social competence, and
generating practical ideas for AAC use at home.
• Feedback was very positive.
• Parents enjoyed the opportunity to meet each
other and share ideas and experiences.
CODES for parents
• Introduction to terms
and the concepts
• Engaged
• Empowered to be
involved
• More involved in
meetings with the
school Therapist
Parents using the CODES
framework at home
• “I knew that we were working on J using
questions – we talked about playing guessing
games with the Speech and Language Therapist.
So J spent Christmas morning guessing what
was in all the presents – he loved it!”
• “We worked on pressing ‘like’ or ‘don’t like’ on
the NovaChat… now she says it verbally!”
Teacher’s Toolkit
• A companion to the C.O.D.E.S. Framework
• Matches C.O.D.E.S competencies to example “I
can” statements and CfE Experiences and
Outcomes.
• Practical ideas for activities to support achieving
targets
CODES Teachers’ Toolkit
Now in draft
form – come
and see our
poster during the
coffee break!
Impact within Lothian
MORE children talking about
MORE things in MORE
environments with MORE people
MOMENTUM
Coming Soon
New dedicated website for
C.O.D.E.S
Watch this space!
Keycomm Lothian
Communication Technology
Service
www.keycomm.weebly.com
0131 311 7130