Transcript Barber, Huskes, Uhler, Moore, & Kovach

Communication Partner
Augmentative Communication
Training (CO-PACT)
Sarah Barber, Elisha Huskes, Jennifer Uhler,
Susan M. Moore; University of Colorado at Boulder
Tracy Kovach; The Children’s Hospital, Denver
Challenges for Communication Partners
• Limited and/or unknown AAC system
vocabulary
• AAC system unavailable for interaction
• Limited operational knowledge of AAC
system
(Murphy et al., 1996)
Characteristics of Communication
Partners
• Over use of “yes/no” questions
• Insufficient use of interactive strategies
(e.g., turn taking, “wait time,” open ended
questions, etc.)
• Interest in communicative content
• ALL modes of communication
unrecognized
(Light et al., 1985a, b & c)
Effectiveness of Communication
Partner Training
Current research shows Communication
Partner training effective in:
• increasing positive communication
behaviors of partners
• positively influencing the participation and
language learner of the AAC user
( Patterson, 1991; http://www.hanen.org/research.html)
Questions
• What is the most effective method(s) for
Communication Partner training?
• What are the challenges associated with
implementation of training methods?
• What is the effect of training on the child and
their communication partner’s skills?
3 Approaches to
Communication Partner
Training
• Self-Assessment
• Biblio-therapy
• Direct training
Case Studies
• 3 Paraprofessionals
~ 1 received self-assessment, biblio-therapy and direct
training
~ 1 received self-assessment and biblio-therapy
~ 1 received self-assessment
• 3 Parents
~ 1 received self-assessment, biblio-therapy and direct
training
~ 1 received self-assessment and biblio-therapy
~ 1 received self-assessment
Self-Assessment
• Completion of a self-assessment was used
as a self-reflection tool.
• The communication partner rated their
knowledge, skills and communicative
competencies in working with children who
use AAC.
• Rationale: To heighten awareness of the
skills and competencies necessary to be an
effective communication partner.
Communication Partner
Competencies
Self-Asessment: Parent
Following the lead of the user
Interpreting vocalizations and/or body language
as responses
Pre
Post
Use of questions and comments that allow for
a variety of answers
Turntaking in a conversation
Knowledge of how the AAC user operates
his/her device
0
1
2
3
4
Self Rating
1 = least competent, 5 = most
competent
5
Communication Partner
Competencies
Self-Assessment: Paraprofessional
Following the lead of the user
Interpreting vocalizations and/or body language
as responses
Pre
Post
Use of questions and comments that allow for
a variety of answers
Turntaking in a conversation
Knowledge of how the AAC user operates
his/her device
0
1
2
3
4
Self Rating
1 = least competent, 5 = most
competent
5
Biblio-Therapy
• Reading materials about the specific skills
addressed (wait time, turn taking,
communication temptations, and open
ended questions) were provided.
• Rationale: To provide participants with
additional information and rationale for the
skills being addressed.
Communication Partner
Competencies
Biblio-Therapy: Parent
Following the lead of the user
Interpreting vocalizations and/or body language
as responses
Pre
Post
Use of questions and comments that allow for
a variety of answers
Turntaking in a conversation
Knowledge of how the AAC user operates
his/her device
0
1
2
3
4
Self Rating
1 = least competent, 5 = most
competent
5
Communication Partner
Competencies
Biblio-Therapy: Paraprofessional
Following the lead of the user
Interpreting vocalizations and/or body
language as responses
Pre
Post
Use of questions and comments that allow
for a variety of answers
Turntaking in a conversation
Knowledge of how the AAC user operates
his/her device
0
1
2
3
4
Self Rating
1 = least competent, 5 = most
competent
5
Videotape Analysis
• Focusing Communication Partners on
targeted strategies (wait time, turn taking,
open ended questions, and communication
temptations).
• Videotape analysis of interaction and
development of communication goals to be
addressed
• Distribution of reading materials and
completion of self-assessment
• Rationale: To provide multi-model focus
Communication Partner
Competencies
Videotape Analysis: Parent
Following the lead of the user
Interpreting vocalizations and/or body
language as responses
Pre
Post
Use of questions and comments that
allow for a variety of answers
Turntaking in a conversation
Knowledge of how the AAC user operates
his/her device
0
1
2
3
4
Self Rating
1 = least competent, 5 = most
competent
5
Communication Partner
Competencies
Videotape Analysis: Paraprofessional
Following the lead of the user
Interpreting vocalizations and/or body language
as responses
Pre
Post
Use of questions and comments that allow for
a variety of answers
Turntaking in a conversation
Knowledge of how the AAC user operates
his/her device
0
1
2
3
4
Self Rating
1 = least competent, 5 = most
competent
5
Documentation of Change
• Pre and post rating on Communication
Partner Questionnaire
• Coding of Communication Partner and AAC
user interactions using videotapes.
• Communication Partner anecdotes
Outcomes
• The following trends were noted:
~ Change was demonstrated on specific skill and
competency items related to interaction.
~ Self-perceptions reflect an increase in
knowledge about skills and competencies
needed as a result of the self-assessment
~ The most marked change in perception of
knowledge, skills and competencies was noted
following intervention using all 3 approaches
Participant Quotes and Anecdotes
• Self-Assessment
• Biblio-Therapy
• Videotape Analysis
~ “Filling out the
~ “The articles were
~ The participant in the
questionnaire
extremely helpful. I
training condition
made me aware of
made copies of the
expressed a sincere
the variety of
articles for the rest
gratitude regarding
skills I needed to
of the paras and the
the “gift” we gave
communicate
special education
her by allowing her
effectively with
teacher in my
to step back and
an AAC user.”
classroom.”
view herself
interacting with her
child.
Challenges in Implementation
of Training Methods
•
•
•
•
•
•
•
Scheduling
Attendance
Problems with Technology
Participation
Time (self-assessment)
Coding (reliability)
Other
Future Directions
• Key Considerations
~ There is a significant need for partner training in the
schools and at home
~ A more extensive study is necessary to determine which
method of training is the most effective and efficient
~ Future studies need to address previously mentioned
challenges, and find effective ways to work around
them.
• Determination of the feasibility of
communication partner training across
settings and partners.
Bibliography
The Hanen Center: Research. http//www.hanen.org/research.html. 5/18/00,
12:30P.M.
Light, J., Collier, B., Parnes, P. (1985b). Communication Interaction Between Young
Non-speaking Physically Disabled Children and their Primary Caregivers: Part 2–
Communication Functions. Augmentive and Alternative Communication, 1, 98107.
Light, J., Collier, B., Parnes, P. (1985a). Communication Interaction Between Young
Non-speaking Physically Disabled Children and their Primary Caregivers: Part 1–
Discourse Patterns. Augmentive and Alternative Communication, 1, 74-83.
Light, J., Collier, B., Parnes, P. (1985c). Communication Interaction Between Young
Non-Speaking Physically Disabled Children and their Primary Caregivers: Part 3Modes of Communication. Augmentive and Alternative Communication, 5-133.
Murphy, J., Markova, I., Collins, S., & Moodie. (1996). AAC Systems: Obstacles to
Effective Use. European Journal of Disorders of Communication, 31, 31-44.
Patterson Sharp, S. (1991). The Effects of Training the Speaking Peer Partners of an
Augmentative Communication Device User. Indiana University: Master’s
Dissertation.