Transcript Session 6 - functionalassessment

Session 6
Assessing Communication & Social Skills (Continued)
“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=fLg53
3x8vKE
Academics &
Communication
…is there a
link??
http://www.youtube.com/watch?v=iOVm8q0mC
YA
Core Vocabulary:
http://aac.unl.edu/vocabulary.html
Updates
•February 18th –Task Analysis #1
•February 25th- Task Analysis #2 & Quiz #3
•March 4th- Ecological Assessment Report & Quiz #4
•March 11th - PLAAFP Assignment
•Remember to always check the wiki for the assignments
and materials.
•If links are not working, please email me ASAP.
•You should have been invited to goalbookapp:
https://goalbookapp.com/
Today’s Agenda
•
•
•
•
Review
Discussion
Communication
Communication to Academics
Steps in Ecological Assessment
Process
• Step 1: Plan with Student & Family
– Person-centered Planning
• Step 2: Summarize what is known about the student
– Record Review, IEP Review
• Step 3: Encourage Self-Determination/ Assess Student
Preferences
– Preference Assessment
• Step 4: Assess student’s instructional program
– Daily Schedule Analysis
– Task Analyses
– Other Assessments
• Step 5: Develop ecological assessment report
– To inform IEP: PLAAFP, Goals & Objectives, Interventions
Self-determination
Assistive Technology
Independence, Interdependence, Opportunities
to Act
Operational Competence
Multi-modal expression
-e.g., Goal setting, choice-making, selfmanagement
e.g., How to use devices, low & hi tech options
Grade Level
Content
Standards
Personal Relevance
Related to individual needs
e.g., social skills, daily living, vocational
Pivotal Skills
Important to learning across content areas
e.g., selecting from a field of 4, using asking
/answering “Wh” questions, sequencing
events, using graphic organizers
Qualities of a Well-Designed Standards-Based IEP
(modified from Wakeman et al., 2010)
Infused Skills Grid
School Name
Infused Skills Grid
Student Name:
Age:
Grade:
Parent/Guardian:
Advocate Teacher:
Class Schedule:
Room:
Phone:
Phone:
Infused Skills
• Focus on Goals.
Activities/Subjects/Environments
• Increase Participation
Check here if the
infused skill has
been identified by:
Family
Student
Peers
School
Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.
A
ASK:
What am I
requiring
students to
do?
D
DETERMINE
the prerequisite
skills of the
task.
A
ANALYZE
the
student’s
strengths
and needs.
P
PROPOSE
and
implement
adaptations
T
TEST to
determine if
adaptations
helped the
student
Standards/
Lesson
Plan
Observe steps
ALL students
are doing to
achieve the
standard
Observe
what
TARGET
student is
doing—
what steps
can do.
Identify
TARGET
STUDENT
outcomes
and
adaptations
needed
based on
observation
Create a
DATA
collection
plan.
Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.
Task Analysis
Data Collection Procedures for
Functional Routines
• Task Analysis
• List steps student needs to complete the routine
• By observing other students or target student
attempting to complete routine
• Identify Features to Vary to Promote
Generalization
• Record student performance or prompt Level
used (1-Full physical to 4-Independent)
• Count & Circle the total number of 4’s (or
prompt level of interest)
Task Analysis Data Tracking System for a Functional Routine
Student: ___________________ Routine: ___Hair Brushing___________ Setting(s):__Bathroom, Locker room_
Days of Week/Time of Day: ________________________________Data Collection Date Range: _____ to _____
Baseline
Step
11. Final Step: Put Brush Away
Intervention
Features to vary
(to promote
generalization)
Note features included
for each step
12/5
12/
6
12/
7
12
/9
1
2/
1
0
1
2/
1
1
1
2
/
1
2
1
2
/
1
3
1
2/
1
6
1
2/
1
7
12/
18
%
Indep
end.
A. Location
B. Brush Type
4
4
4
4
4
4
4 4 4
4
4
100%
A.
2
2
2
4
4
4
4 4 4
4
4
73%
A., B., C.
D. Staff supporting
1
1
1
3
4
4
3 3 4
4
4
64%
A, B, C, D
1
1
1
3
3
3
3 3 3
3
4
9%
A, B, C, D
1
1
1
3
3
3
3 3 3
3
4
9%
A, B, C, D
1
1
1
3
3
3
3 3 3
4
4
18%
A, B, C, D
1
1
1
3
3
3
3 4 4
4
4
36%
A, B, C, D
2
2
2
3
3
3
4 4 4
4
4
45%
A, B, C, D
2
2
2
3
3
3
4 4 4
4
4
45%
A, B, C, D
2
2
2
3
3
3
3 4 4
4
4
36%
A, B, C, D
2
2
2
3
4
4
4 4 4
4
4
63%
SL
SL
SL
SL
S
L
S
L
S
L
S
L
SL
C. Time of day
10. Check Hair for Neatness
9. Brush Left Back of Head
8. Brush Left Side of Head
7. Brush Front
6. Brush Right Side of Head
5. Brush Right Back of Head
4. Pick up brush
3. Select Desired Materials
2. Locate Brushing materials
1. Initial Step: Initiate Brushing
Staff/Observer Initials
S
L
S
L
Task Analysis Data Tracking System for a Functional Routine
Student: ___________________ Routine: ___Hair Brushing___________ Setting(s):__Bathroom, Locker room_
Days of Week/Time of Day: ________________________________Data Collection Date Range: _____ to _____
Baseline
Step
11. Final Step: Put Brush Away
Intervention
Features to vary
(to promote
generalization)
Note features included
for each step
12/5
12/
6
12/
7
12
/9
1
2/
1
0
1
2/
1
1
1
2
/
1
2
1
2
/
1
3
1
2/
1
6
1
2/
1
7
12/
18
%
Indep
end.
A. Location
B. Brush Type
4
4
4
4
4
4
4 4 4
4
4
100%
A.
2
2
2
4
4
4
4 4 4
4
4
73%
A., B., C.
D. Staff supporting
1
1
1
3
4
4
3 3 4
4
4
64%
A, B, C, D
1
1
1
3
3
3
3 3 3
3
4
9%
A, B, C, D
1
1
1
3
3
3
3 3 3
3
4
9%
A, B, C, D
1
1
1
3
3
3
3 3 3
4
4
18%
A, B, C, D
1
1
1
3
3
3
3 4 4
4
4
36%
A, B, C, D
2
2
2
3
3
3
4 4 4
4
4
45%
A, B, C, D
2
2
2
3
3
3
4 4 4
4
4
45%
A, B, C, D
2
2
2
3
3
3
3 4 4
4
4
36%
A, B, C, D
2
2
2
3
4
4
4 4 4
4
4
63%
SL
SL
SL
SL
S
L
S
L
S
L
S
L
SL
C. Time of day
10. Check Hair for Neatness
9. Brush Left Back of Head
8. Brush Left Side of Head
7. Brush Front
6. Brush Right Side of Head
5. Brush Right Back of Head
4. Pick up brush
3. Select Desired Materials
2. Locate Brushing materials
1. Initial Step: Initiate Brushing
Staff/Observer Initials
S
L
S
L
Task Analysis Data Tracking System for a Functional Routine
Student: ___________________ Routine: ___Hair Brushing___________ Setting(s):__Bathroom, Locker room_
Days of Week/Time of Day: ________________________________Data Collection Date Range: _____ to _____
Baseline
Step
11. Final Step: Put Brush Away
Intervention
Features to vary
(to promote
generalization)
Note features included
for each step
12/5
12/
6
12/
7
12
/9
1
2/
1
0
1
2/
1
1
1
2
/
1
2
1
2
/
1
3
1
2/
1
6
1
2/
1
7
12/
18
%
Indep
end.
A. Location
B. Brush Type
4
4
4
4
4
4
4 4 4
4
4
100%
A.
2
2
2
4
4
4
4 4 4
4
4
73%
A., B., C.
D. Staff supporting
1
1
1
3
4
4
3 3 4
4
4
64%
A, B, C, D
1
1
1
3
3
3
3 3 3
3
4
9%
A, B, C, D
1
1
1
3
3
3
3 3 3
3
4
9%
A, B, C, D
1
1
1
3
3
3
3 3 3
4
4
18%
A, B, C, D
1
1
1
3
3
3
3 4 4
4
4
36%
A, B, C, D
2
2
2
3
3
3
4 4 4
4
4
45%
A, B, C, D
2
2
2
3
3
3
4 4 4
4
4
45%
A, B, C, D
2
2
2
3
3
3
3 4 4
4
4
36%
A, B, C, D
2
2
2
3
4
4
4 4 4
4
4
63%
SL
SL
SL
SL
S
L
S
L
S
L
S
L
SL
C. Time of day
10. Check Hair for Neatness
9. Brush Left Back of Head
8. Brush Left Side of Head
7. Brush Front
6. Brush Right Side of Head
5. Brush Right Back of Head
4. Pick up brush
3. Select Desired Materials
2. Locate Brushing materials
1. Initial Step: Initiate Brushing
Staff/Observer Initials
S
L
S
L
Qualitative Data Collection
Focus Student
Performance
Date: Baseline
#1
Date: Baseline
#2
Date: Baseline
#3
Date:
Intervention
Date:
Intervention
Variables
(Planned or
unplanned)
influencing
student
performance
Considerations
for prompting,
supports or
adjustments
Instructor
practices
Process for Developing Task
Analyses
1. Select a needed skill by using ecological inventory (daily
schedule analysis) to identify a functional and ageappropriate skill that is important.
2. Define the target skill simply.
3. Perform the task and observe peers performing the task,
using the chosen materials in the natural settings noting the
steps involved.
4. Adapt the steps to suit the student’s abilities.
5. Validate the task analysis by having the student perform the
task, but provide assistance on steps that are unknown so
that performance of all of the steps can be viewed.
6. Revise task analysis so that it works.
18
Write the task analysis on the
data form so that steps …
1.
2.
3.
4.
Are stated in terms of observable behavior
Result in a visible change in the product or process
Are ordered in a logical sequence
Are written in the second-person singular so that they could
serve as verbal prompts (if used)…example: Step #7- “Go sit
on rainbow rug”
5. Use language that is not confusing to the student, with the
performance details that are essential to assessing
performance enclosed in parentheses
Ex. Step #6- Go to schedule get Ms. W’s room card [when circle
done]
19
Functional Analysis
• What is it?
• Why do we do it?
• How do we do it in Real Life/Real Classrooms?
Functional Analysis v. FBA

Functional Analysis



Uses experimental method
to determine function of
behavior
Requires strict env’l
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
What would you use for the
conditions to test this hypothesis?
Antecedent
Behavior
Consequence
Small group writing
tasks (writing
paragraphs)
Makes faces and yells
at other students
Get Peer Attention
Control Condition?
Ignore
Attention Condition?
Work Alone on
easy task
Escape Condition?
Work w/ Peers
on difficult task
Provide him
w/ attention
from Peers
Remove the task
What would you use for the
conditions to test this hypothesis?
Antecedent
Behavior
Consequence
Double digit addition
problems
Breaks pencil, tears up
papers
Avoid Math Task
Control Condition?
Ignore
Attention Condition?
Work Alone on
easy task
Escape Condition?
Work w/ teacher
on double digit
problems
Provide him
w/ attention
Remove the task
Participant 98
100%
90%
Percentage of Occurrence of Problem Behavior
80%
70%
60%
Control Condition
50%
Escape Condition
Attention Condition
40%
30%
20%
10%
0%
1
2
3
4
5
Functional Communication Training:
Carr & Durand, 1985
Summary of Behavior
Setting
Event
Antecedent
Desired
Behavior
Typical
Consequence
Problem
Behavior
Maintaining
Consequence
Alternate
Behavior
Discussion
• Chapter 6: Designing & Implementing Instruction for Inclusive
Classes
• Roles & Responsibilities within an inclusive classroom
• Adaptations: Curricular, Instructional, Alternative
• Steps & Tools for Making Individualized Adaptations
• Chapter 13: Teaching Academic Skills
• Selecting Academic Skills for Instruction
• Determine Instructional Approach
• Within typical instructional routines/activities
• Parallel instructional activities
• Community based activities
• Literacy, Writing, & Math Instruction
• Instructional Methods: Prompting, Fading, Shaping
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)
Communication Bill of Rights
Each person has a right to:
Request desired objects, actions, events, & people
Refuse undesired objects, etc.
Express personal preferences & feelings.
Be offered choices & alternatives.
Reject offered choices & alternatives.
Request & receive another person’s
attention/interaction
• Ask for & receive info about changes in routine &
environment.
• Receive intervention to improve communication
From the National Joint Committee for the
skills
Communicative Needs of Persons with Severe
•
•
•
•
•
•
Disabilities. (1992). Guidelines for meeting the
communication needs of persons with severe disabilities.
ASHA, 34(Suppl. 7), 2–3.
Communication Bill of Rights
Each person has a right to:
• Receive a response to any communication, whether
or not the responder can fill the request.
• Have access to augmentative and alternative
communication and other assistive technology
services & devices at all times.
• Be in environments that promote one’s
communication as a full partner with other people,
including peers.
• Be spoken to with respect & courtesy.
• Be spoken to directly and not spoken for or talked
about in 3rd person while present.
• Have clear, meaningful, and culturally &
linguistically appropriate communication.


Better to err on the side of assuming
competence even if it is not there, rather than
err on the side of assuming incompetence
when competence is the case.
All individuals need to communicate
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)
Functional Communication
Training (FCT)
FCT involves teaching specific
communication skills that are functionally
equivalent to problem behavior, based on
a functional behavior assessment (FBA)
Behavior may serve a number of functions:
-obtaining desired items, activities,
attention, or environments
-escaping a non-preferred or non-desired
activity
-regulating levels of sensory arousal
Functions That Behaviors Serve
Problem
Behavior
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Peer
33
Serena
Competing Behavior Summary
Setting Event:
No computer
for several
days
Asked to
turn off
computer
in a firm
tone
Turn off
computer
&
transition
Do another
assigned
activity
Yells at
teacher
Continues to
work on
computer
Use picture
symbol or
sign to Ask
for “1 more
minute”,
then go to
schedule
(preferred
activity )

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



Students in special education classrooms
tend to have interactions with adults but
limited interaction with other students
(Foreman et al., 2004)
What affects does this have on: learning
communication, and making friends?
Foreman et al., found that students with
disabilities in general education were
involved in significantly higher levels of
communication interactions than their
matched pair in special education
classrooms (2004).

Receptive Language:
◦ Understanding what people mean when they speak
to you.

Expressive Language
◦ Being able to speak/communicate so that others
understand you.


No one form of communication will
meet all needs or all social situations
Teaching a combination of different
modes is necessary
◦ Examples: Vocalization, body
movements, pointing, facial expressions,
nodding, gestures, use of object symbols,
picture symbols, manual signs






Request
Initiate/greeting
Terminate
Attention
Naming
Accept/Reject
◦ Protesting situations
◦ Affirming situations

Expressing choices or
preferences


When there is nothing to say, there is no
communication (i.e. the awkward pause when
run out of things to say)
Individuals with severe disabilities need to
have access to a variety of objects, pictures,
and photos

See Communication Style Assessment—
handout
Interview questions for
professionals---handout



Practice using these interviews with a partner
based on your case study OR you may use a
student that you have or are working with.
Note your evaluation of using these interview
questions.

Communication Matrix by Charity Rowland
http://www.communicationmatrix.org
(designs to learn website)

Organized by communication function
List of behaviors
Not used, emerging or mastered


Uses observational techniques to analyze skill
demands of the natural environment and determine
how the student performs within the environment
Leads directly to intervention plan (Snell, 2002)
1. List Domains
2. List environments
3. List subenvironments
4. List activities
associated with each
sub environment
5. Task analyze each
activity to identify skills
6. Observe the
performance of the
activity to identify needs

Student’s current FORM (modes) of
communication.
◦ What ways he/she is presently communicating
◦ What ways could be used to communicate more
effectively (fluency, comprehensible to others)

CONTENT of the environment and activities
◦ Vocabulary: Expressive & Receptive
◦ Natural Supports
◦ Communication Partners (will have to teach them)

FUNCTION/ Intent of student’s
communication
◦ Requesting, Refusing, Initiating
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.

Where does the student spend time?
◦ Environment: Community: McDonald’s
◦ Subenvironment: McDonald’s counter area
◦ Activities: Ordering food, waiting in line, socializing
in line

Select activity: Ordering Food


Observe vocabulary used in activity
◦ Expressive: “I want, hamburger, fish sandwich,
small, medium, large, coke, milkshake, yes/no,
that’s all, thank you, my order is wrong, I need,
extra ketchup, for here, please repeat that, how
much?”
◦ Receptive: “May I help you?, Is that all?, Here or to
go?, Your order will be ready soon?, I don’t
understand, Your total is_____”
Review listed words: which are above, below, and
at the student’s level. Which are within or outside
student’s experience, which are necessary for the
task


Complete the communication ecological
worksheet on your in-class activity.
Use only one activity in the school
environment (e.g., asking to play a game at
recess, participating in writing activity in
language arts class)
Steps in
Activity
Natural
Cues
Comm. Skills
Needed
Student
Discrepancy Interv.
Performance Analysis
Plan
Receptive + or or
Expressive
Why
sug
student gest
isn’t
ions
doing
the step
+
Assistive Technology (AT):
• Any item, piece of equipment, or product, whether acquired
commercially, off the shelf, modified, or customized, that is used
to increase, maintain, or improve the functional capabilities of
individuals with disabilities. (P.L. 101-407, The Technology
Related Assistance Act of 1988).
TOOLS
ENVIRONMENT
STUDENT
TASK
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’.
SETT- similar to ecological inventory
Student
S
Environment
E
Task
Tools
T
T
•Are the tools being
considered on a
continuum from
no/low to hightech?
•What are the
student’s current
abilities?
•What activities
take place in the
environment?
•What specific tasks
occur in the
environment?
•What are the
student’s special
needs?
•What activities do
other students do
that this student
cannot currently
participate in?
•What activities is
the student
expected to do?
•What are the
functional areas of
concern?
•What assistive
technology does the
student have access
to or currently use?
•What does success
look like?
•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?
Activity
• Using the practice SETT table
• Get together with a partner or two
• Complete the answers to the “Student
Section”
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/manualsmaterials/hey-can-i-try-that
Environments
 Work
 Recreation
 Community
 Education
 Home
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?
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
Activity
• Using the practice SETT table get together
with a partner or two and complete the
answers to the “Environment Section”
Activity
• Using the practice SETT table get together
with a partner or two and complete the
answers to the “Tasks Section”
• TOOLS – Devices & Services---anything
that is needed to help the student participate
and access learning programs.
Tools
 Access to
–
–
–
–
–
Keyboards
Mouse
Monitor
Drives/Storage
Printer
http://www.youtube.co
m/watch?v=xatHPaz
OXw0&feature=relate
d
AT Continuum
• Follow the
progression of
low tech, through
mid tech to high
tech when
selecting assistive
technology tools
Assistive Technology for
Communication
Low Tech Tools

Real Object Symbols

Photographs & Pictures

Line Drawing Symbols

Textured Symbols

Letters & Words
AT Communication Continuum
Low Tech
Concrete Representations
Real Objects
– Calendar box
– Tangible Symbols
– Miniatures
– TOBIs (true object based icon)
AT Communication Continuum
Low Tech
Communication system with pictures,
symbols, letters &/or words

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.

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




Calendar/Schedule Systems
Choice Displays
Remnant (e.g. Movie ticket, scraps from
activities) Displays
Conversation Displays

Pragmatic Organization Dynamic Display (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

Pragmatic branch starters
◦ http://www.lburkhart.com/
◦ 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=YDjVFXu9MZk&feature=related
Assistive Technology for
Communication
Mid Tech Tools

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 arrayvertical or horizontal?
◦
◦
◦
◦
◦
AT Communication Continuum
Mid Tech
Simple Voice Output Devices
Step-by-step
BIGmack
CheapTalk
Hip Talk
AT Communication Continuum
Mid Tech
Speech Generating Device with levels
Leo
Tech series
Bluebird II
Message Mate
7 Level Communication Builder
Assistive Technology for
Communication
High Tech Tools
AT Communication Continuum
High Tech
Speech Generating Devices with
icon sequencing OR
Vantage Plus
Pathfinder Plus
SpringBoard Lite
AT Communication Continuum
High Tech
Speech Generating Devices with a
Dynamic Display
Eyegaze System
Dynavox V series & V-Max
M3
Tango!
ChatPC
AT Communication Continuum
High Tech
Text based device with speech synthesis
DynaWrite
LightWriter SL40
Freedom LITE
PolyTABLET with
Persona


Devices “talk” when a student touches a
symbol on the device
What are advantages/ disadvantages??









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://www.youtube.com/watch?v=dKc1Ss5d1Nw&feature=related
Activity
• Using the practice SETT table get together
with a partner or two and complete the
answers to the
• “Tools Section”
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
SETT- similar to ecological inventory
Student
S
Environment
E
Task
Tools
T
T
•Are the tools being
considered on a
continuum from
no/low to hightech?
•What are the
student’s current
abilities?
•What activities
take place in the
environment?
•What specific tasks
occur in the
environment?
•What are the
student’s special
needs?
•What activities do
other students do
that this student
cannot currently
participate in?
•What activities is
the student
expected to do?
•What are the
functional areas of
concern?
•What assistive
technology does the
student have access
to or currently use?
•What does success
look like?
•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?
◦ 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.





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




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.


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.





How would you assess reading for a student
that does not use oral communication?
Math?
Science?
Etc.?
Standardized Tests???