AAC ASSESSMENT R - wyosha...1 – few 2 – some 3 - many Methodolog y Research 0-none 1 – few 2 – some 3 - many Environmental Communication Teaching (ECT) CCN Environmental Engineering,

AAC ASSESSMENT REFERENCES

AAC Tech Connect Kits, Inc. http://www.aactechconnect.com/

Banajee, DiCarlo, Stricklin, (2003). Core Vocabulary Determination for Toddlers. AAC, 19:2,

67-73.

Binger, C. (2011) Augmentative Communication. University of Wyoming Communication

Disorders, Laramie, WY.

Blackstone, S., Hunt-Berg, M., Nygard, J., & Schultz, J. (2004) Social Networks: a

communication inventory for individuals with complex communication needs and their

communication partners. Attainment Company: Verona, WI.

Brandstatter, E., Leoneiso, J., Visvader, P. (2011) School-Based AT Communication Evaluation,

http://swaaac.com/Files/FormsandDocuments/School-

Based%20Assistive_Technology_Communication_Assessment.pdf

Breaux, B. (2013). The Motor Access Components of an AAC Assessment. Presented at the

SWAAAC Summer Symposium

Glennen, S., & DeCoste, D. (1997). Handbook of Augmentative and Alternative

Communication. San Diego: Singular Publishing.

Gosnell, J. Boston Children’s Hospital. Chase Me.

www.childrenshospital.org/clinicalservices/Site2016/Documents/chaseme.pps

Guiberson, (2012). SPPA 5210: Developmental Disabilities: AAC and Other Interventions

University of Wyoming, Laramie, WY.

Light, J. et.al. (2005) AAC Interventions to Maximize Language Development for Young

Children

AAC-RERC Webcast http://aac-rerc.psu.edu/pages/news/pdfs/

AAC%20Interventions%20to%20Maximize%20Language%20Development%20for%20

oung%20Children%20webcast.pdf

The Pragmatics Profile of Everyday Communication Skills

http://wwwedit.wmin.ac.uk/psychology/pp/

Romich, B., & Hill, K. (2004).The AAC Road Trip to Fluency; AAC Institute Press Vol. 4 No. 1

Zabala, J. Sharing the SETT Framework. http://www.joyzabala.com/

http://www.aactechconnect.com/http://www.aactechconnect.com/

AAC INTEGRATION REFERENCES

Banajee, DiCarlo, Stricklin, (2003). Core Vocabulary Determination for Toddlers. AAC, 19:2,

67-73.

Burkhart, L., & Porter, G. Partner-Assisted Communication Strategies for Children Who Face

Multiple Challenges. Presented at 2006 ISAAC Conference: Dusseldorf, Germany

Burkhart,L., & Porter, G. (2009, 2010). Writing IEP Goals and Objectives for Complex

Communicators.

http://www.lburkhart.com/Writing%201EP%20Goals%201%20hr%205%2010.pdf

Burkhart, L., & Porter, G. (2011) Pragmatic Organization Dynamic Display Communication

Books: Introductory Workshop Manual, Closing the Gap 2011

Costello, J. (2013). CVI, Communication Needs and AAC: A Structure to Success

http://www.childrenshospital.org/~/media/Centers%20and%20Services/Programs/A_E/A

ugmentative%20Communication%20Program/cviNorwayhandout.ashx

Elder, P.S., & Goosens, C. (1994). Engineering Training Environments for Interactive

Augmentative Communication. Southeast Augmentative Communication Conference

Publications Clinician Series: Birmingham, AL.

Soto, G., & Zangari, C. (2009). Practically Speaking: Language, Literacy, and Academic

Development for Students with AAC Needs. Baltimore, MD: Brookes Publishing

Speaking of Speech. http://www.speakingofspeech.com

Teaching Materials Exchange. Did that Hurt?

http://www.minspeak.com/teachers/documents/Did_That_Hurt.pdf

Unity: The Language Behind the Device: 5 Easy Patterns

http://www.prentrom.com/training_materials/class-slides-3.pdf

VanTatenhove, G. “The Pixon Project: Supporting Language Development and Transition to

Technology.” ISAAC Pittsburgh, PA, July, 2012.

VanTatenhove, G., Kovach, T., Andres, P., & Dardiz, D. “Expressive Language Development:

What’s Access Got to Do With It? “ ISAAC: Pittsburgh, PA/ July 2012.

VanTatenhove, G. “Normal Language Development, Generative Language, and AAC.

http://vantatenhove.com/files/NLDAAC.pdf

http://www.lburkhart.com/Writing%201EP%20Goals%201%20hr%205%2010.pdfhttp://www.childrenshospital.org/~/media/Centers%20and%20Services/Programs/A_E/Augmentative%20Communication%20Program/cviNorwayhandout.ashxhttp://www.childrenshospital.org/~/media/Centers%20and%20Services/Programs/A_E/Augmentative%20Communication%20Program/cviNorwayhandout.ashxhttp://www.speakingofspeech.com/http://www.prentrom.com/training_materials/class-slides-3.pdf

Reproduced with permission by Janelle Sampson 11/28/2013

Choosing Apps for Communication

1. What do you want to do? (goal or communication challenge) (i.e. communicate feelings, wants during the day – parent) (i.e. communicate with peers – school goal)

2. What communication is required and with who? (i.e. communicate at school, recreation, home, other settings, etc.?)

3. How do you envision his participation? (i.e. communicating the need for help, sick, hungry, etc.) (i.e. communicate using a variety of communicative functions: commenting, initiating, requesting, asking questions {social WH-questions}, greetings, etc.) (i.e. taking turns in his conversation with peers)

4. What can he already do? (i.e. communicate using one-word phrases, use two- to three-word combinations on current AAC system)

5. What does he need to add? (i.e. access a range of core words and use them for a variety of communicative functions) (i.e. need communication modeling throughout the day, need specific instruction on how to use language for different purposes) (i.e. use exact vocabulary, message, and form of communication at appropriate times) (i.e. use communication repair straregies – when not understood will re-formulate message of give “hints” to the communication partner that their interpretation of the message is “way off” or “close.”)

Speech Settings Representations Display Feedback Rate Enhancement Access Motor

Competencies Cost

Predictable

Synthesized speech after word, phrase, or upon selection; Customizable Pitch

Text Photos ClipArt

Keyboard High Frequency Layout; Dynamic Display

Auditory, Zoom upon selection, Visual contrasts Highlights selection when scanning

Word and Phrase prediction; Saved phrases, Adjustable rate of speech; Phrase Categories, Dictionary

Direct Single Switch Scanning

Point Swipe Switch Adaptable

$159

TouchChat HD

Seven synthesized voices, Male and Female, and Child options, US and UK accents

Symbol Stix Import own images

Grid layout with navigation

Advanced word prediction, Pre-Programmed 7,000 Vocabulary items

Pre- Programmed buttons of words and phrases

Direct Point $149

Proloquo2go

Male Female Child Synthesized voice, US and UK accents

Symbol Stix Import own images

Grid Layout with navigation links; onscreen keyboard

Word prediction keyboard; Auditory feedback upon message access; Visual symbol

Advanced word prediction; pre-programmed 7,000 vocabulary items

Direct Switch?

Point Swipe

$189

Go Talk Now

Digitized and Synthesized; 20 languages Extra voices 99

Imagine Symbol set, photo library, import own images from camera, video, or Internet In-app purchase of SymbolStix or Widgit Symbols

Static, Dynamic, recorded or text-t0-speech messages play, Visual Scenes, Social Stories

Auditory feedback upon message access, music, video, Auditory cues for row/column scanning

Core Vocabulary location, pre-programmed text-to-speech, video, photo, Internet

Direct Step, Auto, or Group Scanning

Point Switch Scan

$79

Verbally

Synthesized speech after word, phrase, or upon selection; customizable pitch

Text Keyboard; Portrait or landscape view

Auditory; Visual; Highlights selected keys

Word prediction; Stored words and phrases; Adjustable speech rate; conversations stored for phrase recall

Direct Bluetooth

Point: Swipe Free to $100

Scene & Heard

Digitized and Synthesized

10,000 Widgit Symbols

Grid Flip Book Visual Scenes, with built-in symbol vocabulary photos videos

Auditory, video

Visual Scenes Link one Scene to another

Direct One or Two Switch Bluetooth

Point Switch Scan

Free to $50

Modified from: Alliano, A., Herriger, K., Koutsoftas, A., & Bartolotta, T. (2012, June.) A review of 21 iPad Applications for augmentative and alternative communication purposes. Perspectives on Augmentative and Alternative Communication. June 2012 vol. 21, no.2, 60-71. Gosnell, J., Costello, J., & Shane, H. (2011, September.) Using a clinical approach to answer “what communication Apps should we use?”

Perspectives on Augmentative and Alternative Communication, 20, 87-96.

Comparison of AAC Curriculums/Comprehensive Systems Re-produced with permission by Katie Ahren M.S. Ed.

System Target Students

Philosophy What’s in the box?

Cost Symbol Set Levels of Tech

Literacy Instruction

Staff Training

Materials Research 0-none 1 – few 2 – some 3 - many

Methodology Research 0-none 1 – few 2 – some 3 - many

Environmental Communication Teaching (ECT)

CCN Environmental Engineering, Scripting, Prompting, partner training

n/a n/a unless trainings attended

Any All No Some courses offered

n/a Yes, many -3

Language Acquisition through Motor Planning(LAMP)

Autism - for direct select

Using motor movements to teach AAC, core vocabulary

n/a n/a but cost of devices and training varies

PRC if used with a PRC device can be used with other fixed location systems

No Low Tech, Designed to teach use of PRC devices (can be used with other fixed location systemsO

No – but works with the Literacy through Unity program

Short webinars and workshops are free (very few locally) – certification course $199

Yes (PRC/ Minspeak/ Unity) - 3

Yes - 2

Picture Exchange Communication System (PECS)

Autism (fine motor skills required)

Systematic instruction using ABA to teach symbols are communication currency and exchanging symbols as communication

n/a can purchase products or make your own

Cost varies by what you purchase, cost to print, laminate, Velcro, etc, trainings

Pyramid’s PECs symbols or any other symbols or photos

Low tech only

No Three levels of training about $395.00 per level

Yes - 3 Yes -3

Pixons Autism, those with some or intact

Core Words Techniques- Aided Language Stimulation,

Pixons Language and Learning Notebook (full curriculum),

149.95 Plus materials for printing

Pixons (the materials you print yourself can be

Manual boards and books and designed for

No – but works with the Literacy through

Short webinars and workshops (very few

Yes - 2 Yes -3


fine motor

direct instruction, prompting

Pixons Symbols, 10 Manual Books, Educational And Environmental Materials

and laminating if desired. Also many free materials online.

changed) transition to PRC devices such as Eco and Vantage

Unity program

locally)

Pragmatic Organization of Dynamic Display (PODD)

CCN Organization of language for social interaction Techniques – Aided Language Stimulation, Prompting

3 CDs of boardmaker boards that must be adapted and printed, direct access boards only (more supposed to be coming out)

$325 plus materials for printing, laminating, etc. Additional costs for high tech version, training

Mayer-Johnson PCS

Multiple layouts and grids sizes of manual boards and high tech PODD 15 only on The Grid Software

no In person trainings only. Two day trainings start at $490; three day course $595

No - 0 Yes - 3

Teach Me AAC CCN Organization of AAC for social use alongside core words and literacy Techniques aided language stimulation, scripting,

instruction manual, Making Language Visible in the Classroom CD and 5 Communication Book Sets, disc with all boards for boardmakers, instructions and data sheets

$295 for the Classroom Lanuage Kit and $295 for the discs/files for high tech; $1000 to train a team using the online course

Proprietary and Symbol Stix (Formerly used Mayer-Johnson Persona)

Manual book and Dynamic Display for Boardmaker and Tobii

yes Online training through Edu Workshops, take at your own pace, $1000 for a team. Also workshops available.

Yes – 1 Yes -3


LAMP

PECs

Pixons


PODD

Teach Me AAC

Implementation Rubric for AAC Apps

Domain 4 3 2 1

Data

App tracks on-line data that

is available electronically

and hard copy formats

(i.e. email and transfer data-

words/sentences made by

the user, to the computer for

printing)


is only available

electronically


is only available on the iPad

App does not track on-line

data

Application &

Feedback

App allows for 3 of the

following features: adequate

volume, audio playback

features while recording,

adjustable speaking rate


following features: adequate

volume, audio playback

features while recording,

adjustable speaking rate


following features:

adequate volume, audio

playback features while

recording, adjustable

speaking rate

App does not allow for any

of the following features:

adequate volume, audio

playback features while

recording, adjustable

speaking rate

Differentiation

App offers flexibility to alter

at least 3 of the following

settings to meet student

needs (i.e. adjustable text

size, color, word prediction,

word completion)




needs (i.e. adjustable text,


word completion)




needs (i.e. adjustable text,


word completion)

App does not offer any

flexibility to alter any of the

following settings to meet

student needs (i.e. adjustable

text, size, color, word

prediction, and word

completion)

Vocabulary

Flexibility

App offers more than 3

vocabulary templates (i.e.

spelling, phrase, symbol; or

keyboard, symbol, visual

display)


vocabulary templates


vocabulary template

App does not offer any

flexibility in changing the

vocabulary template

User Friendliness

Students can launch and

navigate within the app

independently

Students need to have the

teacher review how to the

use the app

Students need to have the

teacher review how to the

use the app on more than

one occasion

Students need constant

teacher supervision in order

to use the app

Student Use

Students are highly

motivated to use the app and

select it as their first choice

from a selection of related

apps

Students will use the app as

directed by the teacher or

therapist

Students view the app as

“more schoolwork” and may

be off-task when directed by

the teacher or therapist to

use the app

Students avoid the use of the

app or complain (verbally of

nonverbally) when the app is

assigned by the teacher, or

therapist

Student

Performance

Students show outstanding

improvements in

performance as a result of

using the app

Students show satisfactory

improvements in


using the app

Students show minimal

improvements in


using the app

Students show no evidence

of improved performance as

a result of using the app

Re-created with permission; Author: Harry Walker – Johns Hopkins University 10/18/2010; Revised 6/25/2012

Please contact for permission to use [email protected]

The Person: Skills & Features to Consider for Assistive Technology

Vision Skills Modifications

W/in Functional

Limits (WFL)

Tactile Symbol modifications

Glasses Auditory scan/fishing Color

Cortically Blind Zoom magnification Contrast

Font size: _____ Neglect/Field Cut Other:

Switch

Circle

switch

site

Access Modifications (Mark access site)

Direct select: pointer stylus

• Finger/Knuckle: • Keyguard Size?

• Headpointer • Eye Gaze

• Scanning # of switches:

• MorseCode # of switches:

• Use w/c

controls

Switch Type

Switch Mount

Scanning Options

Other:

• Visual • Auditory

• Linear • Row Column • Group

• Step • Inverse • Auto

• Zoom

• w/c Mount:

Carry case • other

• Trackball • Mouse • Joystick

• Headmouse

WFL C P Volume Access C P

HOH* C P Voice type/quality C P

H/A* C P Headphones C P

Deaf C P Silent Mode C P

C = Communicator

P = Partner

Skills Hearing Modifications

Left, Midline, Right,

High, Midpoint, Low

Device Location/Positioning:

Copyright © 2010 AAC TechConnect, Inc.

Fine Motor Skills

Points: Left/Right hand Finger/Knuckle

Writes:

Tremor:

Gross Motor

Ambulatory walker cane

Paralysis/Plegia:

Degenerative? Locked in?

Weight/size restrictions:

Wheelchair: manual/power

Type of transfer:

Limited (Describe):

Balance Issues:

Positioning:

WFL

WFL

L↑ L↓ R↑ R↓

Current Communication Skills

Facial/body language Speech Board / Book

Point to/take/look at Gestures / Signs Device:

Vocal / verbalizations Read:

Recognize Write:

words

words

sentences

sentences complex

complex

pictures

objects

Y/N response Method?

Answers ?’s: Simple/Complex

Follow Directions: Simple/Complex

Follows Conversation? Understands Humor?

Receptive Language / Cognition

Memory/new learning

Attention

Categorization/Assoc.

Generalization

?

*HOH = Hard of Hearing

*H/A = Hearing Aid

PODD BOOKS REFERENCES

Ahren, K. (December 2012) personal communication, Quality Indicators in Assistive

Technology (QIAT) Listerv

Burkhart, L., & Porter, (2014). Advanced PODD Training. Traverse City, MI

Burkhart, L. (2011). PODD Training. Closing the Gap. Minneapolis, MN

Burkhart,L., & Porter, G. (2009, 2010). Writing IEP Goals and Objectives for Complex

Communicators.


Burkhart, L., & Porter, G. Partner-Assisted Communication Strategies for Children Who Face

Multiple Challenges. Presented at 2006 ISAAC Conference: Dusseldorf, Germany

Caifero, J. (December 2012) personal communication, Quality Indicators in Assistive

Technology (QIAT) Listserv

Goosens, C., Crain, S. & Elder (1992) Engineering the Pre-School Environment for Interactive,

Symbolic Communication: 18 months to 5 years. Birmingham, AL: Southeast

Augmentative Communication Conference Publications *Clinician Series (pp. 235-253).

Cambridge, England: Cambridge University Press.

Emma’s PODD with Linda. www.youtube.com/watch?v=TOvC9OoygaA

Porter, G., & Tanish, H. Communication at School. Presented at the Cerebral Palsy Education

Centre May 2013.