Every Move Counts, Clicks and Chats Jane Korsten [email protected] Jane Korsten [email protected]

Every Move Counts, Clicks and Chats

Every Move Counts, Clicks and Chats

Jane Korstenwww.everymovecounts.net

[email protected]

Jane Korstenwww.everymovecounts.net

[email protected]

mailto:[email protected]

mailto:[email protected]

Everyone communicates in some way. It is our challenge to recognize that communication and

respond to it!

Everyone communicates in some way. It is our challenge to recognize that communication and

respond to it!

Every Move Counts is the result of a three year innovative

research grant funded through the National Institute for the

Neurologically and Communicatively Disordered.

(NIH)

Every Move Counts is the result of a three year innovative

research grant funded through the National Institute for the

Neurologically and Communicatively Disordered.

(NIH)

It represents a synthesis of the research in the areas of:

CommunicationLearning theorySensory integrationVision

It represents a synthesis of the research in the areas of:

CommunicationLearning theorySensory integrationVision

Every Move Counts was ‘no tech’.

Every Move Counts, Clicks and Chats is an expansion of the original work and addresses switch use and voice output.

Every Move Counts was ‘no tech’.

Every Move Counts, Clicks and Chats is an expansion of the original work and addresses switch use and voice output.

It includes: Relevant research Assessment strategies Implementation strategies Flow charts to support implementation Goals and objectives Evaluation of effectiveness formats Positioning suggestions Parent guide - English and Spanish versions Glossary of terms Resource list

It includes: Relevant research Assessment strategies Implementation strategies Flow charts to support implementation Goals and objectives Evaluation of effectiveness formats Positioning suggestions Parent guide - English and Spanish versions Glossary of terms Resource list

Relevant ResearchRelevant Research

“Sometimes the problem ain’t so much what we don’t know as what we know that just ain’t so”

Will Rogers

“Sometimes the problem ain’t so much what we don’t know as what we know that just ain’t so”

Will Rogers

Piaget’s Sensory Motor Stages

Piaget’s Sensory Motor Stages

Parallel development Significance of behaviors

primary circular reactions - finger flicking

secondary circular reactions - banging, shaking, hitting objectstertiary circular reactions - dropping objects

Parallel development Significance of behaviors

primary circular reactions - finger flicking

secondary circular reactions - banging, shaking, hitting objectstertiary circular reactions - dropping objects

Piaget continued:Piaget continued:

Communication begins to emerge around stage 4

Meaningful expressive language occurs in stage 6

Communication begins to emerge around stage 4

Meaningful expressive language occurs in stage 6

VanDijk & SternbergVanDijk & Sternberg

communication vs. language“Communication” is the message.“Language” is the symbol system

used to communicate the message.

communication vs. language“Communication” is the message.“Language” is the symbol system

used to communicate the message.

Language prerequisites:Language prerequisites:

Eye contact Attention to task Receptive vocabulary

Musselwhite & St.Louis

Eye contact Attention to task Receptive vocabulary

Musselwhite & St.Louis

Communication prerequisites:

Communication prerequisites:

Able to: separate self from the

environment understand that there is something

to do to exchange information with someone

Able to: separate self from the

environment understand that there is something

to do to exchange information with someone

Communication prerequisites continued:Communication prerequisites continued:

understand that there are things about which to communicate

understand that there are people with whom to communicate

understand that there are things about which to communicate

understand that there are people with whom to communicate

Contingency Intervention Project

Contingency Intervention Project

infants quickly lose interest in an environment they can never hope to control

maternal stimulation is un-related to IQ; responsiveness is significantly related

infants quickly lose interest in an environment they can never hope to control

maternal stimulation is un-related to IQ; responsiveness is significantly related

Contingency Intervention continued:Contingency Intervention continued:

Co-occurrence is essential in developing the concept that the world is controllable; those with physical/ sensory/motor differences seldom, if ever, experience co-occurrences; 100,000 co-occurrences need to be detected, associated and remembered

Co-occurrence is essential in developing the concept that the world is controllable; those with physical/ sensory/motor differences seldom, if ever, experience co-occurrences; 100,000 co-occurrences need to be detected, associated and remembered

Contingency Intervention continued:

Contingency Intervention continued:

Infants under 4 months of age learn to associate their movements with a consequent even

A delay of more than 2 seconds between movement and consequence and infants as old as 9 months do not learn

3 month old infants remember response consequence associations for at least 1 week and learning can be reactivated for up to 3 weeks

Infants under 4 months of age learn to associate their movements with a consequent even

A delay of more than 2 seconds between movement and consequence and infants as old as 9 months do not learn

3 month old infants remember response consequence associations for at least 1 week and learning can be reactivated for up to 3 weeks

Baby BrainsBaby Brains

Baby brains get bored too! Infants learned switch use by exploration and then quit using the switch when they got tired of the consequence. Changing the consequence resulted in renewed switch use.

Baby brains get bored too! Infants learned switch use by exploration and then quit using the switch when they got tired of the consequence. Changing the consequence resulted in renewed switch use.

Sensory IntegrationSensory Integration

Improvement in MLU and receptive vocabulary have been documented as a result of vestibular stimulation

Improvement in MLU and receptive vocabulary have been documented as a result of vestibular stimulation

Sensory Integration continued:Sensory Integration continued:

Reduction in self-stimulatory and self-injurious behaviors have been documented as a result of vestibular and tactile stimulation

Behavior modification programs often result in a high rate of replacement behavior and a high rate of recidivism

Reduction in self-stimulatory and self-injurious behaviors have been documented as a result of vestibular and tactile stimulation

Behavior modification programs often result in a high rate of replacement behavior and a high rate of recidivism

Sensory Integration continued:Sensory Integration continued:

Less than 1% of seizure prone individuals are adversely affected by vestibular stimulation

Vestibular stimulation is the kind of stimulation that kids enjoy

Less than 1% of seizure prone individuals are adversely affected by vestibular stimulation

Vestibular stimulation is the kind of stimulation that kids enjoy

Assessment

inherent weaknesses of formal assessment for the target

population

Assessment

inherent weaknesses of formal assessment for the target

population

language based commensurate scores don’t reflect

commensurate abilities identify disabilities rather than abilities focus on “typical” development result in teaching to test do not detect small increments of

growth are static

language based commensurate scores don’t reflect

commensurate abilities identify disabilities rather than abilities focus on “typical” development result in teaching to test do not detect small increments of

growth are static

Every Move Counts, Clicks and Chats Assessment:

Every Move Counts, Clicks and Chats Assessment:

communication based not developmental identifies abilities rather than

disabilities focuses on skills relevant to

building a functional communication system motivating targets current communication appropriate symbol system response modes

detects small increments of growth is dynamic and ongoing

communication based not developmental identifies abilities rather than

disabilities focuses on skills relevant to

building a functional communication system motivating targets current communication appropriate symbol system response modes

detects small increments of growth is dynamic and ongoing

Every Move Counts, Clicks and Chats Assessment includes:

Every Move Counts, Clicks and Chats Assessment includes:

Sensory Assessment on-going probes Communication Survey Clicks / switch use evaluation Chats / voice output strategies

Sensory Assessment on-going probes Communication Survey Clicks / switch use evaluation Chats / voice output strategies

ImagineImagine

Sensory Assessment continued:Sensory Assessment continued:

scoring and interpretation sensory preferences motor abilities current communication

scoring and interpretation sensory preferences motor abilities current communication

General guidelines:General guidelines:

Two can play Play the table as it’s laid Video if possible No talking, just the facts No arguing, just problem

solving

Two can play Play the table as it’s laid Video if possible No talking, just the facts No arguing, just problem

solving

We tend to be uncomfortable with silence. We are a culture of clutter and clatter. If the television is not on, we are lonely. If the other person is not talking, he or she must not like us. If the radio goes silent for more than ten seconds, we are convinced that it’s gone dead. Silence is a decision to keep one’s mouth shut and to listen with the heart.

Ron Wooten Green

We tend to be uncomfortable with silence. We are a culture of clutter and clatter. If the television is not on, we are lonely. If the other person is not talking, he or she must not like us. If the radio goes silent for more than ten seconds, we are convinced that it’s gone dead. Silence is a decision to keep one’s mouth shut and to listen with the heart.

Ron Wooten Green

Sensory AssessmentSensory Assessment

steady state no social interaction scoring

0 = no response 1 = reactive / reflex 2 = proactive / purposeful

age-appropriate? - customized

steady state no social interaction scoring

0 = no response 1 = reactive / reflex 2 = proactive / purposeful

age-appropriate? - customized

Sensory Assessment continued:Sensory Assessment continued:

Items: vestibular proprioceptive tactile visual olfactory gustatory auditory

Items: vestibular proprioceptive tactile visual olfactory gustatory auditory

Insert 3 tastes of one gustatory item when the symbol (spoon)

appears. Enter score on #7.

Insert 3 tastes of one gustatory item when the symbol (spoon)

appears. Enter score on #7.

1. vestibular – Provide movement for the time indicated for the activity and then pause for 5 seconds. Record response.

Note: Discontinue if blanching, gagging or seizure activity is observed.

position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ _______ _ _ response levels

stimulus tr ial 0 1 2 response description

side to side 1

(10 seconds) 2

3

fro nt to back 1

(10 seconds) 2

3

rotary 1

(5 seconds) 2

3

up and down 1

(5 seconds) 2

3

score: __ _ __ of ____ _ = _____%

1. vestibular – Provide movement for the time indicated for the activity and then pause for 5 seconds. Record response.

Note: Discontinue if blanching, gagging or seizure activity is observed.

position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ _______ _ _ response levels


side to side 1

(10 seconds) 2

3

fro nt to back 1

(10 seconds) 2

3

rotary 1

(5 seconds) 2

3

up and down 1

(5 seconds) 2

3

score: __ _ __ of ____ _ = _____%

2. proprioceptive Ğ provide stimulus for 10 seconds and then pause for 5 seconds. Record response.

position:______ _ _______ _ ____ pre-task condition: _____ _ ____ ___ _ __ response levels


1

2

3

1

2

3

score: __ _ __ of ____ _ = _____%

2. proprioceptive Ğ provide stimulus for 10 seconds and then pause for 5 seconds. Record response.

position:______ _ _______ _ ____ pre-task condition: _____ _ ____ ___ _ __ response levels


1

2

3

1

2

3

score: __ _ __ of ____ _ = _____%

3. tactile Ğ Provide stimulus for 10 seconds and then pause for 5 seconds. Record response. Note: Do not apply stimulus to skin with a bruise, wound or rash. position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __ response levels


1

2

3

1

2

3

score: __ _ __ of ____ _ = _____%

3. tactile Ğ Provide stimulus for 10 seconds and then pause for 5 seconds. Record response. Note: Do not apply stimulus to skin with a bruise, wound or rash. position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __ response levels


1

2

3

1

2

3

score: __ _ __ of ____ _ = _____%

4. visual Ğ Move stimulus through central visual field and all four quadrants (2-3 seconds per quadrant) and then withdraw from sight for 5 seconds. Record response and describe any differences across visual field quadrants under the corresponding column. Note: I t is important that sound not accompany the visual presentation. Do not use strobe

or flashing lights.

position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __ response levels quadrants

stimulus tr ial 0 1 2 UL UR LL LR C response description 1

2

3

1

2

3

score: __ _ __ of ____ _ = _____%

4. visual Ğ Move stimulus through central visual field and all four quadrants (2-3 seconds per quadrant) and then withdraw from sight for 5 seconds. Record response and describe any differences across visual field quadrants under the corresponding column. Note: I t is important that sound not accompany the visual presentation. Do not use strobe

or flashing lights.

position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __ response levels quadrants

stimulus tr ial 0 1 2 UL UR LL LR C response description 1

2

3

1

2

3

score: __ _ __ of ____ _ = _____%

5. auditory Ğ During each trial, present sound at midline, behind and slightly above the head. Allow 10 seconds for music and 3 seconds for noise makers. Pause for 5 seconds. Note: I t is important that movement within the visual fi eld not accompany the sound.

position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __ response levels


1

2

3

1

2

3

score: __ _ __ of ____ _ = _____%

5. auditory Ğ During each trial, present sound at midline, behind and slightly above the head. Allow 10 seconds for music and 3 seconds for noise makers. Pause for 5 seconds. Note: I t is important that movement within the visual fi eld not accompany the sound.



1

2

3

1

2

3

score: __ _ __ of ____ _ = _____%

6. olfactory Ğ To di fferentiate between reflexive and purposeful responses, pass an unscented item under the nose for 3 seconds. If response to scented and unscented items is the same, the response is most likely reflexive (level 1). Score response made within 3 seconds of presentation or removal while allowing 20 seconds between presentations. Note: Consider allergies and fragrance sensitivity.

position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __

response levels

stimulus tr ial 0 1 2 response description familiar 1

2

3 novel 1

2

3

score: __ _ __ of ____ _ = _____%

6. olfactory Ğ To di fferentiate between reflexive and purposeful responses, pass an unscented item under the nose for 3 seconds. If response to scented and unscented items is the same, the response is most likely reflexive (level 1). Score response made within 3 seconds of presentation or removal while allowing 20 seconds between presentations. Note: Consider allergies and fragrance sensitivity.

position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __

response levels

stimulus tr ial 0 1 2 response description familiar 1

2

3 novel 1

2

3

score: __ _ __ of ____ _ = _____%

7. gustatory – Provide taste of f ood. Score response made within 5 seconds and then allow additional time necessary for f ood to be consumed.

Note: This item should not be administered if individual is NPO (nothing by mouth). Consider suckers for individuals who can taste but do not have the oral motor control needed to eat. Allow self -feeders to set own interval. Do not force consumption of food that is rej ected.



sweet 1

2

3

sour 1

2

3

salty 1

2

3

bit ter 1

2

3

pungent 1

2

3

astringent 1

2

3

score: __ _ __ of ____ _ = _____%

7. gustatory – Provide taste of f ood. Score response made within 5 seconds and then allow additional time necessary for f ood to be consumed.

Note: This item should not be administered if individual is NPO (nothing by mouth). Consider suckers for individuals who can taste but do not have the oral motor control needed to eat. Allow self -feeders to set own interval. Do not force consumption of food that is rej ected.



sweet 1

2

3

sour 1

2

3

salty 1

2

3

bit ter 1

2

3

pungent 1

2

3

astringent 1

2

3

score: __ _ __ of ____ _ = _____%

Summary: Sensory: Enter the % of points scored in each category and indicate whether ‘2’ responses communicated pleasure (+) or displeasure (-). Modality vestibular tactile proprioceptive visual olfactory auditory gustatory

Sub-score

Summary: Sensory: Enter the % of points scored in each category and indicate whether ‘2’ responses communicated pleasure (+) or displeasure (-). Modality vestibular tactile proprioceptive visual olfactory auditory gustatory

Sub-score

Preferences: Enter the most preferred sensory and most non-preferr ed sensory categories and corresponding physical responses: pref erred

sensory A

(voice, aff ect, eye gaze)

B (head)

C (extremities)

D (mobility)

1

2

3

Preferences: Enter the most preferred sensory and most non-preferr ed sensory categories and corresponding physical responses: pref erred

sensory A


B (head)

C (extremities)

D (mobility)

1

2

3

non-pref err ed sensory

A


B

(head) C

(extremities) D

(mobility)

1

2

3

non-pref err ed sensory

A


B

(head) C

(extremities) D

(mobility)

1

2

3

questionsquestions

What does she like? What was the ‘AHA!’?

How did she communicate that? What was the motor ability she

demonstrated in the context of her favorite activity?

What are your questions? What don’t you like? What differences of opinion do you have?

What does she like? What was the ‘AHA!’?

How did she communicate that? What was the motor ability she

demonstrated in the context of her favorite activity?

What are your questions? What don’t you like? What differences of opinion do you have?

probesprobes

gather more information answer questions settle disagreements

gather more information answer questions settle disagreements

Probes:Probes:

date: ____ _ posit ion:___ _ ________ _ ___ pretask condit ion: __ _______ _ ______ response levels


1

2

3

4

5

comments:

Communication assessment

Communication assessment

EVERYONE communicates in some way. Recognize how the individual

communicates NOW in order to respond to, expand and refine the

current system!

EVERYONE communicates in some way. Recognize how the individual

communicates NOW in order to respond to, expand and refine the

current system!

name: _________________________ date:_____________

completed by: _____________ relationship to individual: _________

Directions: This checklist may be completed based on the examiner’s knowledge of the communicator or by interviewing the parent or primary care giver. Circle the number that best describes the means by which the individual communicated. Give examples of gestures, signs, symbols or words under ‘comments’.

name: _________________________ date:_____________

completed by: _____________ relationship to individual: _________

Directions: This checklist may be completed based on the examiner’s knowledge of the communicator or by interviewing the parent or primary care giver. Circle the number that best describes the means by which the individual communicated. Give examples of gestures, signs, symbols or words under ‘comments’.

1. protests through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r

1. change in af f ect, vocalizations or eye gaze 8 5 2 0

2. gestures 13 12 10 0

3. symbols, signs or words 18 16 15 0

comments:

1. protests through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

2. demonstrates discomfort or pain through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

2. demonstrates discomfort or pain through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

3. indicates hunger or thirst through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


4. spontaneous use of any of the above 6 4 2 0

comments:

3. indicates hunger or thirst through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


4. spontaneous use of any of the above 6 4 2 0

comments:

4. responds to removal of reinforcer through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

4. responds to removal of reinforcer through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

5. indicates desire for more through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

5. indicates desire for more through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

6. indicates wants and needs (other than those listed above) through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

6. indicates wants and needs (other than those listed above) through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

7. indicates “yes” and “no” through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

7. indicates “yes” and “no” through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

8. responds to requests through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r

1. with shaping or physical prompting 3 2 1 0

2. when presented verbally and accompanied by a sign or gesture

6 4 2 0

3. when presented verbally only with no repetition 11 9 7 0

comments:

8. responds to requests through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r

1. with shaping or physical prompting 3 2 1 0

2. when presented verbally and accompanied by a sign or gesture

6 4 2 0

3. when presented verbally only with no repetition 11 9 7 0

comments:

9. demonstrates attention to people through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

9. demonstrates attention to people through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

10. demonstrates attention to activity through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

10. demonstrates attention to activity through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

11. responds to social interaction through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

11. responds to social interaction through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

12. initiates social interaction through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

12. initiates social interaction through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

13. seeks attention through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

13. seeks attention through: al

mos

t al

way

s

som

etim

es

rare

ly

neve

r


2. gestures 13 12 10 0


comments:

Enter sum using only the highest score on items 1,2, and 4- 13 (item #3 may have two scores) Enter sum using only the highest score on items 1,2, and 4- 13 (item #3 may have two scores)

Communication summary: Refer to each item and indicate below with a tally the means by which the individual communicated on each item.

Communication Method(s)

aff ect vocal motor gesture sign word symbol other

Communication summary: Refer to each item and indicate below with a tally the means by which the individual communicated on each item.

Communication Method(s)

aff ect vocal motor gesture sign word symbol other

Level Communication Levels

I Motor

Response Level

1. inconsistent motor responses; 2. rarely appears to respond to anything in the environment; 3. may respond to things that are invasive/come in contact with the

body; generally scores 5 or below on most, or all, items

I I Association

Level

consistent motor responses; rarely appears to respond to anything in the environment; may respond to things that are invasive/come in contact with the


I II Anticipation

Level

appears to anticipate familiar activities or events indicated by changes in responses;

generally scores 8 -12 on most, or all, items

IV Choice Level

with contextual cues, uses symbol to: request more of pleasurable activities; init iate f amiliar activit ies; and decline non-pleasurable activities;

generally scores 13-15 on most, or all, items

V Expansion

Level

without contextual cues, , uses symbol to: request more of pleasurable activities; initiate familiar activities; and decline non-pleasurable activities;

generally scores 16 or above on most, or all, items

Level Communication Levels

I Motor

Response Level

1. inconsistent motor responses; 2. rarely appears to respond to anything in the environment; 3. may respond to things that are invasive/come in contact with the


I I Association

Level

consistent motor responses; rarely appears to respond to anything in the environment; may respond to things that are invasive/come in contact with the


I II Anticipation

Level

appears to anticipate familiar activities or events indicated by changes in responses;

generally scores 8 -12 on most, or all, items

IV Choice Level

with contextual cues, uses symbol to: request more of pleasurable activities; init iate f amiliar activit ies; and decline non-pleasurable activities;

generally scores 13-15 on most, or all, items

V Expansion

Level

without contextual cues, , uses symbol to: request more of pleasurable activities; initiate familiar activities; and decline non-pleasurable activities;

generally scores 16 or above on most, or all, items

Select a communication level based on the information gathered: ______ Select a communication level based on the information gathered: ______

symbolssymbols

symbol thought processsymbol thought process

What if…?

One is not better than another.

The one that works is the best.

What if…?

One is not better than another.

The one that works is the best.

Symbol considerations:Symbol considerations:

Motor abilities Environmental awareness Vision Hearing

Motor abilities Environmental awareness Vision Hearing

Symbol hierarchySymbol hierarchyobject - exact duplicate

object - tangible activity remnantobject - miniature

photographline drawing (color vs. black & white)

gestures (touch cue)sign

printed wordspoken word

object - exact duplicateobject - tangible activity remnant

object - miniaturephotograph

line drawing (color vs. black & white)gestures (touch cue)

signprinted wordspoken word

symbol assessmentsymbol assessment

Vision concerns: yes / no Hearing concerns: yes / no

Vision concerns: yes / no Hearing concerns: yes / no

symbol assessment (continued)symbol assessment (continued)

Activity 1: _______ _ _______ _ ___ With which symbol(s) did individual demonstrate: ob

ject

phot

ogra

ph

line

draw

ing

prin

ted

wor

d

sign

touc

h cu

e

spok

en w

ord

no response

symbol awareness

anticipation of the activity

initiation of the activity

Activity 1: _______ _ _______ _ ___ With which symbol(s) did individual demonstrate: ob

ject

phot

ogra

ph

line

draw

ing

prin

ted

wor

d

sign

touc

h cu

e

spok

en w

ord

no response

symbol awareness



Symbol summary: Transfer tally marks from all three activities to this grid. With which symbol(s) did individual demonstrate: ob

ject

phot

ogra

ph

line

draw

ing

prin

ted

wor

d

sign

touc

h cu

e

spok

en w

ord

no response

symbol awareness



Symbol summary: Transfer tally marks from all three activities to this grid. With which symbol(s) did individual demonstrate: ob

ject

phot

ogra

ph

line

draw

ing

prin

ted

wor

d

sign

touc

h cu

e

spok

en w

ord

no response

symbol awareness



Symbol system to which individual was most responsive: _______________

Symbol system to which individual was most responsive: _______________

messagemessage

Consider: How communication partners

will perceive the interaction Print rich environment Verbal message

Consider: How communication partners

will perceive the interaction Print rich environment Verbal message

assessment summaryassessment summary

How can assessment information be reported in such a way that it guides educational decisions?

what’s so vs. so what!

How can assessment information be reported in such a way that it guides educational decisions?

what’s so vs. so what!

21 Gun Salute!21 Gun Salute!The Assessment Summary is intended to guide organization of information gathered during assessment so that it can be reported in a manner that supports development of an appropriate individualized implementation program. It is designed to be a ‘worksheet’ or working document completed by a ‘team’. Use results of assessment strategies combined with team input to complete items.

The Assessment Summary is intended to guide organization of information gathered during assessment so that it can be reported in a manner that supports development of an appropriate individualized implementation program. It is designed to be a ‘worksheet’ or working document completed by a ‘team’. Use results of assessment strategies combined with team input to complete items.

countscounts

1. Indicate below preferred (+) and non-preferred (-) sensory modalities and regularly occurring activities involving that sensory modality:

modality possible related activities

(ref er to modality charts) comments

vestibular + / -

proprioceptive + / -

tactile + / -

visual + / -

olfactory + / -

auditory + / -

gustatory + / -

1. Indicate below preferred (+) and non-preferred (-) sensory modalities and regularly occurring activities involving that sensory modality:

modality possible related activities

(ref er to modality charts) comments

vestibular + / -

proprioceptive + / -

tactile + / -

visual + / -

olfactory + / -

auditory + / -

gustatory + / -

2. Indicate below what was communicated and how:

MESSAGE:

MANNER:

like

do not like

stop

more

comments

eyes aff ect voice head extremity mobility

2. Indicate below what was communicated and how:

MESSAGE:

MANNER:

like

do not like

stop

more

comments

eyes aff ect voice head extremity mobility

3. Circle and describe motor abilities observed: motor ability observed description

eye gaze aff ect voice head posit ion trunk extremity mobility

3. Circle and describe motor abilities observed: motor ability observed description

eye gaze aff ect voice head posit ion trunk extremity mobility

4. Circle symbol system(s) to be used and why:

symbol(s) why

objects photograph line drawing printed word sign spoken word

4. Circle symbol system(s) to be used and why:

symbol(s) why

objects photograph line drawing printed word sign spoken word

5. What are the opportunities for choice within daily activities?

activity choices

5. What are the opportunities for choice within daily activities?

activity choices

6. Refer to Communication Summary. Select COUNTS level and describe below the strategy to be used:

Levels:

Methods: I

Motor Response Level

I I Association

Level

I II

Anticipation Level

IV Choice Level

V Expansion

Level

A (voice, affect,

eye gaze)

B (head)

C (extremtites)

D (mobility)

6. Refer to Communication Summary. Select COUNTS level and describe below the strategy to be used:

Levels:

Methods: I

Motor Response Level

I I Association

Level

I II

Anticipation Level

IV Choice Level

V Expansion

Level

A (voice, affect,

eye gaze)

B (head)

C (extremtites)

D (mobility)

7. Select the goal(s) that best address the student’s needs: Establish a consistent motor pattern Develop an association between a symbol and event Request more of a pref err ed activity Decline a non-pref erred activity Communicate to control activities / make a choice f rom a f ield of 2 / choose between symbol for pr eferred and symbol for stop Communicate wants / needs fro m a f ield of ___

comments:

7. Select the goal(s) that best address the student’s needs: Establish a consistent motor pattern Develop an association between a symbol and event Request more of a pref err ed activity Decline a non-pref erred activity Communicate to control activities / make a choice f rom a f ield of 2 / choose between symbol for pr eferred and symbol for stop Communicate wants / needs fro m a f ield of ___

comments:

8. How will progress be documented? What change is expected? identifi ed motor patt erns will become consistent and predictable when the activity

is started or interrupted consistent and predictable anticipatory behavior will be demonstrated when symbol

is presented symbol will be accessed consistently and predictably to initiate the activity symbol will not be accessed consistently and predictably to decline the activity foi l will be accessed consistently and predictably to decline the activity wants and needs will be communicated consistently and predictably fro m a fi eld of _ other – describe:

8. How will progress be documented? What change is expected? identifi ed motor patt erns will become consistent and predictable when the activity

is started or interrupted consistent and predictable anticipatory behavior will be demonstrated when symbol

is presented symbol will be accessed consistently and predictably to initiate the activity symbol will not be accessed consistently and predictably to decline the activity foi l will be accessed consistently and predictably to decline the activity wants and needs will be communicated consistently and predictably fro m a fi eld of _ other – describe:

9. Who will implement and when?

activity person responsible when



When the information for COUNTS has been gathered, the summary items #1-9 have been completed, and an appropriate program to address functional communication has been developed, consider progressing on to CLICKS for switch use strategies.

When the information for COUNTS has been gathered, the summary items #1-9 have been completed, and an appropriate program to address functional communication has been developed, consider progressing on to CLICKS for switch use strategies.

clicksclicks

What would it take to convince you that the

individual has purposeful switch use?

What would it take to convince you that the

individual has purposeful switch use?

Refer to the Sensory Assessment and enter the most preferred sensory and most non-preferred sensory categories and describe corresponding physical responses below.

Refer to the Sensory Assessment and enter the most preferred sensory and most non-preferred sensory categories and describe corresponding physical responses below.

sensory/motor grid pref erred

sensory A

(aff ect, vocalizations,

eye gaze)

B (head)

C (extremity)

D (mobility)

1

2

3

sensory/motor grid pref erred

sensory A

(aff ect, vocalizations,

eye gaze)

B (head)

C (extremity)

D (mobility)

1

2

3

non-pref erred sensory

A (aff ect,

vocalizations, eye gaze)

B (head)

C (extremity)

D (mobility)

1

2

3

non-pref erred sensory

A (aff ect,

vocalizations, eye gaze)

B (head)

C (extremity)

D (mobility)

1

2

3

1. Select one preferred and one non-preferr ed sensory activity that can be provided thru switch use.

preferred: ____ ___ ___ ___ __ non-preferred: ___ ___ ___ _____ __

1. Select one preferred and one non-preferr ed sensory activity that can be provided thru switch use.

preferred: ____ ___ ___ ___ __ non-preferred: ___ ___ ___ _____ __

2. Select one discreet movement that may be used to activate a switch. discreet movement: __ ___ ___ ___ ___ ______ ___ ___ ___ ___ _____ __

A B C D

aff ect, vocalizations, eye gaze

Up, down, lef t, right Shoulder, arm , hand, f inger, let, foot, toe

mobility

2. Select one discreet movement that may be used to activate a switch. discreet movement: __ ___ ___ ___ ___ ______ ___ ___ ___ ___ _____ __

A B C D

aff ect, vocalizations, eye gaze

Up, down, lef t, right Shoulder, arm , hand, f inger, let, foot, toe

mobility

1. Select a switch that can be activated by the discreet movement. (Consult the table below.) Switch: ______ ___ ___ ___ ___ ____

1. Select a switch that can be activated by the discreet movement. (Consult the table below.) Switch: ______ ___ ___ ___ ___ ____

switch/motor grid:

touc

h

leve

r/le

af

twit

ch

infa

-red

tilt

bio

feed

bac

k

voic

e

pneu

mat

ic

bit

e

tong

ue

other

voice * *

eye * * *

eyebrow * *

mouth * * * * * *

tongue * * * * * *

head * * * * *

shoulder * * * * *

arm * * * * *

hand * * * * * *

f inger * * * * *

torso * * * * *

leg * * * * *

foot * * * * *

toe * * * * *

other

switch/motor grid:

touc

h

leve

r/le

af

twit

ch

infa

-red

tilt

bio

feed

bac

k

voic

e

pneu

mat

ic

bit

e

tong

ue

other

voice * *

eye * * *

eyebrow * *

mouth * * * * * *

tongue * * * * * *

head * * * * *

shoulder * * * * *

arm * * * * *

hand * * * * * *

f inger * * * * *

torso * * * * *

leg * * * * *

foot * * * * *

toe * * * * *

other

4. Combine the preferred activity, the discreet movement and the switch to assess purposeful switch use.

(sensory) + (discreet movement) + (switch) = (purposef ul switch use)

Remember, this is an ‘assessment’ and not an ‘instructional’ activity therefore it is critical to present as follows:

a. the switch and it’s activity be modeled and explained only once; b. there is no interaction after the explanation has been given;

there is no verbal or physical prompting or shaping…ever!

4. Combine the preferred activity, the discreet movement and the switch to assess purposeful switch use.

(sensory) + (discreet movement) + (switch) = (purposef ul switch use)

Remember, this is an ‘assessment’ and not an ‘instructional’ activity therefore it is critical to present as follows:

a. the switch and it’s activity be modeled and explained only once; b. there is no interaction after the explanation has been given;

there is no verbal or physical prompting or shaping…ever!

5. Select one of the methods on the following pages to document purposeful switch use. (See Notes to You to determine when use of these techniques is appropriate.)

1. Variance 2. Mohs system

documentation method: ______ ___ ___ __ ___ __

5. Select one of the methods on the following pages to document purposeful switch use. (See Notes to You to determine when use of these techniques is appropriate.)

1. Variance 2. Mohs system

documentation method: ______ ___ ___ __ ___ __

VARIANCE

position: pre-task condition:__ _____ ___ ___ ___ ___ __ discreet movement: _ __ ___ ___ ___ ___ ___ ____ ___ ___ ___ ___ _____ ___ __ switch: _ __ ___ ___ ___ ___ __ location: ___ ___ ___ ___ ___ ___ _____ ____

NR = no observable response across conditions NC = no change in f requency of identif ied response across conditions C = change in f requency of identifi ed response across conditions

materials: (switch and activit ies)

activity: NR NC C

disconnected switch

pref erred activity

non-pref erred activity

comments

VARIANCE

position: pre-task condition:__ _____ ___ ___ ___ ___ __ discreet movement: _ __ ___ ___ ___ ___ ___ ____ ___ ___ ___ ___ _____ ___ __ switch: _ __ ___ ___ ___ ___ __ location: ___ ___ ___ ___ ___ ___ _____ ____

NR = no observable response across conditions NC = no change in f requency of identif ied response across conditions C = change in f requency of identifi ed response across conditions

materials: (switch and activit ies)

activity: NR NC C

disconnected switch

pref erred activity

non-pref erred activity

comments

MOHS SYSTEM (timely activation)

position: ___ ___ ___ _____ ___ pre-task condition: ___ ___ ___ ___ ___ ___ __ discreet movement: _ __ ___ ___ ___ ___ ___ ____ ___ ___ ___ ___ _____ ____ switch: _ __ ___ ___ ___ ___ _ location: _ __ ___ ___ ___ ___ ___ ___

Less than 5

seconds More than 5

seconds

on

inte

rrup

ted

MOHS SYSTEM (timely activation)

position: ___ ___ ___ _____ ___ pre-task condition: ___ ___ ___ ___ ___ ___ __ discreet movement: _ __ ___ ___ ___ ___ ___ ____ ___ ___ ___ ___ _____ ____ switch: _ __ ___ ___ ___ ___ _ location: _ __ ___ ___ ___ ___ ___ ___

Less than 5

seconds More than 5

seconds

on

inte

rrup

ted

21 Gun Salute21 Gun Salute

clicksclicks

Consider CLICKS after the information for COUNTS has been gathered, the summary items #1-9 have been completed, and an appropriate program to address functional

communication has been developed.

Consider CLICKS after the information for COUNTS has been gathered, the summary items #1-9 have been completed, and an appropriate program to address functional

communication has been developed.

10. Describe switch, switch location, manner of activation and consequence or activity used to determine CLICKS ability:

switch switch location movement activity strategy

preferred: variance

non-pref erred: Mohs

Comments:

10. Describe switch, switch location, manner of activation and consequence or activity used to determine CLICKS ability:

switch switch location movement activity strategy

preferred: variance

non-pref erred: Mohs

Comments:

11. Describe switch use patterns:

random:

control led:

11. Describe switch use patterns:

random:

control led:

12. Indicate switch goal(s) below:

o will control a sensory event in the environment using a switch

o will participate in general curriculum

Comments:

12. Indicate switch goal(s) below:

o will control a sensory event in the environment using a switch

o will participate in general curriculum

Comments:

13. Indicate environmental control opportunities associated with switch use.

sensory category

environmental opportunity (setting)

event

13. Indicate environmental control opportunities associated with switch use.

sensory category

environmental opportunity (setting)

event

14. How will effectiveness be evaluated? 1. variance 2. speed

3. fr equency 4. latency

5. Mohs 6. accuracy

7. spontaneity 8. duration

14. How will effectiveness be evaluated? 1. variance 2. speed

3. fr equency 4. latency

5. Mohs 6. accuracy

7. spontaneity 8. duration

15. Who will implement and when:


15. Who will implement and when:


chatschatsWhen the information for COUNTS and CLICKS has been gathered, the summary items #1-15 have been completed, and an appropriate program to address functional communication and purposeful switch use has been developed, consider progressing on to CHATS to enhance COUNTS and CLICKS with voice output.

When the information for COUNTS and CLICKS has been gathered, the summary items #1-15 have been completed, and an appropriate program to address functional communication and purposeful switch use has been developed, consider progressing on to CHATS to enhance COUNTS and CLICKS with voice output.

16. I ndicate CHATS level below:

0 symbols single symbols

symbol & foil mulitiple symbol array

2 symbol combinations

c/ e not documented

t

a

c/ e documented

l

k

i

n

g

16. I ndicate CHATS level below:

0 symbols single symbols

symbol & foil mulitiple symbol array

2 symbol combinations

c/ e not documented

t

a

c/ e documented

l

k

i

n

g

draft

16. Indicate below the opportunities during the day to use voice output:

opportunity message symbol

Comments:

draft

16. Indicate below the opportunities during the day to use voice output:

opportunity message symbol

Comments:

18. Select voice output goal(s): will participate in a social event using a voca switch will demonstr ate association between spoken symbol and corresponding event will participate in the general curriculum

18. Select voice output goal(s): will participate in a social event using a voca switch will demonstr ate association between spoken symbol and corresponding event will participate in the general curriculum

19. Describe features of current communication system and then refer to product information to select device(s) that best match these features.

ability to device feature match

communication system features potential device matches

symbol system symbol size number of symbols in array number of arrays (levels) manner of activation portability voice quality

Voca selected to support light tech system: ___ ___ ___ ___ ___ ___ ___ ___

19. Describe features of current communication system and then refer to product information to select device(s) that best match these features.

ability to device feature match

communication system features potential device matches

symbol system symbol size number of symbols in array number of arrays (levels) manner of activation portability voice quality

Voca selected to support light tech system: ___ ___ ___ ___ ___ ___ ___ ___

20. Select below the variable by which changes will be documented: speed

fr equency latency

accuracy

spontaneity duration

20. Select below the variable by which changes will be documented: speed

fr equency latency

accuracy

spontaneity duration





When the assessment process is complete, continue to gather information and modify the program through the use of probes and data. Consider the Activity Curriculum to further expand COUNTS, CLICKS AND CHATS in accordance with state and local guidelines

When the assessment process is complete, continue to gather information and modify the program through the use of probes and data. Consider the Activity Curriculum to further expand COUNTS, CLICKS AND CHATS in accordance with state and local guidelines

test

and

tape

test

and

tape

EMC,C & C part twoEMC,C & C part two

implementationJanuary 23, 2006

implementationJanuary 23, 2006

Documents

Every Move Counts, Clicks and Chats Jane Korsten [email protected] Jane Korsten [email protected]