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AAC Assessment Sherri Tennant,. M.S., CCC/SLP Maureen Melonis, M.N.S., CCC/SLP Assistive Technology Partners, University of Colorado Health Sciences Center Learning Objectives/Goals for this training Participants will understand the components of an effective assessment (Phase 1,2,&3) Participants will have skills to critique other assessments and identify missing information Participants will be able to locate resources and additional training Goal #1: Components of and Effective Assessment Phase One Assessment – Involvement of Team Phase Two Assessment – Consideration of Features – Understanding of Needs/Barriers Phase Three Assessment – Ongoing evaluation in context Phase One Assessment An information sharing process focusing on gathering information, assigning roles and responsibilities and developing a timeline for action Includes all relevant team members, especially the child and their family What does your team look like? Who is on your team? How do you gather information? What information do you gather?/miss? What works/what doesn’t? What are some barriers to successful teaming and assessment? How important is teaming Technology Abandonment Non-use or abandonment…can be as high as 75% On the average, one-third of assistive technology devices are abandoned, most within the first three months (Adapted from Phillips & Zhao, 1993; and Scherer and Galvin, 1994) Components of Phase One of the Assessment Introductions & why they are here Review meeting process Review background info & reason for referral Discuss the Roles of the individuals Discuss the Activities he or she engages in At the Assessment Discuss the barriers to those activities Discuss times it was successful and why Discuss the environment/setting where barriers occur Discuss Prior technology History More Components of Phase One Assessment Develop a Plan of Action for Phase II Capture “must” statements Phase Two Definition: Phase Two is carrying out the plan of action developed in phase one. The members of the team focus on data collection and the exploration of specific features an individual requires Components of Phase Two Assessment Reconvene appropriate team members Conduct physical, cognitive, educational, sensory, communication, etc assessments as needed Match the TECHNOLOGY to the Person Set-up a trial Loan of the Equipment for phase 3 Areas to Address in Phase Two Communication Skills Cognitive/Educational Skills Motor Skills Visual Skills Auditory Skills Where Do I Begin? Many professionals in fields such as … speech pathology have been trained to use norm-referenced tests designed to compare an individual’s abilities to those of same-age peers. These professionals may be frustrated when they attempt to evaluate persons who require AAC systems, because they cannot administer the norm-referenced tests in a standardized manner”. Beukelman & Mirenda AAC: Management ... Communication Assessment 1. Determine Current Functional Communication Levels Communication Assessment 2 Predict Future Levels of Communication Effectiveness Communication Assessment 3 Identify Functional Communication Goals and Treatment Options Communication Assessment 4 Select AAC Treatment Techniques Communication Assessment 5. Select Specific AAC Device and Accessories Communication Assessment 6 Determine Procurement, Training, Practice, And Follow Up Needs ~Golinker & Ourand 12/99 Archived: Kornreich Technology Center http://www.kornreich.org/events/pastevents.htm Cognitive Skills I.Q. Problem-solving skills Ability to follow directions Cause/effect Long term memory Short term memory Object permanence Attention span Motivation Literacy Skills Identifies letters/words/etc Creates simple sentences Selects a desired word from a list Reads words/sentences/stories for meaning Spelling skills Gross Motor Skills Ambulatory status Technology needs Flexion/abduction/extension issues & ranges Upper and lower extremities Strength/Endurance/Fatigue Positioning (across time and environment) Tone Reflexes Fine Motor Skills Range of Motion Access Options Handedness Grasp pattern Strength/Endurance/Force Graphomotor skills Switch access Sensory Skills Tactile Discrimination/sensitivities Vestibular issues Proprioceptive Reflex integration Visual Skills Visual tracking Visual scanning Visual field Visual accommodation Visual acuity Visual perception Auditory Skills Localization to sound Hearing acuity Response to auditory stimuli Response & understanding to sound, music, speech output Auditory distractions Consider comm. Partner Volume Phase Three Evaluation of the effectiveness of the proposed plan and technology recommendations. Trial and error experiences influence the revision of the Plan of Action prior to purchase Develop details for ongoing management of the AAC system/recommendations Phase III Procure Equipment Procure Training/Implementation Services as Needed Re-evaluate – Assistive Technology assessment is Ongoing and Deliberate…. • Or in other words-it never ends!!! Phase III Develop treatment plan Develop training strategies and details Develop functional goals Goal #2 Participants will have skills to critique other assessments and identify missing information What to look for in a report Make recommendations about features Identify specific devices for trial Describe equipment and procedures for practice Describe plan of implementation (who’s responsible for programming/repair) Use appropriate language for funding source Critique what you see… Assessing more then one thing at a time The child not understanding the task The location of the assessment Don’t over assess Access Barriers Goal # 3 Participants will be able to locate resources and additional training AAC Assessment Resources Assessment Models Assessment Protocals – Stages – MPT Model – Evaluware – HATT Model – Other – SETT standardized tests – LAP (Non-Speech, PPVT-R, PALS) – ETP – WATI Resources http://aac.unl.edu/ www.ttac.odu.edu/ Articles/Gamel.html http://www.aacproducts.org/ http://www.trace.wisc.edu/ http://www.wati.org/ www.donjohnston.com/catalog/nonspe echd.htm (nonspeech test) Resources (contd.) Stages http://www.assistivetech.com/ Evaluware http://www.assistivetech.com/ Feature Match Assessments Assistive Technology Partners www.uchsc.edu/atp Learning Objectives/Goals for this training Participants will understand the role that assessment plays in technology abandonment. Participants will be able to identify necessary components for a successful augmentative communication assessment. Participants will demonstrate increased knowledge of the benefits of matching the technology to the person rather than matching the person to the technology.