AUGMENTATIVE COMMUNICATION FOR STUDENTS PARTICIPATING IN ALTERNATE - - PowerPoint PPT Presentation

▶
augmentative communication for students participating in
SMART_READER_LITE
LIVE PREVIEW

AUGMENTATIVE COMMUNICATION FOR STUDENTS PARTICIPATING IN ALTERNATE - - PowerPoint PPT Presentation

Sep 13, 2023 206 likes •848 views

AUGMENTATIVE COMMUNICATION FOR STUDENTS PARTICIPATING IN ALTERNATE ASSESSMENT JENNIFER NINCI (jninci@hawaii.edu) PATRICIA SHEEHEY (sheehey@hawaii.edu) MIN OK (okmin@hawaii.edu) MARY JO NOONAN (noonan@hawaii.edu) Department of Special

slide-1
SLIDE 1

AUGMENTATIVE COMMUNICATION FOR STUDENTS PARTICIPATING IN ALTERNATE ASSESSMENT

JENNIFER NINCI (jninci@hawaii.edu) PATRICIA SHEEHEY (sheehey@hawaii.edu) MIN OK (okmin@hawaii.edu) MARY JO NOONAN (noonan@hawaii.edu)

Department of Special Education University of Hawaii at Manoa

slide-2
SLIDE 2

AGENDA

  • Developing individualized augmentative/alternative communication systems
  • Establishing reliable responses
  • Using technology for reliable responses
  • Using technology for assessment and intervention with academic, social/play,

and functional skills

  • Case study applications
slide-3
SLIDE 3

INTRODUCTION

  • How many of us use portable technology?
  • How do you use them?
  • How do your kids/students use them?
slide-4
SLIDE 4

BENEFITS OF TECHNOLOGY FOR STUDENTS

  • Academic
  • Organizational
  • Play/leisure
  • Communication
  • Social
  • Sharing common interests
  • Behavior management
  • Functional
  • Fine motor/gross motor
slide-5
SLIDE 5

SUPPORT THROUGH ASSISTIVE TECHNOLOGY LAW/POLICIES

PL 100-407: AT is “Any item, piece of equipment, or product system, whether acquired commercially or off the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.”

slide-6
SLIDE 6

AT INCLUDES SERVICES

AT Service: Any service that directly assists an individual with a disability in the selection, acquisition, or use of an AT device.

slide-7
SLIDE 7

COMMUNICATION AND LANGUAGE

  • What is communication?

Conveying meaning (talking, nonverbal) Can be intentional or unintentional

  • What is language?

System, rules

  • What is speech?

Sound formation and production

slide-8
SLIDE 8

FORMS/MODES OF COMMUNICATION

NONSYMBOLIC

  • Vocal
  • Affect
  • Tactual
  • Body movement
  • Gestural
  • Physiological
  • Visual

SYMBOLIC

  • Verbal
  • Sign language
  • Photographs and pictures
  • Representational objects
  • Graphic system
slide-9
SLIDE 9

COMMUNICATION BILL OF RIGHTS

  • 1. The right to interact socially, maintain social closeness, and build relationships
  • 2. The right to request desired objects, actions, events, and people
  • 3. The right to refuse or reject undesired objects, actions, events, or choices
  • 4. The right to express personal preferences and feelings
  • 5. The right to make choices from meaningful alternatives
  • 6. The right to make comments and share opinions
  • 7. The right to ask for and give information, including information about changes in

routine and environment

  • 8. The right to be informed about people and events in one’s life

…

(Brady et al., 2016)

slide-10
SLIDE 10

COMMUNICATION BILL OF RIGHTS, cont.

  • 9. The right to access interventions and supports that improve communication
  • 10. The right to have communication acts acknowledged and responded to even when the

desired outcome cannot be realized

  • 11. The right to have access to functioning AAC and other AT services and devices at all

times

  • 12. The right to access environmental contexts, interactions, and opportunities that promote

participation as full communication partners with other people, including peers

  • 13. The right to be treated with dignity and addressed with respect and courtesy
  • 14. The right to be addressed directly and not be spoken for or talked about in the third

person while present

  • 15. The right to have clear, meaningful, and culturally and linguistically appropriate

communications

(Brady et al., 2016)

slide-11
SLIDE 11

DEVELOPING INDIVIDUALIZED AAC SYSTEMS

AAC = Augmentative & Alternative Communication

slide-12
SLIDE 12

FUNCTIONS OF COMMUNICATION (PRAGMATICS)

  • Requesting (get or remove an object, activity, or person)
  • Protesting
  • Terminating interaction
  • Commenting/Labeling (social reciprocity)
  • Answering questions or filling in the blank (providing information or

conversation reciprocity)

  • Repeating someone else (basic skill demonstration)
  • Adding descriptions (providing clarity or adding information)
  • Understanding language (receptive language; behaviors of the listener to

convey skills, demonstrate understanding, or comply)

slide-13
SLIDE 13

EARLY COMMUNICATION DEVELOPMENT

  • Prelinguistic communication
  • Crying, smiling, looking, reaching, joint attention, cooing, laughing, babbling
  • Emerging single word vocabulary
  • Between 12 and 15 mo (typically developing kids)
  • Successive single word
  • Words relate but are not correctly structured (syntax)
  • Multiword utterance
  • Agent action (me go)
  • Agent object (mommy sock)
  • Action object (kiss baby)
slide-14
SLIDE 14

SELECTING GOALS AND VOCABULARY

  • Based on assessments, IEP goals, and family and self-identified needs
  • Observe within the typical daily routine as a guide to potential communication
  • pportunities, necessary communicative functions, & vocabulary
  • If school-aged, include curriculum vocabulary
  • Program new vocabulary into the AAC device, organized by context

(Ganz et al., 2014)

slide-15
SLIDE 15

SETT FRAMEWORK

Retrieved from www.zoyzabala.com

slide-16
SLIDE 16

AAC ASSESSMENT (SETT FRAMEWORK)

  • 1. Student: What are the student’s abilities and difficulties related to the area of

communication?

  • Communication, motor, vision, sensory, cognitive ability & difficulties
  • Preferences, interests
  • 2. Environments: What environmental considerations impact the student’s

communication?

  • Communication partners, daily schedule, vocabulary to support environment, other

challenges/concerns

  • 3. Tasks: What communication skills do you want the student to do?
  • Initiating, commenting, requesting, exchanging information, etc.
  • 4. Tools: What communication devices will best meet the student’s need and

demands of the environments & tasks?

slide-17
SLIDE 17

OTHER ISSUES

  • Audience
  • Portability
  • Cost
  • Team collaboration & training
  • Vocabulary & design
  • Access
slide-18
SLIDE 18

AAC SYSTEMS

slide-19
SLIDE 19

FEATURES OF AAC DEVICES

  • Low Tech – High Tech
  • Dynamic – Static Display
  • Output Voices
  • Symbol Sets
  • Vocabulary Size
  • Access
slide-20
SLIDE 20

LOW VS. MID VS. HIGH TECH

Cheaper Simpler Functions More Expensive Advanced Functions

slide-21
SLIDE 21

STATIC VS. DYNAMIC DISPLAY VS.

No Change Display is changed if students presses symbols

slide-22
SLIDE 22

DIGITIZED VS. SYNTHESIZED VOICE

VS.

Record and use human voice Device reads out

slide-23
SLIDE 23

SYMBOL SETS

Letters Pictures Objects

Consideration: Symbol Size, Color, how many symbol per page

slide-24
SLIDE 24

VOCABULARY SIZE

Tiny Vocabulary (<15 items) Small Vocabulary (16-99 items) Midrange Vocabulary (100-259 items) Extensive Vocabulary (>250 items) Consideration: Vocabulary organization

slide-25
SLIDE 25

ACCESS

Direct Selection Indirect selection (Eye gaze & Switch)

slide-26
SLIDE 26

LOW TECH

slide-27
SLIDE 27
  • 1. CONCRETE REPRESENTATIONS

Students pick, point, or exchange real tangible objects to communicate

slide-28
SLIDE 28
  • 2. COMMUNICATION SYSTEM WITH PICTURES,

SYMBOLS, LETTERS AND/OR WORDS

A student looks or gazes at symbols (pictures, letters and/or words) to communicate to a partner that symbols’ meaning

Idaho Assistive Technology Project (Nora Jehn)

  • Eye Gaze Board
slide-29
SLIDE 29
  • 2. COMMUNICATION SYSTEM WITH PICTURES,

SYMBOLS, LETTERS AND/OR WORDS

A student exchanges, moves or points symbols to communicate

  • Communication Books or Boards
slide-30
SLIDE 30

MID TECH

slide-31
SLIDE 31
  • 3. SIMPLE SPEECH GENERATING DEVICES
  • Usually one button, delivering one message or a sequence of messages
  • Example Devices:
  • Single message: BIGmack
  • A sequence of messages: Step by Step
  • Students press the switch; it delivers recorded messages.

Wati.org

slide-32
SLIDE 32
  • 4. SPEECH GENERATING DEVICE

WITH LEVELS

  • Capable of storing several layers of messages & delivering many messages, requires

physical manipulation to change levels

  • Example Devices:
  • Go Talk
  • Tech Talk
  • Capable of changing symbols (picture and/or vocabulary) & Recording a message for

each symbol

  • Student presses each symbol to communicate using recorded messages

Wati.org

slide-33
SLIDE 33

HIGH TECH

slide-34
SLIDE 34
  • 5. SPEECH GENERATING DEVICE

WITH A DYNAMIC DISPLAY

  • Pictures, words, or symbols are represented on a screen, capable of touch or switch

activation

  • The devices automatically change the picture displays and corresponding messages
  • Students need to navigate to different pages to communicate about different topics

Wati.org

slide-35
SLIDE 35
  • 6. TEXT-BASED DEVICES WITH

SPEECH SYNTHESIS

  • Anything the student types can be spoken by the device
  • Requires good literacy skills including grammar, spelling, and punctuation
  • Most have supplementary features such as word/phrase prediction, abbreviation

expansion, pre-stored messages

Wati.org

slide-36
SLIDE 36

MOBILE DEVICE AAC APPS

  • Many AAC applications for mobile devices
  • Apps often much cheaper than the existing AAC devices
slide-37
SLIDE 37

VIDEO EXAMPLES

  • Low to high tech devices
  • http://tinyurl.com/jevjxvy
slide-38
SLIDE 38

ESTABLISHING RELIABLE RESPONSES

slide-39
SLIDE 39

IDENTIFYING INITIAL COMMUNICATION RESPONSE TO TEACH

  • Use common communication gesture if possible
  • Point, head nod, etc.
  • If motor impairments present, consider shaping reflexive response
  • Head turn, arm extension/contraction (ATNR) reflex
  • Teach movement for switch activation
  • Teach sustained eye-gaze/eye-point
  • Difficult to establish reliable response
slide-40
SLIDE 40

A B C

  • A____________: events that precede behavior in time.

ntecedents

  • B_______ : the activity of a living organism.

ehavior

  • C_____________: events that follow a behavior
  • nsequences
slide-41
SLIDE 41

ABC EXAMPLE

Setting Events: Noe has not played with her favorite toy truck all day. Antecedent: Independent play time. Noe’s favorite truck is in sight but out

  • f reach.

Behavior: Noe grabs teacher’s hand and pulls her to the shelf. Replacement Behavior: Noe asks for truck using AAC. Consequence: Teacher provides Noe her favorite toy truck.

Latency Prompt

slide-42
SLIDE 42

INSTRUCTIONAL RECOMMENDATIONS FOR ESTABLISHING RELIABLE COMMUNICATION RESPONSE

  • Teach in naturalistic conditions/situations
  • Teach when powerful motivation is present
  • Be 100% consistent in using prompt(s)
  • Do not repeat or add extra prompts if no response
  • Be 100% consistent in using corrections/consequences
  • Use precise latency
  • Corrections/consequences must correspond to student response (or lack of response)
slide-43
SLIDE 43

TEACHING STRATEGIES

  • Communication temptations and arranging the environment
  • Join the individual in a task or activity
  • Interrupt the task or activity by manipulating reinforcing materials
  • Have materials in sight, but unattainable (Wetherby & Prutting, 1984)
  • Modeling AAC use
  • Simultaneously speak and select AAC symbols
  • Talk about what he/she is doing (Binger & Light, 2007)
slide-44
SLIDE 44

TEACHING STRATEGIES

  • Expand/elaborate on previously acquired language/scaffold
  • Incidental teaching (a structured form of naturalistic teaching)
  • Instructor sets up the environment to be appealing to the target individual
  • Child initiates interaction (e.g., looks, points)
  • Respond to child’s initiation with model of target behavior or request for target behavior

(e.g., Tell me what you want)

  • Respond to child’s communication by elaborating on the child’s response (Oh! You want the

blue ball.) and honor child’s request

  • Communicative partner ends the exchange on a positive note

(Hart & Risley, 1978)

slide-45
SLIDE 45

TEACHING STRATEGIES

  • Errorless learning (to avoid an incorrect response, prompts are immediately

implemented to result in a correct response)

(Cosbey & Johnston, 2006; Fillingham, Hodgson, Sage, & Ralph, 2003; Reichle, Drager, & Davis, 2002)

slide-46
SLIDE 46

TEACHING STRATEGIES

Prompting (anything that helps a student make a response)

  • To avoid prompt dependence, fade prompts as soon as possible:
  • Increase the length of delay
  • Use less-intrusive prompts gradually (most-to-least prompting)
  • Use least-to-most promoting

(Cooper, 1987a; Durand, 1999; Johnston, Nelson, Evans, & Palazolo, 2003; Macduff, Krantz, & McClnnahan, 2001)

slide-47
SLIDE 47

TEACHING STRATEGIES

Reinforcement (a consequence is presented that increases the occurrence of behavior)

  • In the natural environment, communication attempts should result in outcomes/reinforcers

that are typically available and appropriate to each situation

(Cosebey & Jonston, 2006, Johnston et al., 2003; Skinner, 1951)

slide-48
SLIDE 48

USING TECHNOLOGY FOR RELIABLE RESPONSES

slide-49
SLIDE 49

ACCESS TO DEVICE ≠ INTERVENTION

  • Not all educational apps/software incorporate evidence-based instructional

procedures and few have sufficient levels of evidence to date

  • Collect data and make comparisons between options, modifying as necessary
  • Look for core features when appropriate, such as:
  • Customization for learning targets and reinforcers
  • Embedded prompts
  • Incorporation of generalization strategies
  • Apps/software can also be paired with teacher-delivered antecedents,

prompts, and consequences

slide-50
SLIDE 50

TECHNOLOGY FOR RELIABLE RESPONSES

  • Some apps will incorporate:
  • Prompts
  • Customizable time delays
  • Teachers can additionally provide prompts

Headsprout educational software

slide-51
SLIDE 51

ACADEMICS

slide-52
SLIDE 52

EDUCATIONAL APPS - ACADEMICS

  • Can expand children’s social and cognitive abilities
  • Technology and media offer opportunities to extend learning in much the same way

as other materials (e.g., blocks, manipulatives, art materials, play materials, books, and writing materials)

  • Screen media can expose children to animals, objects, people, landscapes, activities,

and places that they cannot experience in person

  • Discrete Trial Training (DTT) Apps (Android/Apple)
  • Feed Me! (Apple)
slide-53
SLIDE 53

SOCIAL AND PLAY

slide-54
SLIDE 54

EDUCATIONAL APPS - SOCIAL & PLAY

  • Turn taking, interactive play skills
  • Digital games = Board games
  • Play and Creativity
  • TocaBoca (Apple) make fairy tales, bands, tea parties, train sets, style hair at the salon,

go to the store, make food, celebrate a birthday, design clothes, create a fairy tale, etc.

slide-55
SLIDE 55

SOCIAL SKILLS

  • Emotions
  • ABA Flash Cards & Games (Apple)
  • Social Behavior
  • MyFamilyNPals (Apple)
slide-56
SLIDE 56

FUNCTIONAL SKILLS

slide-57
SLIDE 57

VISUAL SUPPORTS

  • Picture Schedules
  • StepByStep (Apple)
  • Sesame Street and Autism (Apple)
  • Visual countdown timers
  • Timer (Apple)
  • First/Then visual cues
  • Blossoming (Apple)
  • Social Stories
  • Social Stories (Apple)
slide-58
SLIDE 58

MOTIVATION

  • Token Economy
  • Token Board (Apple)
  • The device itself can be motivational!
slide-59
SLIDE 59

VIDEO MODELING

  • Large evidence-base to teach a variety of skills
  • Make own video models with edits
  • iMovie (Apple)
  • Pre-made video models
  • Model Me Going Places (Apple)
slide-60
SLIDE 60

CASE STUDY APPLICATIONS

slide-61
SLIDE 61

QUESTIONS?

slide-62
SLIDE 62

RESOURCES

Binger, C., Kent-Walsh, J., Berens, J., Del Campo, S., & Rivera, D. (2008). Teaching Latino parents to support the multi-symbol message productions of their children who require AAC. AAC: Augmentative & Alternative Communication, 24, 323-338. Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., ... & Schoonover, J. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities,121, 121-138. Cooper, J.O. (1987a). Stimulus control. In J.O. Cooper, T.E. Heron, & W.L. Heward (Eds.), Applied behavior analysis (pp. 299-326). Columbus, OH: Merrill. Cosbey, J. E., & Johnston, S. (2006). Using a single-switch voice output communication aid to increase social access for children with severe disabilities in inclusive

  • classrooms. Research & Practice for Persons with Severe Disabilities, 31, 144-156.

Durand, V. M. (1999). Functional communication training using assistive devices: Recruiting natural communities of reinforcement. Journal of Applied Behavior Analysis, 32, 247-267. Fillingham, J.K., Hodgson, C., Sage, K., & Ralph, M.A. (2003). The application of errorless learning to aphasic disorders: A review of theory and practice. Neuropsychological Rehabilitation, 13, 337-363. Ganz, J. B. (2014). Aided augmentative and alternative communication for people with ASD. In J. Matson (series ed.), Autism and Child Psychopathology Series. New York, NY: Springer. doi: 10.1007/978-1-4939-0814-1 http://www.springer.com/psychology/child+%26+school+psychology/book/978-1-4939- 0813-4 Hart, B., & Risley, T. R. (1978). Promoting productive language through incidental teaching. Education and Urban Society, 10, 407-429. Johnston, S., Nelson, C., Evans, J., & Palazolo, K. (2003). The use of visual supports in teaching young children with autism spectrum disorder to initiate interactions. Augmentative and Alternative Communication, 19, 86. MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (2001). Prompts and prompt-fading strategies for people with autism. Making a difference: Behavioral intervention for autism, 37-50. Parette, H. P., & Brotherson, M. J. (2004). Family‐centered and culturally responsive assistive technology decision making. Infants & Young Children, 17, 355-367. Reichle, J., Drager, K., & Davis, C. (2002). Using requests for assistance to obtain desired items and to gain release from nonpreferred activities: Implications for assessment and intervention. Education and Treatment of Children, 25, 47-66. Skinner, B.F. (1951). How to teach animals. Scientific American, 185, 26-29. Wetherby, A., & Prutting, C. (1984). Profiles of communicative and cognitive-social abilities in autistic children. Journal of Speech and Hearing Research, 27, 364- 377.