Transcript HISTORICAL AND LEGAL PERSPECTIVES

CD 5672
Week 1
Augmentative and Alternative
Communication Processes
Summary of Chapters 1 through 8
In Beukelman, , & Miranda, (2005). Augmentative and
alternative communication: Supporting children & adults with
complex communication needs (3rd Ed.) Baltimore, MD:
Brookes Publishing.
PREVALENCE FIGURES
• Approximately 3.5 million
Americans (or 1.3% of the
population) are unable to
speak or demonstrate
severe communication
impairments.
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BASIC TERMINOLOGY
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Individuals with Severe Communication Disorders - Individuals with
severe communication disorders are those who may benefit from AAC
- those for whom gestural, speech, and/or written communication is
permanently inadequate to meet all of their communication needs.
Augmentative and Alternative Communication – Augmentative and
alternative communication is a system with four primary components:
symbols, aids, strategies, and techniques.
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AAC System - An AAC system involves the use of multiple,integrated
components or modes for communication (gestural, spoken, and/or
written).
Symbol – A symbol is a visual, auditory and/or tactile representation of
conventional concepts.
Aid – Aid refers to a device either electronic or non-electronic used to
transmit or receive messages.
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Technique – Technique refers to the ways in that messages can be
transmitted.
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Strategy – Strategies refer to the ways in which messages can be
conveyed most effectively and efficiently.
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Multimodal System - An approach which utilizes the individual's full
communication capabilities, including any residual speech or
vocalization, gestures, signs, and aided communication.
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ETIOLOGY OF SEVERE COMMUNICATION DISORDERS
• Congenital - The most common
congenital causes of severe
communication disorders include
intellectual disability, autism,
developmental apraxia of speech, and
cerebral palsy.
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• Acquired - The most common acquired
causes of severe communication
disorders include amyotrophic lateral
sclerosis, multiple sclerosis, traumatic
brain injury, stroke, and spinal cord injury.
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PURPOSES OF COMMUNICATION INTERACTIONS
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Communication of Wants/Needs - The goal of
expressing one’s needs and wants is to regulate the
behavior of the listener toward an action-oriented
response.
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Information Transfer - The goal of information
transfer involves messages that are much more
complex and difficult to convey because the goal is to
share information rather than to regulate behavior.
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Social Closeness - The goal of social closeness
relates to establishing, maintaining, or developing
personal relationships.
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Social Etiquette - The goal of social etiquette is to
conform to social conventions of politeness through
interactions that are often brief and contain
predictable vocabulary.
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Self Communication - The goal of self
communication is to communicate with one’s self or
conduct an internal dialogue.
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COMPETENCIES FOR AAC USERS
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Linguistic Competence - Linguistic
competence refers to the receptive and
expressive language skills of one’s native
language(s).
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Operational Competence - Operational
competence refers to the technical skills
needed to operate the AAC system
accurately and efficiently.
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Social Competence - Social competence
refers to skills of social interaction such as
initiating, maintaining, developing, and
terminating communication interactions.
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Strategic Competence - Strategic
competence refers to the compensatory
strategies that people who rely on AAC use
to deal with functional limitations associated
with AAC use.
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Chapter 2
Message Management
Vocabulary, Small Talk, and
Storytelling
FACTORS THAT INFLUENCE AAC MESSAGE
SELECTION
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• Lack of Experience with of AAC
Facilitators
• Differences in Age, Gender, and
Social Role
• Message Needs and Preferences
• Environments
• Type of Disability
• Differing Life Experiences
• Changes in Technology
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THE MESSAGES OF CONVERSATION
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Greetings
Small Talk
Storytelling
Procedural Descriptions
Content-Specific Conversations
Wrap-up Remarks and Farewell
Statements
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VOCABULARY NEEDS FOR DIFFERENT
COMMUNICATION MODES AND CONTEXTS
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• Spoken and Written
Communication School Talk and
Home Talk
• Age Variables
• Gender Variables
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VOCABULARY NEEDS OF PEOPLE WITH DIFFERENT
COMMUNICATION CAPABILITIES
We must consider the vocabulary
needs of three types of individuals:
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1) preliterate
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2) nonliterate
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3) literate
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VOCABULARY SELECTION FOR LITERATE INDIVIDUALS
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• Timing Enhancement - Some
messages require careful timing in order
to be appropriate and may be lost if they
are not communicated quickly.
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• Message Acceleration - Words or
messages that occur so frequently and
are so lengthy that the use of an
encoding strategy to retrieve them
results in substantial keystroke savings
for the AAC user.
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• Fatigue Reduction - Words and
phrases that compose the acceleration
vocabulary are the same as those that
are encoded to reduce fatigue.
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VOCABULARY RESOURCES
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Core Vocabulary - Core vocabulary refers to words and messages
that are commonly used by a variety of individuals and occur very
frequently.
Vocabulary-Use Patterns of AAC Users - Core vocabulary lists can
be constructed by looking at the performance of individuals who are
operationally and socially competent with their AAC systems.
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Vocabulary-Use Patterns of a Specific AAC User - Individualized
word lists, which are word lists compiled from the past performance of
the specific individual for whom an AAC system is being developed, are
more efficient vocabulary sources than composite lists.
Vocabulary-Use Patterns of Typically Developing Speakers or
Writers - These composite lists provide a rich source of core
vocabulary information and can be useful when developing vocabulary
lists for specific AAC users.
Fringe Vocabulary - Fringe vocabulary refers to vocabulary words and
messages that are specific or unique to the individual AAC user.
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Informants - The most obvious informants are spouses, parents,
siblings, teachers, and other caregivers. Informants such as employers,
co-workers, peers, and friends often offer valuable vocabulary
suggestions as well.
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Environmental or Ecological Inventories - Environmental or
ecological inventory processes can be used to document how the
individual participate in and observes various activities.
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Communication Diaries and Checklists - Vocabulary diaries are
records of the words or phrases needed by an AAC user in a variety of
contexts.
Chapter 3
Symbols and Rate Enhancement
OVERVIEW OF SYMBOLS
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A symbol is something that stands for or represents
something else. This something else is termed its referent.
Transparent symbols are those in which the shape, motion,
or function of the referent is depicted to such an extent that
meaning of the symbol can be readily guessed in the
absence of the referent.
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Opaque symbols are those in which in which no [symbolreferent] relationship is perceived even when the meaning of
the symbol is known.
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Translucent symbols are those in which the meaning of the
referent may or may not be obvious but a relationship can be
perceived between the symbol and the referent once the
meaning is provided.
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Aided Symbols - Symbols which require some type of
external assistance such as a device for production. Aided
symbols include real objects and black-and-white line
drawings.
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Unaided Symbols - Symbols which require no external
device for production. Unaided symbols include facial
expressions, manual signs, and natural speech and
vocalizations.
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Combined Symbol Sets - Combined symbol sets
incorporate the use of aided and unaided elements.
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VARIABLES THAT AFFECT THE SYMBOL
LEARNING PROCESS
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• different cultural and experiential
backgrounds
• spoken language comprehension
• reinforcement value of a referent
• instructional factors
• developmental factors
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UNAIDED SYMBOLS: GESTURES
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Emblems - Emblems are gestural behaviors that can be
translated, or defined, by a few words or a phrase and that can
be used without speech to convey messages.
Illustrators - Illustrators are nonverbal behaviors that accompany
speech and illustrate what is being said. Illustrators can:
emphasize word or phrase
depict referent or spatial relationship
depict pacing of event
illustrate verbal statement through repetition/substitution
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Affect Displays - Affect displays are facial expressions or body
movements that display emotional states.
Regulators - Regulators are nonverbal behaviors that maintain
and regulate conversational speaking and listening between two
or more people. Regulators may function to:
initiate or terminate interactions
tell the speaker to continue, repeat, elaborate, or hurry up
give the listener a chance to talk
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Adaptors - Adaptors are learned behaviors that a person
generally uses more often when he or she is alone and not
intentionally used in communication.
Self-adaptors
Object adaptors
Alter adaptors
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UNAIDED SYMBOLS: VOCALIZATIONS AND SPEECH
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Vocalizations that are communicative:
• Involuntary Vocalizations – Examples are
sneezing, coughing, hiccupping, and snoring
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Voluntary Vocalizations - Examples are
laughing, crying, moaning, yelling, and
belching
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Auditory scanning techniques:
• Chunking
• Speech-generating devices and software
programs
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UNAIDED SYMBOLS: GESTURAL CODES
Amer-Ind
• Based on American Indian Hand Talk
• Developed by a communication specialist
who was taught Hand Talk by her Iroquois
relatives
• The current system consists of 250 concept
labels that are equivalent to approximately
2,500 English words
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Tadoma Method
• Useful with individuals with dual sensory
impairments (i.e., both deafness and
blindness)
• Person with dual sensory impairments
places his or her hand on the speaker’s face
and neck to tactually read the speech of
others
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UNAIDED SYMBOLS: MANUAL SIGN SYSTEMS
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Manual sign approaches appropriate alternatives
to speech-only approaches
• Input is simplified through the use of manual signs
• Expressive responding is facilitated
• Vocabulary can be taught while maintaining the
individual’s attention.
• Manual signs minimize auditory short-term
memory and processing requirements.
• Stimulus processing is facilitated with the use of
the visual mode
• Manual signs are closer visually to their referents
than are spoken words
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Consideration for Use
• Intelligibility
• Iconicity
• Motoric Complexity
• Combining Signs and Speech or Other AAC
Techniques
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TYPES OF MANUAL SIGN SYSTEMS
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National Sign Languages
• ASL or Ameslan
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Manual Sign Parallel Systems
(Manually Coded English)
• Pidgin Sign English
• Signed English
• Signing Exact English (SEE)
• Tactual Reception of Signing
• Key-Word Signing
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MANUAL SUPPLEMENTS TO SPOKEN LANGUAGE
• Manual systems that interact with or
supplement spoken English have been
used with children who have hearing
impairments and, to a limited extent,
with individuals with communicative
disorders to support the development of
speech and literacy skills.
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• Most of these techniques (including
gestural or eye-blink codes) have not
achieved widespread use in the field of
AAC.
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• One exception is cued speech, a system
of eight hand shapes that represent
groups of consonant sounds plus six
positions around the face that represent
groups of vowel sounds and diphthongs.
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AIDED SYMBOLS: TANGIBLE SYMBOLS
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Real Objects - Real object symbols may be identical
to, similar to, or associated with their referents.
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Miniature Objects - Miniature objects may be more
practical than real objects in some situations but
need to be selected carefully to maximize
effectiveness.
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Partial Objects - In some situations, particularly
those that involve referents that are lare, partial
objects may be useful symbols.
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Artificially Associated and Textured Symbols Tangible symbols may also be constructed by
selecting shapes and textures that can be artificially
associated with a referent.Textured symbols, a
subtype of artificial symbols, may be either logically
or arbitrarily associated with their referents.
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Other Tangible Symbols - Other tangible symbols
include adapting line-drawing symbols, such as
Blissymbols, for use with people with visual
impairments.
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AIDED SYMBOLS: REPRESENTATIONAL SYMBOLS
Photographs
• High-quality color or black-and-white photographs
• Photographs from catalogs, magazines, coupons,
product labels, or advertisements.
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Line-Drawing Symbols
• Picture Communication Symbols (PCS)
• Rebus Symbols
• Picsyms
• DynaSyms
• Pictogram Symbols
• Blissymbolics
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Other Pictorial Systems
• Self Talk
• Pick ‘n Stick and Touch ‘n Talk
• Talking Pictures I, II, and III
• Oakland Schools Picture Dictionary
• Pictographic Communication Resources
• Gus! Communication Symbols
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MAJOR STRENGTHS OF BLISSYMBOLICS
1. The principles and strategies for
combining symbols enable expression
of thoughts not on the communication
board. The symbols are conceptually
based and constructed using
consistent, systematic rules.
2. The symbols can be introduced simply
and later expanded.
3. The use of Blissymbolics is compatible
with other techniques including
reading and writing.
4. Originally intended for use with
children with cerebral palsy,
Blissymbolics has been used with
varying degrees of success in the
remediation of virtually every known
communication impairment.
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AIDED SYMBOLS: ABSTRACT SYMBOL SYSTEMS
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Yerkish Lexigrams
• Yerkish Lexigram symbols resulted
from a primate research project
designed to develop a computerbased system for studying language
acquisition in chimpanzees
• Lexigrams are composed of nine
geometric forms used singly or in
combinations of two, three, or four to
form symbols
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AIDED SYMBOLS: ORTHOGRAPHY AND ORTHOGRAPHIC SYMBOLS
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Traditional Orthography - Refers to the written
characters (i.e., single letters, words, syllables,
sequences of commonly combined letters, and
phrases or sentences) used to transcribe a particular
linguistic system.
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Braille – Refers to a tactile symbol system for
reading and writing that is used by people with visual
or dual sensory impairments.
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Fingerspelling (Visual and Tactual) - Sign
language systems such as ASL use fingerspelling to
represent single letters of the alphabet that can be
combined to spell words for which there are no
conventional signs (i.e., proper names).
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COMBINED SYMBOL SYSTEMS
(AIDED AND UNAIDED)
• Sigsymbols - Some of the
symbols (called “sigs”) are simple
back-and-white line drawings
(pictographs), some are rule-based
abstract symbols (ideographs), and
some are drawings of manual signs
(sign-linked symbols).
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• Makaton Vocabulary - The
Makaton Vocabulary is not an
[AAC] system itself, but rather an
organizational approach to the
teaching of language and
communication, which can be
combined with any modality.
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RATE ENHANCEMENT TECHNIQUES
Word Codes
• Alpha (Letter) Encoding
• Alphanumeric Word Codes
• Letter-Category Word Codes
• Numeric Encoding
• Morse Code
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Message Codes
• Alpha (Letter) Encoding
Salient Letter Encoding
Letter-Category Encoding
• Alpha-Numeric Encoding
• Numeric Encoding
• Iconic Encoding
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Color Encoding
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MESSAGE RETRIEVAL AND LEARNABILITY
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Memory-Based Retrieval
Strategies
• Memory-based retrieval strategies
require the AAC user to memorize
the codes associated with specific
messages
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Chart-Based Retrieval Strategies
• Chart-based retrieval strategies
entail codes and their
corresponding messages to be
listed on a chart, usually in
alphabetic, numeric, or
categorical order
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MESSAGE PREDICTION
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• Single-Letter Prediction
• Word-Level Prediction
Word Prediction
Word-Pattern Prediction
Linguistic Prediction
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• Phrase/Sentence-Level
Prediction
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PREDICTION RESEARCH
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Linguistic Cost
Motor Act Index
Search Time
Key Press Time
Time or Duration of Message
Production
• Cognitive Processing Time Needed
to Decide Which Selections or Acts
Are Necessary
• Productivity and Clarity Indices
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Chapter 4
Alternative Access
SELECTION SET
Selection Set
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The selection set of an AAC system includes the visual,
auditory, and tactile presentation of all messages,
symbols, and codes that are available at one time to a
person who relies on AAC.
Types of Selection Set Displays
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Fixed Displays
Dynamic Displays
Hybrid Displays
Visual Scene Displays
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Physical Characteristics of Selection Set Displays
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Number of Items
Size
Spacing and Arrangement of Items
Orientation of Display
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SELECTION TECHNIQUES AND STRATEGIES
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Selection Techniques
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Direct Selection Options
• Physical Pressure or Depression
• Physical Contact
• Pointing (No Contact)
• Speech Recognition
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Direct Selection Activation Strategies
• Timed Activation
• Release Activation
• Filtered or Averaged Activation
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SCANNING
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Scanning Patterns
• Circular Scanning
• Linear Scanning
• Group-Item Scanning
Scanning Timing and Speed
• Must be personalized to user’s physical, visual, and
cognitive capabilities
• Non-electronic scanning involves announcing items
audibly or on communication display
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Selection Control Techniques
• Directed (Inverse Scanning)
• Automatic (Regular or Interrupted) Scanning
• Stop Scanning
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FEEDBACK
Purposes of Feedback
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1. Let AAC users know that an item has been
selected from the selection display (activation
feedback)
__________________________________________
__________________________________________
__________________________________________
__________________________________________
2. Provide AAC users with information about the
message they have formulated or selected
(message feedback).
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Types of Feedback
__________________________________________
__________________________________________
__________________________________________
1. Activation Feedback - The information sent
back to the user upon activation of the input
device.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
2. Message Feedback - Message feedback
provides the AAC user with information about
the symbol or message itself after it has been
formulated.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
SYNTHESIZED SPEECH
Synthesized Speech
•
Types of Synthesized Speech:
•
Text to Speech
•
Digitized Speech
•
Combination Speech
Factors Affecting Speech Intelligibility
•
Rate of speech
•
Output methods
•
Noise
•
Nonnative speakers of English
•
Older adults with hearing loss
•
Practice
•
Synthetic speech via telephone
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Advantages and Disadvantages of Synthesized Speech
1. May significantly reduce the partner’s burden in the interaction
because interpretation of the output requires only the ability to
understand spoken language
2. Provides information in a mode that is relatively familiar and
nonthreatening
3. Allows communication even with communication partners who
are not literate and with those who have visual impairments
4. Allows the AAC users to send messages without first obtaining
the partner’s attention through some other mode
5. Allows communication to occur at a distance
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
VISUAL OUTPUT AND INPUT
Visual Output
• Hard Copy Print
• Computer Screen Messages
• Unaided Symbols
• Aided Symbol Displays
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
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Visual Input
• Unaided Symbols
• Aided Symbols
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Chapter 5
Team Building for AAC
Assessment and Intervention
TYPES OF TEAMS
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
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• Multidisciplinary
• Interdisciplinary
• Transdisciplinary
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
TEAM DEVELOPMENT
__________________________________________
Structural Issues
•
The model of service delivery that guides the functioning of the team
•
The goals and purposes of the team Membership on the team
•
Who can be referred to the team and how the referral process is
organized
•
How services are organized and delivered
•
How resources are managed
•
How and by whom team meetings are run
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Relational Issues
•
Frequent violation of the implicit and/or explicit social norms
established by the group for interaction
•
A feeling that it is not safe for team members to express their feelings
and opinions
•
Inequitable or dysfunctional interactions among team members
•
An inability to give and receive criticism, resolve conflicts, and take
others’ perspectives
•
Decision-making processes that leave some members feeling devalued
or marginalized
•
Team members who regularly dominate meetings and interactions
•
A lack of creative problem-solving skills among team members
•
Freeloading, perpetual lateness, or work avoidance by some team
members
•
A lack of positive interdependence (“all for one, one for all”)
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
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__________________________________________
FACILITATING FACTORS FOR TEAM BUILDING
Face-to-Face Interaction
•
Who has the expertise needed by the team to make the best
decisions?
•
Who is affected by the decisions?
•
Who has an interest in participating?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Positive Interdependence
•
Discussing Individual Philosophies, Goals, Roles, and Needs
•
Identifying Learning and Work-Style Needs
•
Agreeing on Mutual Team Goals
•
Creating Positive Resource, Role, Task, and Reward Interdependence
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Practicing, Monitoring, and Processing Interpersonal Skills
•
Forming Skills
•
Functioning Skills
•
Formulating Skills
•
Fermenting Skills
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Monitoring and Processing Group Functioning
•
Group Sharing Process
•
How Are We Doing as a Team Checklist
__________________________________________
__________________________________________
__________________________________________
Individual Accountability
•
Work is Identifiable and Valued
•
All must Fulfill Responsibilities for Group to Be Successful.
__________________________________________
__________________________________________
AREAS OF EXPERTISE FOR AN AAC TEAM
__________________________________________
•
•
•
•
•
•
•
•
•
•
Speech-Language Pathology
Medicine
Physical Therapy
Occupational Therapy
Engineering
Education
Psychology
Social Services
Vocational Counseling
Computer Technology
__________________________________________
__________________________________________
__________________________________________
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RECOMMENDED AAC COMPETENCIES
http://www.asha.org/docs/html/KS2002-00067.html#sec1.3
1.
2.
3.
4.
5.
6.
7.
8.
Assessment of individuals whose impairments preclude their use
of natural speech and/or writing as a primary means of
communication, as well as their communication partners and the
various environments in which communication occurs.
Assessment and documentation of AAC methods, components,
and strategies to maximize functional communication by
individuals.
Development and implementation of intervention plans that
maximize effective and successful communication between
individuals who use AAC and their conversational partners.
Use of evidence-based practices to evaluate functional outcomes
of AAC, particularly those revealing evidence of increased
participation and enhanced quality of life. Such measures should
be useful to, and valued by, the individual who uses AAC and/or
significant others in his/her daily life.
Evaluation of the effectiveness and usefulness of current AAC
systems, including strengths and limitations of different AAC
devices and systems.
Advocating for increased responsiveness from community,
regional, government, and education agencies, to the
communication and funding needs of individuals who may benefit
from AAC, particularly those individuals in underserved groups.
Collaborate with individuals who use AAC for in-service training
for medical and allied health professionals, educators, and family
members, about ways in which AAC may enhance its users'
quality of life.
Coordination of AAC services.
__________________________________________
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Chapter 6
Principles of Assessment
AAC ASSESSMENT MODELS
Candidacy Models
1. Medical history
2. primitive oral reflexes
3. laryngeal functioning
4. eating problems
5. chronological age
6. cognitive development
7. comprehension -production discrepancy
8. imitation
9. significant others
10. educational history
__________________________________________
__________________________________________
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•
None of these eligibility criteria is supported by
research, and none is appropriate to apply for access to
AAC services.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
COMMUNICATION NEEDS MODEL
Influential Factors
1. Definition of AAC Services
Expanded
2. Exclusion from AAC Services
Reduced Improvement Capabilities
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
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Interventions Based on an
Individual’s Unmet Needs
1. To document the communication
needs of an individual
2. To determine how many of these
needs are met through current
communication techniques.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
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__________________________________________
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THE PARTICIPATION MODEL
The Participation Model
• Phase I is initial assessment for today
• Phase II is detailed assessment for
tomorrow
• Phase III is follow-up assessment
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Identify Participation Patterns and Needs
• Conduct a Participation Inventory
• Assess the Participation Patterns of Peers
• Assess the Participation Effectiveness of
the Target Individual
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
IDENTIFY PARTICIPATION BARRIERS
Opportunity barriers refer to barriers that are imposed by
people other than the individual with the severe
communication disorder and that cannot be eliminated
simply by providing an AAC system or intervention.
• Policy Barriers
• Practice Barriers
• Knowledge Barriers
• Skill Barriers
• Attitude Barriers
__________________________________________
__________________________________________
__________________________________________
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Access barriers are present primarily because of
limitations in the current capabilities of the individual or
his or her immediate support system.
• Assess Current Communication
• Assess Potential to Use and/or Increase Natural
Speech
• Assess Potential for Environmental Adaptations
• Assess Potential to Utilize AAC Systems or Devices
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
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__________________________________________
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Chapter 7
Assessment of Specific
Capabilities
APPROACHES TO CAPABILITY
ASSESSMENT
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
• Norm-Referenced Assessment
• Criteria-Based Assessment
• Predictive Assessment or
Feature Matching
__________________________________________
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ASSESSMENT DOMAINS
__________________________________________
Assess Positioning and Seating
• Neuromotor and Motor Impairments
• Presence of Primitive Reflexes
• Skeletal Deformities
• Movement Disorders
__________________________________________
__________________________________________
__________________________________________
__________________________________________
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__________________________________________
Principles and Techniques
• Use yourself as a reference.
• Ensure a stable base of support.
• Decrease the influence of atypical muscle tone.
• Accommodate fixed deformities and correct flexible
deformities.
• Provide the least amount of intervention needed to
achieve the greatest level of function.
• Provide support for resting
__________________________________________
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__________________________________________
__________________________________________
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General Procedures in Assessment of Positioning and
Seating
• observe individual in wheelchair or while seated
• provide assistance for seating if needed
• position the individual to simulate support needed
• Observe the individual out of the chair (if possible)
__________________________________________
__________________________________________
__________________________________________
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ASSESS MOTOR CAPABILITIES
__________________________________________
Assess Motor Capabilities
•
Identification of Motor Skills for Assessment
•
Identification of Long-Term Motor Skills (i.e., Direct
Selection, Manual Signing)
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
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Switch Assessment for Scanning
1. In order to operate an electronic scanner, the individual must
first be able to wait for the right moment, in order to avoid
inadvertently activating the switch.
2. The second step in controlling a switch is activation, or
closing the switch.
3. The third step in controlling a switch is to hold it in an
activated position for the required time.
4. The fourth step in switch control is the ability to release the
switch accurately and efficiently, a step that may be
problematic for some people.
5. The fifth and sixth steps involves the individual waiting and
reactivating the switch at the appropriate times.
__________________________________________
__________________________________________
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ASSESS COGNITIVE/LINGUISTIC CAPABILITIES
Cognitive/Communication Assessment
• Awareness
• Communicative Intent
• World Knowledge
• Memory
• Symbolic Representation
• Metacognition
• Visual Perceptual Skills
__________________________________________
__________________________________________
__________________________________________
__________________________________________
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__________________________________________
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__________________________________________
Symbol Assessment
• Functional Use Format
• Receptive Labeling and Yes/No Formats
• Alternative Visual-Matching Format
• Question-and-Answer Format
• Requesting Format
• Advanced Symbol Use
• Symbol Categorization and Association
Assessments
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
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__________________________________________
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__________________________________________
ASSESS COGNITIVE/LINGUISTIC CAPABILITIES
•
•
•
Language Assessment
Word Vocabulary
Morphosyntactic and Grammatical Knowledge
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
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__________________________________________
Literacy Assessment
• Phonological Awareness
• Phonological Recoding
• Word Recognition and Reading
Comprehension Assessment
• Spelling Assessment
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
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__________________________________________
Sensory / Perceptual Assessment
• Vision Assessment
• Hearing Assessment
__________________________________________
__________________________________________
__________________________________________
Chapter 8
Principles of Decision Making,
Intervention, and Evaluation
CONSENSUS BUILDING DURING
INTERVENTION
__________________________________________
__________________________________________
1.
Continue to Make Decisions as a Team
after the Assessment Has Been
Completed
__________________________________________
__________________________________________
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__________________________________________
__________________________________________
__________________________________________
2.
Create an Atmosphere in Which Team
Members Feel Free to Raise Issues or
Problems
__________________________________________
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__________________________________________
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__________________________________________
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__________________________________________
OPPORTUNITY BARRIER INTERVENTIONS
__________________________________________
•
•
•
•
•
Policy Barriers
Practice Barriers
Knowledge Barriers
Skill Barriers
Attitude Barriers
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
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NATURAL ABILITY INTERVENTIONS
__________________________________________
__________________________________________
• Resolving
Misconceptions
__________________________________________
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__________________________________________
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__________________________________________
• Resolving
Disagreements
__________________________________________
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__________________________________________
ENVIRONMENTAL ADAPTATION
INTERVENTIONS
__________________________________________
__________________________________________
__________________________________________
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__________________________________________
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__________________________________________
__________________________________________
__________________________________________
• Space / Location Adaptations
• Physical Structure
Adaptations
__________________________________________
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__________________________________________
__________________________________________
__________________________________________
__________________________________________
AAC INTERVENTIONS
__________________________________________
• Intervention for Today for
AAC User
• Intervention for Tomorrow for
AAC User
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
• Provide Instruction to Persons
Who Rely on AAC and Their
Facilitators
_________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
MEASURING AND EVALUATING
INTERVENTION OUTCOMES
__________________________________________
__________________________________________
__________________________________________
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__________________________________________
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__________________________________________
__________________________________________
__________________________________________
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__________________________________________
• Functional Limitations
Evaluation
• Consumer Satisfaction
• Quality of Life Evaluation
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________