Transcript AAC Assessment Feature Matching

AAC Assessment
Feature Matching
Kim Ho, PhD CCC-SLP
Overview
Return Quiz Two, EBP assignment
Review Well-built question
Assessment lecture
Feature Matching
Purpose of AAC Assessment
Communicatively competent
Meet current communication needs
Prepare for future communication needs
Steps in Assessment
Gathering and analysis of information for:
Assess current communication
 Communication needs
 AAC systems and equipment
 Instruction (Trial therapy)
 Outcome evaluation
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AAC Assessment Models
Candidacy Model
Communication Needs Model
Participation Model
Principles of Participation Model
Principle 1: Assessment is on-going
Principle 2: Intervention to facilitate meaningful
communication and participation
Principle 3: Identification of actual and potential
opportunity barriers
Principle 4: Everyone can communication.
Everyone does communicate.
Principle 5: Technology alone does not make a
competent communicator
Phases of AAC Assessment
Phase I: Initial Assessment for Today
Assess current communication needs
 Assess physical, cognitive, language, and
sensory capabilities
 Support immediate communication interaction
 Match today’s needs and capabilities
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Phases of AAC Assessment
Phase II: Detailed Assessment for
Tomorrow
Communication system for specialized
environments, beyond the familiar ones
 Requires careful assessment of the individual’s
expected participation patterns
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Phases of AAC Assessment
Phase III: Follow-up Assessment
Maintaining AAC system that meets the
changing capabilities and lifestyles
 Periodically examine communication
equipment
 Assess needs and abilities of communication
partners
 Reassess the capabilities of the AAC user
 Vital and frequent phase for a degenerative
illness
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Activity/Standards Inventory
Assess participation patterns of peers
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Independent
Independent with setup
Verbal assistance
Physical assistance
Unable to participate
Assess participation effectiveness of target
individual
Identify participation barriers
Assess opportunity and access barriers
Identify Participation Barriers
Opportunity barriers: imposed by others
Cannot be eliminated simply by providing
an AAC system/intervention
Example
Access barriers: limitations in the current
capabilities or support system
Example
Opportunity Barriers
See Figure 6.3
Practice
Attitude
Knowledge
Skill
Policy Barriers
Legislative or regulatory decisions
May be unwritten
Two main types
Segregation policies
 Limited –Use policies
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Practice Barriers
Procedures have become common aren’t
actual policies
Staff may actually think they are legislated
policies
Example
Attitude Barriers
The beliefs held by an individual rather than
a policy
Example
Negative or restrictive attitudes
Most common example is reduced
expectations
Knowledge Barriers
Lack of information on the part of someone
other than the AAC user
May seem like attitude barriers
Example
Skill Barriers
Supporters have difficulty with the actual
implementation AAC
Example
Access Barriers
Capabilities, attitudes and resources of the
potential AAC users
Lack of mobility, difficulty with fine motor
control, cognitive limitations, sensoryperceptual impairments
Access Barriers – Current
Communication
Figure 6.4 to
Everyone does communicate
Assess operational and social aspects of
communicative competence
Examples
Figure 6.5 types of messages
Assess Potential to Use or
Increase Natural Speech
Meaningful Use of Speech Scale (MUSS;
Osberger, 1992)
Team interviews family members
Each item scored on a scale of 0-4
Hammen et al. (1991) and Dowden (1997)
tool
Comprehensibility –listener can understand
speech in natural context
Assess Current Communication
Cont’d
Assess Potential for Environmental
Adaptations
Assess Potential to Utilize AAC Systems or
Devices. Includes an:
Operational requirements profile
 Constraints profile, an
 Capability profile
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Constraints Profile – Family
Preferences
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2.
3.
4.
The most important constraint
May include concerns about
System portability, durability, and appearance
Time and skills required to learn system
Quality and intelligibility of speech output
The “naturalness” of the communication
exchange
Example
Family and potential AAC user may not share
same concerns
Constraints Profile
Preferences and attitudes of other
communication partners
Research in this area
Abilities of Communication Partners
Must be able to understand the messages
conveyed
Example
Funding
Figure 6.7
Medical necessity
Appropriate terminology
Feature Match Grid
See sample reports
Prescription Letter
Assessment of Specific
Capabilities
See Chapter 7
Criteria-Based Assessment
Assess if potential user can use specific
communication techniques or devices
Team gathers information and makes
decisions
Predictive Assessment or Feature
Matching
First assess capabilities of user
Then predict devices that may work for
individual
Set up a trial with device for a period of
time
Autsin’s Needs
Springboard
Plus
Vanguard
Plus
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Alarms
Audible Prompts
Pathfinder
Plus
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Dynamic & Static Display
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Infared environmental
control
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LAM software
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Extensive Memory
Icon Prediction
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Minserts
Notebooks
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Semantic Compaction
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Variable Font Sizes
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Cost
$2,295
$7,095
$7,995
Limitations of Norm-Referenced
Tests
Usually can’t be delivered in a standardized
manner
Must adapt
Norms are NOT appropriate for severe
disabilities
Principles of Assessment
Principle 1: Identify strengths and abilities, not
weaknesses and impairments
Principle 2: Address seating and positioning
concerns before finalizing motor access
Principle 3: Discover motor capabilities, not to
describe motor problems
Principle 4: Enhance the process of matching an
AAC user to an appropriate AAC technique or
device
Components of Assessment
Assess Positioning and Seating
Assess Motor Capabilities
Assess Cognitive/Linguistic Capabilities
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Cognitive Assessment
Symbol Assessment
Language Assessment
Literacy Assessment
Sensory/Perceptual Assessment
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Vision and hearing