What It Takes to Talk: AAC Assessment, Goals and Implementation
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This session discusses how we assess, set goals and implement AAC. We are discussing 3 tools to assess your student's skills, The Communication Matrix, the DAGG-2 and the Classroom Communication Goals Grid.
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What It Takes to Talk: AAC Assessment, Goals and Implementation
- 1. What It Takes to Talk Navigating Dynamic AAC Assessment Vicki Clarke Dynamic Therapy Associates, Kennesaw, GA vicki@mydynamictherapy.com Holly Schneider Texas NeuroRehab Center, Austin, TX schneideratx2@gmail.com
- 2. Financial Disclosures: • Vicki • Owner Dynamic Therapy, Director DTA Schools, Kennesaw, GA • Content Manager & Developer, DTA Schools membership site & AAC Chicks on TPT • Speaker, state, local and national conferences in AAC, Autism & Speech & Language • Holly • Employed by Texas NeuroRehab Center, Austin, TX • Speaker at state, local and national conferences in AAC, & Speech & Language
- 3. Non-Financial Disclosures: • Vicki • Resource and Content Development & Management- @AACchicks on social media platforms • Member ASHA Sig 12, ISAAC, USSAAC, GSHA • Unpaid consultation with AAC app and SGD manufacturers, on request • Holly • Member ASHA Sig 12, ASHA Sig 2, TSHA
- 4. Agenda • Defining Communicative Competency in Context • Tools to Assess Communicative Competence • Develop Competency Focused Communication Goals • From Assessment to Goals to Implementation… and back again
- 5. Communicative Competence ensures that we are able to attain our communication goals.” – Janice Light
- 6. SocialPurposesofInteractions Communication of Wants and Needs Information Transfer Social Closeness Social Etiquette Light, J. (1988) Augmentative & Alternative Communication, 4, 76 Function!
- 8. Assessment Tools • The Communication Matrix • Dynamic AAC Goals Grid-2 • Classroom Communication Goals Grid
- 9. Communication and AAC Assessment Communication Form & Function Communication in Context Individual Skills & Competencies
- 10. Communication Matrix Communication Form & Function communicationmatrix.org
- 11. 1. PreIntentional Behavior 2. Intentional Behavior 3. Unconventional Behavior 4. Conventional Behavior 5. Concrete Symbols 6. Abstract Symbols 7. Language
- 12. Refuse Obtain Social Information
- 13. Step Two: Goals!
- 14. Function What does the student need to be able to do that they currently aren’t able to do effectively ? environment, structure or unstructured.. Form What is the next more advanced FORM of language? examples? AAC Skill What specific AAC skills would help them function more effectively? on which Robust AAC system? a little more detail
- 15. Trials& Assessment Function make comments approval or rejection Form using an abstract symbol for example, “like,” “not,” AAC Skill touching a core vocabulary word on the Project Core Universal 36 location board
- 16. Which makes our goal… Kaitlynwill make a commentusingan abstract symbols by touchinga core vocabulary word.
- 18. Dynamic AAC Goals Grid-2 Individual Skills & Competencies AAC Skills
- 19. Communication Skills Abilities Levels Learning Communicating & Learning Symbols Communicating & Learning Language Communicating with Age- Appropriate Language & Literacy Patricia Dowden, University of Washington EMERGENT CONTEXT DEPENDENT INDEPENDENT
- 20. Communication Competencies linguistic social strategic operational Janice Light & David McNaughton (2014) Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?, Augmentative and Alternative Communication, 30:1, 1-18, DOI: 10.3109/07434618.2014.885080
- 21. Identify Skills in Competencies
- 22. Individual Skills (Goals!) …and prompting needed!
- 23. Step 2: Goals (Individual Skills)
- 24. Measuring Progress with the DAGG-2 Mastering more goals in a specific communicative competency Mastering more goals in more areas of communicative competence Reducing the level of prompting needed to meet a specific goal Increased complexity of a goal
- 25. How can you justify continued therapy when your AAC user is improving but it doesn’t look that way on your progress reports?
- 26. How To Demonstrate Progress??? • Level of prompting • Level of the activity • Level of the environment • Level of communication partners Small, Systematic Steps!
- 27. …and back to Kaitlyn Kaitlynwill make a commentusingan abstract symbols by touchinga core vocabulary word. With a direct verbal cue, In a structured activity, With a familiar partner. In a unstructured activity,
- 28. RPM-Go Caroline Musselwhite, ASHA AAC Conference 2021 Rehearse- Practice the form of AAC Model- Use your new skill in less structure with familiar partner support Practice- Use your new skill in a structured setting with familiar partners Go!- Use your new skill in the real world!
- 31. Classroom Communication Goals wants & needs socialization language development academic participation express opinions
- 32. Express Wants and Needs All students will be able to express their wants and needs effectively. Examples: • Food items • Leisure Items • Physical Needs: positioning, toilet, sensory
- 33. Social Interactions: Greeting & Social Exchanges All students will be able to greet and engage in a basic interaction at their current level of skill Examples: • Greetings & Farewells • Rote questions & responses • Simple comments
- 34. Social Interaction: Sharing Comments and Opinions • All students will be able to offer their opinion when appropriate. • Examples: • Like it/don't like it regarding academic content • Complain or celebrate activities or decisions appropriately
- 35. Develop Higher Level Language Skills • All students will have access to the means to improve their language skills to an age appropriate level. • Examples: • Age appropriate vocabulary • Standards based vocabulary • Age appropriate syntax (word order and length of responses • Access to core words for creative phrase/sentence generation
- 36. Academic Knowledge Examples: • Communication books/board/devices with targeted topic words • General messages to question, request assistance, direct activities All students will have access to sufficient vocabulary, either through speech or AAC, to respond, comment and question in the classroom.
- 37. Step 2: Goals (In Context)
- 38. Measuring Progress with the CCGG Present Level of Performance Calculate the percentage of achievement of objectives for each of the 5 goals to determine a baseline. Use the descriptions to talk about how your student is communicating well and what they are still learning. Goal Selection: Choose objectives from each of the 5 goals pages which are strengths we need to build on, or weaknesses we need to teach Progress Reporting Compare the percentage of improvement in the objectives for each of the 5 goals!
- 39. Support Autonomous Communication EMERGENT COMMUNICATORS: Start with the assessment! What does the individual already want to communicate? Look for messages they are communicating, or attempting to communicate, IN THEIR TYPICAL ENVIRONMENTS. THESE ARE YOUR GOALS!!! CONTEXT-DEPENDENT COMMUNICATORS: Start with the assessment! What form of communication are they using? What is the next more abstract, recognizable and EFFECTIVE form of communication that would help them communicate across environments? Multi-word phrases? Morphological endings? Independent navigation? Keep It Real!
- 40. From Assessment, to Goals, to Implementation …and back again assess, reassess rehearse practice model generalize Caroline Musselwhite, ASHA AAC Conference 2021
- 41. THANK YOU for joining us! Vicki Clarke Dynamic Therapy Associates, Kennesaw, GA vicki@mydynamictherapy.com Holly Schneider Texas NeuroRehab Center, Austin, TX schneideratx2@gmail.com @AACchicks
- 42. References & Resources Andzik, Natalie R., Yun-Ching Chung & Michael P. Kranak (2016) Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication, Augmentative and Alternative Communication, 32:4, 272-281, DOI: 10.1080/07434618.2016.1241299 Beukelman, David R., et al. Augmentative & Alternative Communication: Supporting Children and Adults with Complex Communication Needs. Paul H. Brookes Publishing Co., 2013. Communication Matrix, communicationmatrix.org/. Dowden, P.A. & Cook, A. M. (2002). Selection Techniques for Individuals with Motor Impairments. In J. Reichle, D. Beukelman & J. Light (Eds.). Implementing an Augmentative Communication System: Exemplary Strategies for Beginning Communicators. Baltimore, MD. Brookes P. 395- 432 http://depts.washington.edu/augcomm/index.htm. Light, Janice, and David McNaughton. “Communicative Competence for Individuals Who Require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?” Augmentative and Alternative Communication, vol. 30, no. 1, 2014, pp. 1–18., doi:10.3109/07434618.2014.885080. Musselwhite, Caroline Ramsey. RPM-GO! WEBINAR & HANDOUT, AAC Girls Blog, 12 May 2014, aacgirls.blogspot.com/2014/05/rpm-go-webinar- handout.html. Schneider, H. & Clarke, V. (2009, 2010). A Dynamic AAC Goals Planning Guide: Addressing Competence across Ability Levels. Presented at ASHA, 2009 and ISAAC, 2010. Zangari, Carole, et al. “How We Do It: Assessing AAC Skills and Competencies to Inform Intervention & Show Progress.” PrAACtical AAC, 7 Dec. 2018, praacticalaac.org/praactical/how-we-do-it-assessing-aac-skills-and-competencies-to-inform-intervention-show-progress/.
Notas del editor
- jobs speaking engagements stipend for PATTAN small TPT store DTA Schools Membership based website Memberships: HS- ASHA, TSHA, SIG 12, SIG 2 VC- ASHA, GSHA, SIG 12, ISAAC, USAAC, Resource Sharing via AACchicks
- jobs speaking engagements stipend for PATTAN small TPT store DTA Schools Membership based website Memberships: HS- ASHA, TSHA, SIG 12, SIG 2 VC- ASHA, GSHA, SIG 12, ISAAC, USAAC, Resource Sharing via AACchicks
- primary request of SLPs learning AAC is for help defining goals and implementing them in therapy sessions We can’t determine appropriate treatment without goals We can’t determine goals without understanding of current communication skills, needs and context Have to START with assessment of these things. Most people think of assessment as the Trials portion- but really Listening and Observing are equally important What we are going to do today is to give you tools to quantify what you and the team already know about your students communication and daily needs to help us target meaningful goals
- primary request of SLPs learning AAC is for help defining goals and implementing them in therapy sessions We can’t determine appropriate treatment without goals We can’t determine goals without understanding of current communication skills, needs and context Have to START with assessment of these things. Most people think of assessment as the Trials portion- but really Listening and Observing are equally important What we are going to do today is to give you tools to quantify what you and the team already know about your students communication and daily needs to help us target meaningful goals
- We’ve discussed how to determine the individual’s current functions of communication and forms of communication- now we will look at some tools to help us identify specific skills…
- For each goal, the cueing hierarchy is available for setting goals for now and measuring progress in the future
- review
- Therapists get caught up trying to plan the perfect activity for a therapy session when the ultimate goal is NOT communication in a therapy room, it’s communication in the real world. At any time you can work in the natural context, do that! Telepractice is a GREAT opportunity for this! No need for generalization and high priority relevant message selection! If you can’t treat in the real world- MOCK IT UP!