Subject Education

Topic     AT/AAC Report Form and Description

Type      Essay

Level     University

Style      APA

Sources                3

Language             English(U.S.)

Description

Major Assignment #2 – AT/AAC Report Form and Description

Due Date: Thursday, March 23rd

 

Major Assignment #2 Overview

 

We will utilize a real student’s case study to explore the Colorado State-Wide Assistive Technology, Augmentative and Alternative Communication (SWAAAC) evaluation process. First, meet Joe…

 

Student Profile

 

Joe is a delightful, ten year old boy at Mountain View Elementary School in Colorado Springs, Colorado. Joe has a diagnosis of autism and severe language disorder. He lives in the home with his mother, father, and two older siblings. He is able to make some vocalizations and speaks a few words such as “mom,” “dad,” and “bo,” but primarily uses sign language, gestures, and non-verbal communication to express his wants and needs. He has a limited number of people he can communicate with in the school environment, as many teachers and peers are unfamiliar or unable to interpret his sign language and other nonverbal communication. By report, Joe’s limitations in communication are a source of frustration for him. His family and teachers report that he seems to “understand everything” that is said to him. His family reports that their primary goal is to find a way to help him communicate more effectively.

 

Joe’s teachers describes him as “very social,” “compassionate,” “persistent,” “patient,” and “a friend to everyone.” His interests include riding bikes, being with friends, movement related activities, sports, cars, music, and video games. His strengths include his ability to be flexible and handle changes in his environment or routine, his friendly nature, his finger dexterity and fine motor abilities, his visual motor skills, his desire to be a leader, and his ability to follow multi-step directions. His challenges include his tendency to lack stranger awareness, his limited ability to communicate with others in the environment and the resulting frustration it causes, a limited attention span, impulsivity, limited self care skills, and difficulty expressing what he knows during literacy and other educational activities.

 

Joe attends the general education classroom and has paraprofessional assistance. He attends the special education classroom for reading and also receives speech and occupational therapy services in a pull out setting. A typical day for Joe is as follows:

 

1. J. works on writing activities, sight word recognition, etc., with paraprofessional support in the general education room. He usually has three tasks to choose from, and typically completes 1 of the 3 tasks.
2. J. participates in a large group activity (paraprofessional is in the room, but does not give one-to-one assistance).
3. Reading Group (center based activities) in the SPED classroom.
4. Lunch
5. Recess
6. Writing Group
7. Music, Art, or PE
8. Math: uses manipulatives, works on 1:1 correspondence, copies numbers
9. Social studies or Science (writing intensive)
10. Options time
11. Return to ILC for end of day wrap up; overview of homework, prepare to go home

 

Next, read these key considerations…

 

1. USE APPROPRIATE TECHNOLOGY. Do not use technology just because it is sophisticated or expensive or may be the “newest” or “coolest”—consider what will work best in context through careful assessment and feature-matching and introduce what will truly enhance the student’s existing skills.

 

2. USE THE LAW OF PARSIMONY. The simplest solution is frequently the best and, in the context of AAC, the easiest and the most effective. In addition, the more variables, the more difficult things will be to control, and the more things can go wrong.

 

3. NO PREREQUISITES. It is important to remember that “communication” and the term “AAC” may or may not involve the use of a symbol system such as objects, pictures, manual sign, or language. Current conventional wisdom and best practice states that all individuals can learn and thus there are no prerequisites for communication. As educators, we can only guess about a student’s true potential; we have to give him/her the benefit of the doubt and jump in and teach. In the past, therapists and teachers tended to wait until the student reached a certain developmental threshold before introducing specific AAC strategies. Even now it is somewhat controversial how this is interpreted (some recent articles in the AAC literature allude to this). Again, there are NO prerequisites for communication! However, we need to keep in mind that communication may look very different and incorporate several different modes of expression.

 

4. AAC DOES NOT IMPEDE OTHER COMMUNICATION MODES. The use of voice output communication devices will not be in any way a replacement for other means of communication like speech or manual sign, but it will actually serve to improve a student’s overall communication capability and encourage him/her to communicate more (all of the research in this area indicates that this is the case). In addition, a device can give the student an auditory “speech model” that s/he can listen to and possibly practice with his/her own voice, should that become a possibility in the future.

 

5. UNDERSTAND THE RANGE OF TECHNOLOGY TYPES.

 

– No Tech: These are “unaided” systems an individual uses with no additional tools or technology such as motor behaviors, gestures, vocalizations, verbalizations (or verbal approximations), proxemics (approach, avoidance), eye gaze, and facial expressions.

 

– Low Tech: “aided” communication strategies (i.e., requires some type of external assistance for the symbols) which do not run from a power source–such as picture or object communication, PECS (Picture Exchange Communication System), partner assisted auditory scanning, etc.

 

– Mid Tech: voice output communication systems which are typically battery operated and have a static (non-changing) display such as the BIGmack, Rocking Plate Communicator, Step-by-Step, Cheap Talk, Tech/Talk, Go Talk, SuperTalker, or 7-Level Communication Builder.

 

– High Tech: Systems typically requiring an electronic power source and having a dynamic (changing—i.e., computerized LCD screen) display such as a DynaVox Maestro or T-10, a Prentke Romich Vantage Lite or Accent, or a Saltillo ALT-Chat or NOVA chat.

 

Next, we will spend time in class reviewing Joe’s SWAAAC assessment results, which include formal assessments, review of Joe’s educational records, and classroom observation.

 

Next, we will spend time in class discussing the implications of the aforementioned SWAAAC assessment results.

 

Lastly, you will be asked to write a formal report that describes your SWAAAC-related recommendations for Joe that addresses at least two of the following categories:

 

– Augmentative and Alternative Communication

– Written Communication

– Computer Access

– Reading

– Math

– Learning and Studying

– Summary

 

Don’t worry, this assignment will be fun and informative! More information and examples will be provided as we work together to complete this assignment.

 

______________________________________________________________________________________

 

Assessment Results: Communication

[We will discuss in class]

 

Communication

 

Joe communicates primarily by using signs and hand gestures. He knows approximately 150 signs. He makes some vocalizations such as “mom,” and “bo.” He uses a combination of sign language and non-verbal communication (gestures, pointing, and facial expressions, etc) as well. For example when asked, “Who do you like to wrestle with?” he pointed to his dad. Joe demonstrates a strong motivation and desire to communicate his wants and needs and appears to have a variety of things he wants to communicate.

 

During an informal assessment, Joe was introduced to a variety of communication systems ranging from low to high tech. He demonstrated the ability to point to picture symbols from a field of four upon request, point to symbols while following along with the words of a song (with prompts from a partner), and make choices by selecting a picture symbol when prompted to “pick one.” He appeared to learn the meaning associated with symbols easily given one or two demonstrations.

 

Using voice output systems, Joe hit a single switch voice output device (Big Mack) appropriately and without cues to participate in a book reading task. He was also able to locate independently and hit a button from a field of 32 one inch buttons (when approximately 20 buttons were filled) to request “turn the page.” Using the Tango! Communication device, Joe selected buttons easily and showed interest in exploring the device. He was unable to successfully push buttons to tell a story independently by sequencing, and showed high distractibility during this task. Joe demonstrated the ability to initiate communication several times using the devices provided. He communicated protests and requests. For example, when he wanted a turn, he pointed to himself and then to the device. When he wanted to read the book again, he pointed to the symbol that said “read it again”. When told to pick only one symbol, he held up one finger and put the second selection back.

 

He appeared to have the ability to understand symbol meaning but would need repeated exposure and training to develop competence with a picture based communication system. Joe used the TechScan 2 x 32 levels based AAC system to participate in a singing activity and book reading. He demonstrated the ability to sequence three buttons in a row with prompts and learned operations of the device quickly such as the on/off feature and volume. He used the device to answer questions about a singing activity (ie: he selected the appropriate message to request a clothing item given a visual prompt). He demonstrated a good ability to visually scan the buttons on the array and accessed the system easily using his index finger. It was noted that he needed to push some buttons requiring greater pressure several times to activate them. He was not always aware if a button had been pushed, and may benefit from auditory feedback to cue him when selections are made.

 

Computer Based Instruction/Computer Access

 

Joe was introduced to several computer based activities during the Phase 2 assessment. He demonstrated an ability to navigate the computer using a standard mouse and opened and closed programs independently with both a single and double-click. Joe seemed highly motivated by computer activities of all varieties, but also showed impulsivity and a tendency to click buttons excessively.

During typing tasks, he was able to locate letters using a hunt and peck method on a standard keyboard. His team indicated that he is able to recognize most letters. He did show a tendency to hit keys accidentally with his knuckles, so an alternative keyboard was introduced.

 

Using the IntelliKeys alternative keyboard and an ABC overly, Joe was better able to select keys without accidental hits. The response rate of the keys was decreased, so that Joe had to dwell on a key to make a selection. When the response rate was too slow, Joe demonstrated errors due to impulsivity and would move to another key before a selection had been made. Further trial of this adaptation would be beneficial to determine the best response rate. Additionally, setting the keyboard up so that it gives an auditory cue such as a beep might assist Joe with recognizing when a selection has been made.

 

Written Communication

 

Joe demonstrated the ability to hand write his name and by report is able to trace letters with hand over hand assistance. By report, he also demonstrates difficulty with finger dexterity and manipulative tasks. For example, during one classroom observation conducted by the speech therapist, Joe had difficulty holding up three fingers to represent the number 3. In the classroom, Joe is not currently generating written text by handwriting or typing. Using the IntelliKeys keyboard with an ABC overlay, Joe was able to type his name with minimal cues. Joe was introduced to pre-designed writing activities using both low and high tech adaptations. During a book reading/writing activity called “Snowman, Snowman, What do you See?” Joe selected the appropriate low tech picture symbols (each paired with a word) and inserted them into a sentence strip with independence. Using Classroom Suite and the mouse, he was able to complete an errorless writing activity by clicking on a button titled “I like” and then choosing the sentence ending from a field of six (ie: “football,” “playing with friends,” “listening to music,” “video games,” etc.). Joe demonstrated the ability to choose the appropriate picture symbol when asked to select a specific sentence ending. It is unclear if he was reading the words on the button or using the picture supports to help him make these selections. As he completed sentences, the program read the sentences aloud. Joe demonstrated an increase in his vocalizations throughout this activity and appeared to be motivated by it.

 

Using IntelliTalk 3, Joe practiced typing words such as his name and simple words like “mom,” and “dad.” Using this talking word processor, Joe received auditory feedback as each letter was typed and as each word was completed. He appeared motivated by this activity and responded well to auditory feedback. He also appeared to use this tool as a learning device. He listened to the sounds various letters made and recognized when he had chosen a correct or incorrect letter for the word he wished to spell.

 

Hearing/Vision

 

By report, Joe’s hearing is within normal limits. He is slightly near- sighted, but has no need for eyeglasses.

 

Reading

 

During the Phase 2 assessment, Joe was introduced to Balanced Literacy, a phonics based reading/writing software program by IntelliTools. This program teaches literacy skills such as phonemic awareness, phonics, decoding, fluency, vocabulary, and comprehension. It is an achievement based program that tracks student progress. A student is unable to progress to a higher level task until the lower level tasks are completed successfully. Using this program, Joe was introduced to a guided reading activity and to a quiz activity that prompted him to locate animals discussed in the book. To start the program, Joe was able to recognize his name from a field of two and select it using the mouse. He listened to the song/story and advanced the pages using his mouse. He demonstrated impulsivity at times during this activity, making selections repeatedly and advancing through more than one page of the book at a time. He did not, however, appear frustrated by the structure of the activity and showed potential to gain an understanding of the program navigation with practice and support.

 

Math

 

Using Classroom Suite and the IntelliKeys keyboard with an adapted overlay, Joe participated in a “Counting Trucks” activity. Joe listened to on-screen prompts and selected responses using the adapted keyboard. Joe again showed impulsivity with this activity and required cueing to slow down his response rate and avoid accidental selections.

 

By report, Joe is easily distracted during math lessons in the classroom. According to the speech therapist who conducted classroom observations, he showed good response to verbal redirection paired with sign language; however, his inability to communicate limits his level of participation.

 

Learning/Studying

 

Joe appears to be a bright student who understands much more than he is able to communicate. He also appears eager to please others and responds well to positive reinforcement. He does not seem to become easily frustrated and handles a change in routine or activity well. His impulsivity and high distractibility does create a barrier in performance at times. During the Phase 2 assessment, Joe appeared to respond well to visual prompts such as a picture symbol paired with the word “stop.” This visual prompt was used several times to remind him to wait his turn or to stop making key selections excessively. Further assessment of visual prompts, visual schedules, and reinforcement cards may therefore be beneficial. Joe also appeared to respond best to simple, one step directions, and carefully guided instructions. Team members working with Joe may also have to make an effort not to provide too many prompts. Due to his impulsive nature, excessive prompting from teachers/therapists/family members is likely to occur.

 

Other Observations

 

By report, Joe’s speech language pathologist observed him using the Boardmaker Activity Pad to participate in leisure/family activities such as playing games and story book reading in class. During these activities, Joe showed success initially, but tended to get bored with the messages over time. He also demonstrated difficulty with single finger selections. Joe did seem motivated to use the device, especially when his peers were also using it. He appeared to benefit from the picture symbols for receptive language and also appeared to prefer short responses. He was less motivated by book reading activities and according to his family refused the device when they introduced it at home for a book reading task.

Spacing Double

Pages    4