UDL 2.0 Beth Poss, MA CCC-SLP Christopher R. Bugaj, MA CCC-SLP .
AAC Assessment Feature Matching Adapted from Kim Ho, PhD CCC-SLP ICS, 9-25-2014.
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Transcript of AAC Assessment Feature Matching Adapted from Kim Ho, PhD CCC-SLP ICS, 9-25-2014.
![Page 1: AAC Assessment Feature Matching Adapted from Kim Ho, PhD CCC-SLP ICS, 9-25-2014.](https://reader035.fdocuments.net/reader035/viewer/2022062517/56649ecf5503460f94bdd183/html5/thumbnails/1.jpg)
AAC AssessmentFeature Matching
Adapted from
Kim Ho, PhD CCC-SLP
ICS, 9-25-2014
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Purpose of AAC Assessment
Communicatively competent
Meet current communication needs
Prepare for future communication needs
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Steps in Assessment
Gathering and analysis of information for: Assess current communication Communication needs AAC systems and equipment Instruction (System Trials) Outcome evaluation
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AAC Assessment Models
Candidacy Model
Communication Needs Model
Participation Model
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Principles of Participation Model
Principle 1: Assessment is on-goingPrinciple 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
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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
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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 Independent Independent with setup Verbal assistance Physical assistance Unable to participate
Assess participation effectiveness of target individualIdentify participation barriersAssess opportunity and access barriers
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Identify Participation Barriers
Opportunity barriers: imposed by others
Cannot be eliminated simply by providing an AAC system/intervention
Access barriers: limitations in the current capabilities or support system
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Policy Barriers
Legislative or regulatory decisions
May be unwritten
Two main types Segregation policies Limited –Use policies other
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Practice Barriers
Procedures have become common and aren’t actual policies
Staff may actually think they are legislated policies
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Attitude Barriers
The beliefs held by an individual rather than a policy
Negative or restrictive attitudes
Most common example is reduced expectations
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Knowledge Barriers
Lack of information on the part of someone other than the AAC user
May seem like attitude barriers
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Skill Barriers
Supporters have difficulty with the actual implementation AAC
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Access Barriers
Capabilities, attitudes and resources of the potential AAC users
Lack of mobility, difficulty with fine motor control, cognitive limitations, sensory-perceptual impairments
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Access Barriers – Current Communication
Everyone does communicate
Assess operational and social aspects of communicative competence
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Constraints Profile – Family Preferences
The most important constraintMay include concerns about
1. System portability, durability, and appearance2. Time and skills required to learn system3. Quality and intelligibility of speech output4. The “naturalness” of the communication
exchangeFamily and potential AAC user may not share same concerns
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Constraints Profile
Preferences and attitudes of other communication partners
Research in this area
Abilities of Communication Partners
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Funding
Medical necessity
Appropriate terminology
Feature Match Grid
See sample reports
Prescription Letter
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Assessment of Specific Capabilities
Assess if potential user can use specific communication techniques or devices
Team gathers information and makes decisions
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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
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Autsin’s Needs Springboard Plus
Vanguard Plus
Pathfinder Plus
Alarms
Audible Prompts
Dynamic & Static Display
Extensive Memory
Icon Prediction
Infared environmental control
LAM software
Minserts
Notebooks
Semantic Compaction
Variable Font Sizes
Cost $2,295 $7,095 $7,995
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Limitations of Norm-Referenced Tests
Usually can’t be delivered in a standardized manner
Must adapt
Norms are NOT appropriate for severe disabilities
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Principles of Assessment
Principle 1: Identify strengths and abilities, not weaknesses and impairmentsPrinciple 2: Address seating and positioning concerns before finalizing motor accessPrinciple 3: Discover motor capabilities, not to describe motor problemsPrinciple 4: Enhance the process of matching an AAC user to an appropriate AAC technique or device
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Components of Assessment
Assess Positioning and SeatingAssess Motor CapabilitiesAssess Cognitive/Linguistic Capabilities Cognitive Assessment Symbol Assessment Language Assessment
Literacy AssessmentSensory/Perceptual Assessment Vision and hearing
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THANKS