Perceptual Skills for Use of an AAC System - Van Tatenhove



SPEECH-LANGUAGE & AAC ASSESSMENT PROTOCOLPersonal InformationName of Person:Date of Birth:Sex:Place of Residence:Primary Medical Diagnosis:Address:Secondary Medical Diagnosis:Home Telephone:Work Telephone:Email:Cell Phone:Social Security #:Fax:Insurance Carrier:Medicaid #:Insurance ID #:Medicare #:Insurance Sponsor:Insurance Phone #:Advocate/Guardian:Telephone:Address:Cell Phone:Fax:Email:Assessment InformationDate(s) of Evaluation Sessions:Evaluation Site(s):Evaluation Team Members and Roles:Pre-Assessment ActivitiesSend a pre-assessment form to key personnel who know and/or work with the person. Review the pre-assessment information prior to any formal on-site assessment activities.Pre-Assessment Form Sent pediatric | adult congenital | adult acquired Sent To:Date Sent:Address:Date Received Back:Additional Information Received:speech therapy reportoccupational therapy physical therapy reporteducational report/IEP/support planvideo/photographsTelephone:otherAssessment InterviewConduct an interview with available family/caregivers/teachers to confirm and/or clarify information from the pre-assessment form. Include the person who needs AAC if appropriate. Complete any additional protocols, as needed. Record the interview (with permission).Confirm medical information:Confirm perceptual information:hearing:vision:tactile/proprioceptive/motor:information processing:Record current medications:Confirm history of speech therapy intervention:Confirm history of AAC system use:Confirm current status of AAC system use:Communication needs (attach form):Additional protocols used:Social Networks: A Communication Inventory for Individuals with Complex Communication Needs and their Communication Partners. (Blackstone & Berg, Attainment Company)The AAC Profile: A Continuum of Learning (Kovach, LinguiSystems)The Communication Matrix (Rowland)Other:Observation of the Person Who Needs AACIf the assessment it being conducted at a natural setting for the person (e.g., home, classroom, worksite), observe the person prior to any formal on-site assessment activities. Videotape the observation (with permission). Observe for the following general areas and record key information:Communication Partners (skilled, unskilled, effective, ineffective)Communication Strategies used (effective and ineffective, signals vs. symbols)Interaction and Engagement with Others (interest, initiation, responses, maintenance)Environmental Factors (space, noise, people)Language AbilitiesPerceptual SkillsPhysical Abilities Perceptual Skills for Use of an AAC SystemVision What range/size of pictures and/or text can the person see on an AAC display?What is the recommended size based on vision only?What visual-perceptual factors need to be implemented (and why) in designing an AAC system? (color coding, color contrasts, spacing, stable surface, inclined surface, perceptual fields, etc.)HearingWhat, if any, auditory factors needed to be evaluated as part of an AAC assessment? What auditory-perceptual factors need to be considered in designing an AAC system (e.g., auditory prompts, auditory feedback, etc.)?Motor Skills for Access of an AAC SystemPositioning for AccessIs the person appropriately positioned in his/her wheelchair (or regular/special chair) for maximum function to access an AAC system? NA | yes | no If NO, is an expert in positioning included as part of the AAC assessment team? yes | noWhat steps are being taken to ensure that the AAC assessment is being done in consideration of positioning needs? Accessing ActivitiesList any access protocols conducted (self-developed, protocols within an AAC device or tablet/app). Accessing methods trialed: For each method trialed, describe position of the display, size of display, number and size of targets on the display, ability to access all points on the display, use of a key guard, accuracy in selections, observation of what is happening to the person’s body as he/she accesses the system. Direct Selection via a body part that touches the display (e.g., hand, finger, toe, foot)Direct Selection via a mechanical tool (e.g., head stick, pointer stick, etc.)Direct Selection via infrared pointer / head pointing (e.g., Tracker)Direct Selection via eye pointing/eye gazeScanning Number of switches:Type of switch(es):Location of switch(es:)Auditory scanning prompts on/off Describe. Record the settings at which the person was successful in independently accessing the AAC system (based on options available in the AAC device/app).Describe any use of or need for Partner Assisted Scanning (with a device or on a manual communication board).Motor Planning ObservationsRecommended Accessing MethodMotor Skills for Transportation of an AAC SystemCurrent Means of Mobility (circle and describe)walks | walks with assistance/aides | manual wheelchair | power mobilityAnticipated Transportation of an AAC Systemself-carried | carried by others | mounted on wheelchair | attached to walkerSelf-Carry: Have the person self-carry various AAC systems and observe balance, strength, and mobility in transporting the system. Describe the AAC systems carried, including size, weight, and how well the person could self-carry it.manual communication board | tablet-iPad | dedicated SGD | computerMounting on a WheelchairBrand of wheelchair:Tube width/size:Lap tray size:Other:Does the person drive a power wheelchair? yes |no If NO, is purchase of a power wheelchair anticipated in the near future? yes | noCognitive Foundations for Use of an AAC SystemRepresentational SkillsThe person understands the need and/or value of using an AAC system.immediately (describe evidence):limited, but teachable (describe evidence):does not, even with experience with system (describe evidence):The person can use these ways to represent vocabulary:? manual signs/gestures? objects ? photographs of people, places, things ? pictures for words that are picture producers (e.g., house, car, apple, shoe) ? pictures for words that are NOT picture producers (e.g., safe, live, inside) ? printed letters? printed wordsThe person identifies pictures when: ? 1 picture means 1 thing (picture of a house = house)? 1 picture means more than 1 thing (e.g., house = house, home, live, inside)? 1 picture represents a semantic category (e.g., house = buildings)? 1 picture represents a grammatical category of words (e.g., bridge = prepositions)Vocabulary Organization MethodsThe person, with instruction, was able to retrieve core and extended vocabulary using these vocabulary organizational paradigms. Provide examples of language generated.Semantic Compaction/Minspeak?? locates icons on the main display by primary name (e.g., apple, bed, juice, dice)? identifies a logical icon for a noun concept (e.g., food, furniture, beverage, game)? identifies a logical icon for a verb concept (e.g., eat, sleep, drink, play) ? identifies a logical icon for an adjective concept (e.g., hungry, tired, thirsty)? completes a two-part icon sequence using previously identified icons? select vocabulary from an activity row (e.g., drinks, foods, toys)? produces a simple phrase (e.g., eat food, drink juice, play toys)Page-Based Navigations? locates pictures on the main display by primary name? locates categorical pictures that navigate to other pages? identifies pictures on various pages? produces a simple phrase with words on 1 page? produces a simple phrase with words on 2 or more pagesWord Prediction? spells initial letters correctly? selects the correct word from a word prediction display? selects from grammatical prediction options? selects from predictive sentence building (predict next word in sentence) optionsVocabulary GenerationThe person, with instruction, was able to …. (provide examples of language generated):? Select a picture + part-of-speech or part-of-speech + picture to say a word? Select a picture for a category + picture to say a word from that category ? Select a word from a pop-up and/or activity row to generate language? Navigate to more vocabulary in an activity row to generate language? Navigate to pages to select vocabulary to generate language? Navigate from a page back to a main display to continue generating language? Navigate from page to page to generate languageWhat are your impressions of the person’s ability to learn to use various strategies for representing, organizing and retrieving vocabulary independently. Address attention, learning style, short-term memory, following sequences/navigations, etc.What was observed in terms of the influence of motor planning and motor automaticity in vocabulary retrieval and the generation of language?Speech SkillsThe person is aware when his/her speech is not understood? yes | no | maybe | don’t knowThe person is showing signs of communication frustration when depending on his/her speech to communicate? yes | no | maybe | don’t know Describe:The person is intelligible …. to familiar people on a known topic usually | often | sometimes | rarelyto familiar people on an unknown topic usually | often | sometimes | rarelyto unfamiliar people on a known topic usually | often | sometimes | rarelyto unfamiliar people on an unknown topic usually | often | sometimes | rarelyWhat strategies does the person use to help communication partners understand his/her speech? Include examples.? repeats? slows down? adds gestures/signs/pointing? spells initial letters for misunderstood words? uses a related word/concept? other:If the person has some intelligible speech, describe WHY the person needs an AAC system? Who wants the AAC system? When will it be used? Receptive Language AbilitiesResponds to name yes | noEngages in choice making for familiar, favorite objects yes | no Answers yes/no questions? To identify common objects (e.g., Is this a shoe?)? About preferences (e.g., Do you like candy?)? To confirm/deny (e.g., Did you like that? Is this what you wanted?)Understands single word vocabulary Report results of past vocabulary testing (e.g., PPVT)? Identifies objects by label? Demonstrates understanding of basic verbs (e.g., go, sit, stand, eat, play, swim)? Demonstrates understanding of basic adjectives (e.g., big, little, hot, cold)? Demonstrates understanding of basic prepositions (e.g., in, out, over, under)? Demonstrates understanding of /wh/ concepts (e.g., who, what, when, where)Understands variations in syntax and morphology ? Understands negation (e.g., Where is the person not eating? Show me where the boy isn’t crying.)? Understands verb morphology (e.g., Show me where the boy is eating. Show me where the boy will eat. Show me where the boy ate.)? Understands pronouns (e.g., Show me where she is eating. Show me where they are eating.)? Understands plurality (e.g., Show me an apple. Show me apples. Show me children. Show me a child.)? Understands adjective morphology (e.g., Show me the biggest one.)Follows directions (within the person’s physical abilities. List examples.)? Follows 2-step directions ? Follows 3-step directionsExpressive Language OutputUnintentional behaviors (vocalizing, body language, yelling, pinching) are primary means for people to interpret feelings and needs? yes | no Give examples.BehaviorInterpreted MeaningIntentional communication signals (e.g., vocalizing, pointing, giving, showing, directing, pantomime, etc.) are primary means of communicating? yes | no Describe.Does the person have a current means of producing generative language? yes | no If yes, does the system have automated data collection? yes | no If YES, have you collected and analyzed a language sample? yes | no If YES, what language sample analysis tools did you use? PeRT | SALT | Other:If no, what AAC system(s) will be used to assess expressive language? (Make sure the system used provides the ability to develop simple generative language, using nouns, verbs, adjectives, prepositions, pronouns, etc.)manual communication boards (describe, include photo with report)speech generating devices (list name of device(s) and vocabulary programs used)tablet with apps (list tablet type and names of apps)Describe the instructional strategies used to support expressive language output during the assessment? Note the person’s response to these strategies.partner modeling:visual cueing:verbal cueing:visual support materials:other:Samples of Language Produced (attached a data log, if available)spontaneous | with supports ________________________________________________spontaneous | with supports ________________________________________________spontaneous | with supports ________________________________________________spontaneous | with supports ________________________________________________spontaneous | with supports ________________________________________________spontaneous | with supports ________________________________________________spontaneous | with supports ________________________________________________spontaneous | with supports ________________________________________________spontaneous | with supports ________________________________________________spontaneous | with supports ________________________________________________Describe the generative language produced by the person.Number of utterances analyzed _______MLU-M = __________Which of Brown’s Stages of Language Development? ______Development of the noun phrase (describe):Development of the verb phrase (describe):Would you describe the person as an “emerging communicator,” “context-dependent communicator” or an ”independent-generative communicator”?Communication Functions: Provide opportunities for the person to communicate for a range of communication functions.gave opportunity to greettook | passed | describe:gave opportunity to parttook | passed | describe:gave opportunity to give informationtook | passed | describe:gave opportunity to request informationtook | passed | describe:gave opportunity to request assistancetook | passed | describe:gave opportunity to request recurrencetook | passed | describe:gave opportunity to request actiontook | passed | describe:gave opportunity to make a commenttook | passed | describe:gave opportunity to deny/negatetook | passed | describe:gave opportunity to direct actionstook | passed | describe:gave opportunity to state possessiontook | passed | describe:Social & Strategic Communication SkillsSeeks the attention of others for the purpose of communication? yes | no Describe.Engages in joint attention with a communication partner? yes | no Describe.Responds to the communication of others? yes | no Describe.Initiates communication with others? yes | no Describe.Stays on topic during conversations? yes | no Describe.Takes turns in a conversation? yes | no Describe.Attempts to repair communication breakdowns? yes | no Describe.Switches between communication strategies, as needed? yes | no Describe.Alternates message length/style based on communication partner and communication situation? yes | no Describe.Other:AAC System TrialsList the aided AAC systems tried. Make sure you ethically consider ALL of the major types of aided AAC systems, such manual communication boards, Minspeak? systems, page-based systems, and mobile technologies/apps. Videotape ALL system trials, with permission.Hardware and Vocabulary ProgramMCBSGDAPPSystem Trial 1: _________________________________________ Length of Time: ___________Describe activityTarget vocabularyOutcomes and objective data logImpressionsSystem Trial 2: _________________________________________ Length of Time: ___________Describe activityTarget vocabularyOutcomes and objective data logImpressionsSystem Trial 3: _________________________________________ Length of Time: ___________Describe activityTarget vocabularyOutcomes and objective data logImpressionsSystem Trial 4: _________________________________________ Length of Time: ___________Describe activityTarget vocabularyOutcomes and objective data logImpressionsSystem Trial 5: _________________________________________ Length of Time: ___________Describe activityTarget vocabularyOutcomes and objective data logImpressionsTeams RecommendationsAAC SystemVocabulary Program/AppAccess MethodTransportation MethodInstructional SupportsCommunication Partner TrainingDiscussion of Recommendations with Person and Key PersonnelThe person agrees with the recommendation for the AAC system, vocabulary program/app, access method, and transportation method. yes | no Describe.The caregivers/family agree with the recommendation for the AAC system, vocabulary program/app, access method, and transportation method. yes | no Describe.Next Steps (Discuss and list the next steps to be taken in order to implement the recommendations.) ................
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