AAC Assessment

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“a process whereby data are collected and information is gathered to make intervention and/or management decisions.”

Lloyd, Fuller & Arvidson, 1997, p. 524

How should you proceed ?

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Process?Ob-Scertainer

Carefully shake and tilt your Ob-Scertainer From the sound & path of the steel ball, determine the

shape and location of the partition or partitions Draw your hypothesis or best guess in a circle

2 Approaches

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ComprehensiveProblem Oriented Approach

Capability Approach

Comprehensive AAC assessment

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To determine the best AAC system for an individual

Basic questions, what are. individual’s communication needs or goals? individual’s strengths and abilities? barriers are preventing the individual from achieving

his or her full communication/participation potential? aids and adaptations that need to be used to

accomplish the child’s goals given his or her strengths and abilities, and current circumstances?

Capability ApproachYorkston & Karlan (1986)

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Identifying individual’s level of performance in critical areas that pertain to communication intervention, such as: communication, cognition, motor control, vision.

Capability Plus Approach Implement strategies to make individual successful

Making Decisions about Components of Aided AAC

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Selection technique scanning or direct selection

Input device. switch, keyboard

Selection Set visual, auditory, and/or tactile presentation of items (e.g.

letters and keys on the keyboard) coverage, development

Transmitted Output text on the monitor screen, speech, Braille print-out,

movement of a powered wheelchairStrategies

encoding, word prediction, abbreviation expansion

AAC Assessment Process

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Determine & Develop Question (s) of Interest

Determine Direct Selection TechniqueCurrent Communication & NeedsCognitive SkillsVisual-Motor

Motor Control Visual Status Switch Consult Seating, Positioning and Mobility Needs

Communication Gamel-McCormick & Dymond, 1994

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Expressive Communication. What does the student currently use to

communicate? What are communication needs?

Expressive Communication

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What does the person currently use to expressively request objects, continue an action, stop an action, request social interaction, express a feeling, make a choice, initiate an interaction, terminate an interaction, or request assistance ?

Present Ways of Communication

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1.Oral Speech2.Symbolic Representation (symbols, text)3.Reading & Writing Ability 4.Non-Oral Communication5.Communication Effectiveness 6.Communication Partners7.Communication Settings 8.Message Needs

1. Functional2. Social3. Informational – Sharing – Conversation4. Developmental & Educational/Vocational Needs

Receptive Communication

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What type of symbolic representation (object, picture, line drawing, words) do you think the student best understands?

Auditory Skills?

Motor Skills

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Does the student have a hand preference? Do they have the ability to reach, grasp,

grasp and release, isolate a finger, and/or point?

In what position is the student able to optimally move and respond?

What reliable, predictable motor movements does the student have?

Motor Skills

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Positioning Factors that influence access to and

functional use of ACC Switch Assessment

Determine type and placement of switch (motor control must be consistent, reliable, transparent)

Features of switches (e.g. size, feedback, travel, durability)

Functional performance with switch may differ from evaluation performance

Functional Vision

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Assess ability to fixate on a target (visual acuity and field

different sizes, distances and positions to get an idea of. track a moving target. localize and discriminate of a particular item on a

page scan along rows and columns

Gradually increase number of items.

Vision and Visual Perception

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Visual acuity - size of the items Visual field - area which can be seen without a

shift in gazeEye movement problems - difficulty maintaining

gaze, or involuntary movements positioning of the selection set, the layout, the spacing

between items, and the ability to track moving itemsLight and colour sensitivity

low and high levels of illumination. glare particular colour combinations (e.g. yellow-on-black key

stickers are available for standard keyboards colour coding particular keys

Underlying Principles of Assessment

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Evaluate communication needs and capabilities, in order to implement the augmentative communication system as soon as possible to enable the individual to begin immediate communication interaction. Identify communication system individual currently

uses Determine the skills that an individual has or needs

to develop in order to communicate effectively Refine current methods & identify new methods Determine effectiveness & efficiency Ultimately, determine optimal way to configure

system

Assessment Resources

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Gamel-McCormick & Dymond (1994) http://acc.k12.ar.us/easter_seals/images/

pdf_files/Augmentative_Communication_Assessment.pdf

http://www.ttac.odu.edu/Articles/Gamel.htmlCommunication checklist

http://www.wati.org/products/freematerials.htmlAugmentative and Alternative Communication

(AAC) Connecting Young Kids (YAACK) - aac.unl.edu/yaack/

AAC Funding & Report Writing

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Rehabilitation Engineering Research Centers AAC-RERC website. http://www.aac-rerc.com --

Medicare Funding of AAC Technology. Information obtained on May 20, 2005. Supported in part by the National Institute on Disability and Rehabilitation Research (NIDRR).

Dynavox Systems http://www.dynavoxtech.com/funding/

reportassist.aspxGUS

http://www.gusinc.com/medicare.htmlPrentke Romich

http://www.prentrom.com/fund/medicare.html