AAC AssessmentFeature Matching

Adapted from

Kim Ho, PhD CCC-SLP

ICS, 9-25-2014

Purpose of AAC Assessment

Communicatively competent

Meet current communication needs

Prepare for future communication needs

Steps in Assessment

Gathering and analysis of information for: Assess current communication Communication needs AAC systems and equipment Instruction (System Trials) Outcome evaluation

AAC Assessment Models

Candidacy Model

Communication Needs Model

Participation Model

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

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

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

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

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

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

Policy Barriers

Legislative or regulatory decisions

May be unwritten

Two main types Segregation policies Limited –Use policies other

Practice Barriers

Procedures have become common and aren’t actual policies

Staff may actually think they are legislated policies

Attitude Barriers

The beliefs held by an individual rather than a policy

Negative or restrictive attitudes

Most common example is reduced expectations

Knowledge Barriers

Lack of information on the part of someone other than the AAC user

May seem like attitude barriers

Skill Barriers

Supporters have difficulty with the actual implementation AAC

Access Barriers

Capabilities, attitudes and resources of the potential AAC users

Lack of mobility, difficulty with fine motor control, cognitive limitations, sensory-perceptual impairments

Access Barriers – Current Communication

Everyone does communicate

Assess operational and social aspects of communicative competence

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

Constraints Profile

Preferences and attitudes of other communication partners

Research in this area

Abilities of Communication Partners

Funding

Medical necessity

Appropriate terminology

Feature Match Grid

See sample reports

Prescription Letter

Assessment of Specific Capabilities

Assess if potential user can use specific communication techniques or devices

Team gathers information and makes decisions

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

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

Limitations of Norm-Referenced Tests

Usually can’t be delivered in a standardized manner

Must adapt

Norms are NOT appropriate for severe disabilities

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

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

THANKS