Stage 1: Audit of Current Use and Need An online survey of 43 speech and language therapists was carried out to assess the current use and need of assessments and inform the development of CARLA. Is there a need for a computer-based Assessment? The average number of assessments currently carried by speech therapists was between 3-4. 79% of the speech therapists audited currently carry a laptop with them and 88% would be happy to use a computer-based assessment. Is there a need for an Accessible Assessment? 65% of the respondents replied that they often need to assess children who are unable to access formal comprehension assessments or whom they feel the results are not an accurate representation of their abilities. 77% reported this was due to physical disability, 67% due to attention difficulties, 58% due to visual difficulties and 25% due to demand avoidance. What are the Preferred Features of an Assessment? 51% of the respondents selected photos as a preferred stimuli over symbols, line drawings or video. 58% stated that descriptive results for goal setting, measuring outcome or reports was a preferred feature whereas only 38% felt that standardised results for the same purposes were required.

Stage 2 : Development of a Novel Assessment It was felt that whilst it would be easier to create a computer-based version of an existing assessment, this did not make full use of the options made available to us by today’s technology and did not take into account the preferred and desired features that had been expressed. Existing software designed for communication aid was used to develop a prototype as this had the access options for people with physical and visual impairment, the required graphics features built in and could also could be used for other AAC trials and evaluations. The photo library has been developed specifically for this assessment. CARLA was designed to provide descriptive information which could be interpreted by a qualified professional and to supplement other assessment techniques such as structured observation and to hopefully add additional information. Standardisation was not identified as a priority at this stage but is a consideration for the future.

2. Familiar Items: uses photos of items specific to the person such as pets, toys or

relatives. This sub-test will be optional.

6. Sentence Length: assesses understanding of sentences with two

of three key words.

4. Cognitive Concepts: assesses understanding of colours and shapes.

3. Vocabulary: single word items including nouns, adjectives and verbs.

1. Access check: fun activity to ensure the

participant can accurately select items and

understands how the activity works.

7. Results: these are produced automatically in both an

overview and detailed format for error analysis. They are

presented visually as tables and graphs.

5. Linguistic Concepts: assesses pronouns, prepositions, plurals,

negatives and tenses.

Stage 3: Testing the Prototype and Developing the Finished Product An initial prototype was developed using the Grid2 software and trialled on a range of mainstream and special needs children using touchscreen, switches and eye gaze access methods. The prototype was also presented at professional interest groups and feedback was taken. The final product was then developed in Mind Express software and includes seven sections as illustrated. It can be run on any windows device and can be accessed via touchscreen, switch access, headmouse, eye gaze. The assessor can choose how long to stay on any one section and when to move on and the assessment can be paused and restarted easily. Fun screens appear as rewards between the sections.

CARLA Computer-based Accessible Receptive Language Assessment

Andrea Kirton, Simon Judge and Zoë Clarke CARLA is a tool to be used by professionals needing additional information about a child’s understanding of spoken language. It has been designed to be motivating and adaptable for users who cannot use standard paper assessments, such as those with physical,

visual or attention difficulties.