every move counts, clicks and chats jane korsten [email protected] jane korsten ...
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Every Move Counts, Clicks and Chats
Every Move Counts, Clicks and Chats
Jane Korstenwww.everymovecounts.net
Jane Korstenwww.everymovecounts.net
Everyone communicates in some way. It is our challenge to recognize that communication and
respond to it!
Everyone communicates in some way. It is our challenge to recognize that communication and
respond to it!
Every Move Counts is the result of a three year innovative
research grant funded through the National Institute for the
Neurologically and Communicatively Disordered.
(NIH)
Every Move Counts is the result of a three year innovative
research grant funded through the National Institute for the
Neurologically and Communicatively Disordered.
(NIH)
It represents a synthesis of the research in the areas of:
CommunicationLearning theorySensory integrationVision
It represents a synthesis of the research in the areas of:
CommunicationLearning theorySensory integrationVision
Every Move Counts was ‘no tech’.
Every Move Counts, Clicks and Chats is an expansion of the original work and addresses switch use and voice output.
Every Move Counts was ‘no tech’.
Every Move Counts, Clicks and Chats is an expansion of the original work and addresses switch use and voice output.
It includes: Relevant research Assessment strategies Implementation strategies Flow charts to support implementation Goals and objectives Evaluation of effectiveness formats Positioning suggestions Parent guide - English and Spanish versions Glossary of terms Resource list
It includes: Relevant research Assessment strategies Implementation strategies Flow charts to support implementation Goals and objectives Evaluation of effectiveness formats Positioning suggestions Parent guide - English and Spanish versions Glossary of terms Resource list
Relevant ResearchRelevant Research
“Sometimes the problem ain’t so much what we don’t know as what we know that just ain’t so”
Will Rogers
“Sometimes the problem ain’t so much what we don’t know as what we know that just ain’t so”
Will Rogers
Piaget’s Sensory Motor Stages
Piaget’s Sensory Motor Stages
Parallel development Significance of behaviors
primary circular reactions - finger flicking
secondary circular reactions - banging, shaking, hitting objectstertiary circular reactions - dropping objects
Parallel development Significance of behaviors
primary circular reactions - finger flicking
secondary circular reactions - banging, shaking, hitting objectstertiary circular reactions - dropping objects
Piaget continued:Piaget continued:
Communication begins to emerge around stage 4
Meaningful expressive language occurs in stage 6
Communication begins to emerge around stage 4
Meaningful expressive language occurs in stage 6
VanDijk & SternbergVanDijk & Sternberg
communication vs. language“Communication” is the message.“Language” is the symbol system
used to communicate the message.
communication vs. language“Communication” is the message.“Language” is the symbol system
used to communicate the message.
Language prerequisites:Language prerequisites:
Eye contact Attention to task Receptive vocabulary
Musselwhite & St.Louis
Eye contact Attention to task Receptive vocabulary
Musselwhite & St.Louis
Communication prerequisites:
Communication prerequisites:
Able to: separate self from the
environment understand that there is something
to do to exchange information with someone
Able to: separate self from the
environment understand that there is something
to do to exchange information with someone
Communication prerequisites continued:Communication prerequisites continued:
understand that there are things about which to communicate
understand that there are people with whom to communicate
understand that there are things about which to communicate
understand that there are people with whom to communicate
Contingency Intervention Project
Contingency Intervention Project
infants quickly lose interest in an environment they can never hope to control
maternal stimulation is un-related to IQ; responsiveness is significantly related
infants quickly lose interest in an environment they can never hope to control
maternal stimulation is un-related to IQ; responsiveness is significantly related
Contingency Intervention continued:Contingency Intervention continued:
Co-occurrence is essential in developing the concept that the world is controllable; those with physical/ sensory/motor differences seldom, if ever, experience co-occurrences; 100,000 co-occurrences need to be detected, associated and remembered
Co-occurrence is essential in developing the concept that the world is controllable; those with physical/ sensory/motor differences seldom, if ever, experience co-occurrences; 100,000 co-occurrences need to be detected, associated and remembered
Contingency Intervention continued:
Contingency Intervention continued:
Infants under 4 months of age learn to associate their movements with a consequent even
A delay of more than 2 seconds between movement and consequence and infants as old as 9 months do not learn
3 month old infants remember response consequence associations for at least 1 week and learning can be reactivated for up to 3 weeks
Infants under 4 months of age learn to associate their movements with a consequent even
A delay of more than 2 seconds between movement and consequence and infants as old as 9 months do not learn
3 month old infants remember response consequence associations for at least 1 week and learning can be reactivated for up to 3 weeks
Baby BrainsBaby Brains
Baby brains get bored too! Infants learned switch use by exploration and then quit using the switch when they got tired of the consequence. Changing the consequence resulted in renewed switch use.
Baby brains get bored too! Infants learned switch use by exploration and then quit using the switch when they got tired of the consequence. Changing the consequence resulted in renewed switch use.
Sensory IntegrationSensory Integration
Improvement in MLU and receptive vocabulary have been documented as a result of vestibular stimulation
Improvement in MLU and receptive vocabulary have been documented as a result of vestibular stimulation
Sensory Integration continued:Sensory Integration continued:
Reduction in self-stimulatory and self-injurious behaviors have been documented as a result of vestibular and tactile stimulation
Behavior modification programs often result in a high rate of replacement behavior and a high rate of recidivism
Reduction in self-stimulatory and self-injurious behaviors have been documented as a result of vestibular and tactile stimulation
Behavior modification programs often result in a high rate of replacement behavior and a high rate of recidivism
Sensory Integration continued:Sensory Integration continued:
Less than 1% of seizure prone individuals are adversely affected by vestibular stimulation
Vestibular stimulation is the kind of stimulation that kids enjoy
Less than 1% of seizure prone individuals are adversely affected by vestibular stimulation
Vestibular stimulation is the kind of stimulation that kids enjoy
Assessment
inherent weaknesses of formal assessment for the target
population
Assessment
inherent weaknesses of formal assessment for the target
population
language based commensurate scores don’t reflect
commensurate abilities identify disabilities rather than abilities focus on “typical” development result in teaching to test do not detect small increments of
growth are static
language based commensurate scores don’t reflect
commensurate abilities identify disabilities rather than abilities focus on “typical” development result in teaching to test do not detect small increments of
growth are static
communication based not developmental identifies abilities rather than
disabilities focuses on skills relevant to
building a functional communication system motivating targets current communication appropriate symbol system response modes
detects small increments of growth is dynamic and ongoing
communication based not developmental identifies abilities rather than
disabilities focuses on skills relevant to
building a functional communication system motivating targets current communication appropriate symbol system response modes
detects small increments of growth is dynamic and ongoing
Every Move Counts, Clicks and Chats Assessment includes:
Every Move Counts, Clicks and Chats Assessment includes:
Sensory Assessment on-going probes Communication Survey Clicks / switch use evaluation Chats / voice output strategies
Sensory Assessment on-going probes Communication Survey Clicks / switch use evaluation Chats / voice output strategies
Sensory Assessment continued:Sensory Assessment continued:
scoring and interpretation sensory preferences motor abilities current communication
scoring and interpretation sensory preferences motor abilities current communication
General guidelines:General guidelines:
Two can play Play the table as it’s laid Video if possible No talking, just the facts No arguing, just problem
solving
Two can play Play the table as it’s laid Video if possible No talking, just the facts No arguing, just problem
solving
We tend to be uncomfortable with silence. We are a culture of clutter and clatter. If the television is not on, we are lonely. If the other person is not talking, he or she must not like us. If the radio goes silent for more than ten seconds, we are convinced that it’s gone dead. Silence is a decision to keep one’s mouth shut and to listen with the heart.
Ron Wooten Green
We tend to be uncomfortable with silence. We are a culture of clutter and clatter. If the television is not on, we are lonely. If the other person is not talking, he or she must not like us. If the radio goes silent for more than ten seconds, we are convinced that it’s gone dead. Silence is a decision to keep one’s mouth shut and to listen with the heart.
Ron Wooten Green
Sensory AssessmentSensory Assessment
steady state no social interaction scoring
0 = no response 1 = reactive / reflex 2 = proactive / purposeful
age-appropriate? - customized
steady state no social interaction scoring
0 = no response 1 = reactive / reflex 2 = proactive / purposeful
age-appropriate? - customized
Sensory Assessment continued:Sensory Assessment continued:
Items: vestibular proprioceptive tactile visual olfactory gustatory auditory
Items: vestibular proprioceptive tactile visual olfactory gustatory auditory
Insert 3 tastes of one gustatory item when the symbol (spoon)
appears. Enter score on #7.
Insert 3 tastes of one gustatory item when the symbol (spoon)
appears. Enter score on #7.
1. vestibular – Provide movement for the time indicated for the activity and then pause for 5 seconds. Record response.
Note: Discontinue if blanching, gagging or seizure activity is observed.
position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ _______ _ _ response levels
stimulus tr ial 0 1 2 response description
side to side 1
(10 seconds) 2
3
fro nt to back 1
(10 seconds) 2
3
rotary 1
(5 seconds) 2
3
up and down 1
(5 seconds) 2
3
score: __ _ __ of ____ _ = _____%
1. vestibular – Provide movement for the time indicated for the activity and then pause for 5 seconds. Record response.
Note: Discontinue if blanching, gagging or seizure activity is observed.
position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ _______ _ _ response levels
stimulus tr ial 0 1 2 response description
side to side 1
(10 seconds) 2
3
fro nt to back 1
(10 seconds) 2
3
rotary 1
(5 seconds) 2
3
up and down 1
(5 seconds) 2
3
score: __ _ __ of ____ _ = _____%
2. proprioceptive Ğ provide stimulus for 10 seconds and then pause for 5 seconds. Record response.
position:______ _ _______ _ ____ pre-task condition: _____ _ ____ ___ _ __ response levels
stimulus tr ial 0 1 2 response description
1
2
3
1
2
3
score: __ _ __ of ____ _ = _____%
2. proprioceptive Ğ provide stimulus for 10 seconds and then pause for 5 seconds. Record response.
position:______ _ _______ _ ____ pre-task condition: _____ _ ____ ___ _ __ response levels
stimulus tr ial 0 1 2 response description
1
2
3
1
2
3
score: __ _ __ of ____ _ = _____%
3. tactile Ğ Provide stimulus for 10 seconds and then pause for 5 seconds. Record response. Note: Do not apply stimulus to skin with a bruise, wound or rash. position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __ response levels
stimulus tr ial 0 1 2 response description
1
2
3
1
2
3
score: __ _ __ of ____ _ = _____%
3. tactile Ğ Provide stimulus for 10 seconds and then pause for 5 seconds. Record response. Note: Do not apply stimulus to skin with a bruise, wound or rash. position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __ response levels
stimulus tr ial 0 1 2 response description
1
2
3
1
2
3
score: __ _ __ of ____ _ = _____%
4. visual Ğ Move stimulus through central visual field and all four quadrants (2-3 seconds per quadrant) and then withdraw from sight for 5 seconds. Record response and describe any differences across visual field quadrants under the corresponding column. Note: I t is important that sound not accompany the visual presentation. Do not use strobe
or flashing lights.
position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __ response levels quadrants
stimulus tr ial 0 1 2 UL UR LL LR C response description 1
2
3
1
2
3
score: __ _ __ of ____ _ = _____%
4. visual Ğ Move stimulus through central visual field and all four quadrants (2-3 seconds per quadrant) and then withdraw from sight for 5 seconds. Record response and describe any differences across visual field quadrants under the corresponding column. Note: I t is important that sound not accompany the visual presentation. Do not use strobe
or flashing lights.
position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __ response levels quadrants
stimulus tr ial 0 1 2 UL UR LL LR C response description 1
2
3
1
2
3
score: __ _ __ of ____ _ = _____%
5. auditory Ğ During each trial, present sound at midline, behind and slightly above the head. Allow 10 seconds for music and 3 seconds for noise makers. Pause for 5 seconds. Note: I t is important that movement within the visual fi eld not accompany the sound.
position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __ response levels
stimulus tr ial 0 1 2 response description
1
2
3
1
2
3
score: __ _ __ of ____ _ = _____%
5. auditory Ğ During each trial, present sound at midline, behind and slightly above the head. Allow 10 seconds for music and 3 seconds for noise makers. Pause for 5 seconds. Note: I t is important that movement within the visual fi eld not accompany the sound.
position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __ response levels
stimulus tr ial 0 1 2 response description
1
2
3
1
2
3
score: __ _ __ of ____ _ = _____%
6. olfactory Ğ To di fferentiate between reflexive and purposeful responses, pass an unscented item under the nose for 3 seconds. If response to scented and unscented items is the same, the response is most likely reflexive (level 1). Score response made within 3 seconds of presentation or removal while allowing 20 seconds between presentations. Note: Consider allergies and fragrance sensitivity.
position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __
response levels
stimulus tr ial 0 1 2 response description familiar 1
2
3 novel 1
2
3
score: __ _ __ of ____ _ = _____%
6. olfactory Ğ To di fferentiate between reflexive and purposeful responses, pass an unscented item under the nose for 3 seconds. If response to scented and unscented items is the same, the response is most likely reflexive (level 1). Score response made within 3 seconds of presentation or removal while allowing 20 seconds between presentations. Note: Consider allergies and fragrance sensitivity.
position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __
response levels
stimulus tr ial 0 1 2 response description familiar 1
2
3 novel 1
2
3
score: __ _ __ of ____ _ = _____%
7. gustatory – Provide taste of f ood. Score response made within 5 seconds and then allow additional time necessary for f ood to be consumed.
Note: This item should not be administered if individual is NPO (nothing by mouth). Consider suckers for individuals who can taste but do not have the oral motor control needed to eat. Allow self -feeders to set own interval. Do not force consumption of food that is rej ected.
position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __ response levels
stimulus tr ial 0 1 2 response description
sweet 1
2
3
sour 1
2
3
salty 1
2
3
bit ter 1
2
3
pungent 1
2
3
astringent 1
2
3
score: __ _ __ of ____ _ = _____%
7. gustatory – Provide taste of f ood. Score response made within 5 seconds and then allow additional time necessary for f ood to be consumed.
Note: This item should not be administered if individual is NPO (nothing by mouth). Consider suckers for individuals who can taste but do not have the oral motor control needed to eat. Allow self -feeders to set own interval. Do not force consumption of food that is rej ected.
position:______ _ _______ _ ____ pre-task condition: _____ _ _______ _ __ response levels
stimulus tr ial 0 1 2 response description
sweet 1
2
3
sour 1
2
3
salty 1
2
3
bit ter 1
2
3
pungent 1
2
3
astringent 1
2
3
score: __ _ __ of ____ _ = _____%
Summary: Sensory: Enter the % of points scored in each category and indicate whether ‘2’ responses communicated pleasure (+) or displeasure (-). Modality vestibular tactile proprioceptive visual olfactory auditory gustatory
Sub-score
Summary: Sensory: Enter the % of points scored in each category and indicate whether ‘2’ responses communicated pleasure (+) or displeasure (-). Modality vestibular tactile proprioceptive visual olfactory auditory gustatory
Sub-score
Preferences: Enter the most preferred sensory and most non-preferr ed sensory categories and corresponding physical responses: pref erred
sensory A
(voice, aff ect, eye gaze)
B (head)
C (extremities)
D (mobility)
1
2
3
Preferences: Enter the most preferred sensory and most non-preferr ed sensory categories and corresponding physical responses: pref erred
sensory A
(voice, aff ect, eye gaze)
B (head)
C (extremities)
D (mobility)
1
2
3
non-pref err ed sensory
A
(voice, aff ect, eye gaze)
B
(head) C
(extremities) D
(mobility)
1
2
3
non-pref err ed sensory
A
(voice, aff ect, eye gaze)
B
(head) C
(extremities) D
(mobility)
1
2
3
questionsquestions
What does she like? What was the ‘AHA!’?
How did she communicate that? What was the motor ability she
demonstrated in the context of her favorite activity?
What are your questions? What don’t you like? What differences of opinion do you have?
What does she like? What was the ‘AHA!’?
How did she communicate that? What was the motor ability she
demonstrated in the context of her favorite activity?
What are your questions? What don’t you like? What differences of opinion do you have?
probesprobes
gather more information answer questions settle disagreements
gather more information answer questions settle disagreements
Probes:Probes:
date: ____ _ posit ion:___ _ ________ _ ___ pretask condit ion: __ _______ _ ______ response levels
stimulus tr ial 0 1 2 response description
1
2
3
4
5
comments:
Communication assessment
Communication assessment
EVERYONE communicates in some way. Recognize how the individual
communicates NOW in order to respond to, expand and refine the
current system!
EVERYONE communicates in some way. Recognize how the individual
communicates NOW in order to respond to, expand and refine the
current system!
name: _________________________ date:_____________
completed by: _____________ relationship to individual: _________
Directions: This checklist may be completed based on the examiner’s knowledge of the communicator or by interviewing the parent or primary care giver. Circle the number that best describes the means by which the individual communicated. Give examples of gestures, signs, symbols or words under ‘comments’.
name: _________________________ date:_____________
completed by: _____________ relationship to individual: _________
Directions: This checklist may be completed based on the examiner’s knowledge of the communicator or by interviewing the parent or primary care giver. Circle the number that best describes the means by which the individual communicated. Give examples of gestures, signs, symbols or words under ‘comments’.
1. protests through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
1. protests through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
2. demonstrates discomfort or pain through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
2. demonstrates discomfort or pain through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
3. indicates hunger or thirst through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
4. spontaneous use of any of the above 6 4 2 0
comments:
3. indicates hunger or thirst through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
4. spontaneous use of any of the above 6 4 2 0
comments:
4. responds to removal of reinforcer through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
4. responds to removal of reinforcer through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
5. indicates desire for more through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
5. indicates desire for more through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
6. indicates wants and needs (other than those listed above) through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
6. indicates wants and needs (other than those listed above) through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
7. indicates “yes” and “no” through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
7. indicates “yes” and “no” through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
8. responds to requests through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. with shaping or physical prompting 3 2 1 0
2. when presented verbally and accompanied by a sign or gesture
6 4 2 0
3. when presented verbally only with no repetition 11 9 7 0
comments:
8. responds to requests through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. with shaping or physical prompting 3 2 1 0
2. when presented verbally and accompanied by a sign or gesture
6 4 2 0
3. when presented verbally only with no repetition 11 9 7 0
comments:
9. demonstrates attention to people through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
9. demonstrates attention to people through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
10. demonstrates attention to activity through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
10. demonstrates attention to activity through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
11. responds to social interaction through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
11. responds to social interaction through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
12. initiates social interaction through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
12. initiates social interaction through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
13. seeks attention through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
13. seeks attention through: al
mos
t al
way
s
som
etim
es
rare
ly
neve
r
1. change in af f ect, vocalizations or eye gaze 8 5 2 0
2. gestures 13 12 10 0
3. symbols, signs or words 18 16 15 0
comments:
Enter sum using only the highest score on items 1,2, and 4- 13 (item #3 may have two scores) Enter sum using only the highest score on items 1,2, and 4- 13 (item #3 may have two scores)
Communication summary: Refer to each item and indicate below with a tally the means by which the individual communicated on each item.
Communication Method(s)
aff ect vocal motor gesture sign word symbol other
Communication summary: Refer to each item and indicate below with a tally the means by which the individual communicated on each item.
Communication Method(s)
aff ect vocal motor gesture sign word symbol other
Level Communication Levels
I Motor
Response Level
1. inconsistent motor responses; 2. rarely appears to respond to anything in the environment; 3. may respond to things that are invasive/come in contact with the
body; generally scores 5 or below on most, or all, items
I I Association
Level
consistent motor responses; rarely appears to respond to anything in the environment; may respond to things that are invasive/come in contact with the
body; generally scores 5 or below on most, or all, items
I II Anticipation
Level
appears to anticipate familiar activities or events indicated by changes in responses;
generally scores 8 -12 on most, or all, items
IV Choice Level
with contextual cues, uses symbol to: request more of pleasurable activities; init iate f amiliar activit ies; and decline non-pleasurable activities;
generally scores 13-15 on most, or all, items
V Expansion
Level
without contextual cues, , uses symbol to: request more of pleasurable activities; initiate familiar activities; and decline non-pleasurable activities;
generally scores 16 or above on most, or all, items
Level Communication Levels
I Motor
Response Level
1. inconsistent motor responses; 2. rarely appears to respond to anything in the environment; 3. may respond to things that are invasive/come in contact with the
body; generally scores 5 or below on most, or all, items
I I Association
Level
consistent motor responses; rarely appears to respond to anything in the environment; may respond to things that are invasive/come in contact with the
body; generally scores 5 or below on most, or all, items
I II Anticipation
Level
appears to anticipate familiar activities or events indicated by changes in responses;
generally scores 8 -12 on most, or all, items
IV Choice Level
with contextual cues, uses symbol to: request more of pleasurable activities; init iate f amiliar activit ies; and decline non-pleasurable activities;
generally scores 13-15 on most, or all, items
V Expansion
Level
without contextual cues, , uses symbol to: request more of pleasurable activities; initiate familiar activities; and decline non-pleasurable activities;
generally scores 16 or above on most, or all, items
Select a communication level based on the information gathered: ______ Select a communication level based on the information gathered: ______
symbol thought processsymbol thought process
What if…?
One is not better than another.
The one that works is the best.
What if…?
One is not better than another.
The one that works is the best.
Symbol considerations:Symbol considerations:
Motor abilities Environmental awareness Vision Hearing
Motor abilities Environmental awareness Vision Hearing
Symbol hierarchySymbol hierarchyobject - exact duplicate
object - tangible activity remnantobject - miniature
photographline drawing (color vs. black & white)
gestures (touch cue)sign
printed wordspoken word
object - exact duplicateobject - tangible activity remnant
object - miniaturephotograph
line drawing (color vs. black & white)gestures (touch cue)
signprinted wordspoken word
symbol assessmentsymbol assessment
Vision concerns: yes / no Hearing concerns: yes / no
Vision concerns: yes / no Hearing concerns: yes / no
symbol assessment (continued)symbol assessment (continued)
Activity 1: _______ _ _______ _ ___ With which symbol(s) did individual demonstrate: ob
ject
phot
ogra
ph
line
draw
ing
prin
ted
wor
d
sign
touc
h cu
e
spok
en w
ord
no response
symbol awareness
anticipation of the activity
initiation of the activity
Activity 1: _______ _ _______ _ ___ With which symbol(s) did individual demonstrate: ob
ject
phot
ogra
ph
line
draw
ing
prin
ted
wor
d
sign
touc
h cu
e
spok
en w
ord
no response
symbol awareness
anticipation of the activity
initiation of the activity
Symbol summary: Transfer tally marks from all three activities to this grid. With which symbol(s) did individual demonstrate: ob
ject
phot
ogra
ph
line
draw
ing
prin
ted
wor
d
sign
touc
h cu
e
spok
en w
ord
no response
symbol awareness
anticipation of the activity
initiation of the activity
Symbol summary: Transfer tally marks from all three activities to this grid. With which symbol(s) did individual demonstrate: ob
ject
phot
ogra
ph
line
draw
ing
prin
ted
wor
d
sign
touc
h cu
e
spok
en w
ord
no response
symbol awareness
anticipation of the activity
initiation of the activity
Symbol system to which individual was most responsive: _______________
Symbol system to which individual was most responsive: _______________
messagemessage
Consider: How communication partners
will perceive the interaction Print rich environment Verbal message
Consider: How communication partners
will perceive the interaction Print rich environment Verbal message
assessment summaryassessment summary
How can assessment information be reported in such a way that it guides educational decisions?
what’s so vs. so what!
How can assessment information be reported in such a way that it guides educational decisions?
what’s so vs. so what!
21 Gun Salute!21 Gun Salute!The Assessment Summary is intended to guide organization of information gathered during assessment so that it can be reported in a manner that supports development of an appropriate individualized implementation program. It is designed to be a ‘worksheet’ or working document completed by a ‘team’. Use results of assessment strategies combined with team input to complete items.
The Assessment Summary is intended to guide organization of information gathered during assessment so that it can be reported in a manner that supports development of an appropriate individualized implementation program. It is designed to be a ‘worksheet’ or working document completed by a ‘team’. Use results of assessment strategies combined with team input to complete items.
1. Indicate below preferred (+) and non-preferred (-) sensory modalities and regularly occurring activities involving that sensory modality:
modality possible related activities
(ref er to modality charts) comments
vestibular + / -
proprioceptive + / -
tactile + / -
visual + / -
olfactory + / -
auditory + / -
gustatory + / -
1. Indicate below preferred (+) and non-preferred (-) sensory modalities and regularly occurring activities involving that sensory modality:
modality possible related activities
(ref er to modality charts) comments
vestibular + / -
proprioceptive + / -
tactile + / -
visual + / -
olfactory + / -
auditory + / -
gustatory + / -
2. Indicate below what was communicated and how:
MESSAGE:
MANNER:
like
do not like
stop
more
comments
eyes aff ect voice head extremity mobility
2. Indicate below what was communicated and how:
MESSAGE:
MANNER:
like
do not like
stop
more
comments
eyes aff ect voice head extremity mobility
3. Circle and describe motor abilities observed: motor ability observed description
eye gaze aff ect voice head posit ion trunk extremity mobility
3. Circle and describe motor abilities observed: motor ability observed description
eye gaze aff ect voice head posit ion trunk extremity mobility
4. Circle symbol system(s) to be used and why:
symbol(s) why
objects photograph line drawing printed word sign spoken word
4. Circle symbol system(s) to be used and why:
symbol(s) why
objects photograph line drawing printed word sign spoken word
5. What are the opportunities for choice within daily activities?
activity choices
5. What are the opportunities for choice within daily activities?
activity choices
6. Refer to Communication Summary. Select COUNTS level and describe below the strategy to be used:
Levels:
Methods: I
Motor Response Level
I I Association
Level
I II
Anticipation Level
IV Choice Level
V Expansion
Level
A (voice, affect,
eye gaze)
B (head)
C (extremtites)
D (mobility)
6. Refer to Communication Summary. Select COUNTS level and describe below the strategy to be used:
Levels:
Methods: I
Motor Response Level
I I Association
Level
I II
Anticipation Level
IV Choice Level
V Expansion
Level
A (voice, affect,
eye gaze)
B (head)
C (extremtites)
D (mobility)
7. Select the goal(s) that best address the student’s needs: Establish a consistent motor pattern Develop an association between a symbol and event Request more of a pref err ed activity Decline a non-pref erred activity Communicate to control activities / make a choice f rom a f ield of 2 / choose between symbol for pr eferred and symbol for stop Communicate wants / needs fro m a f ield of ___
comments:
7. Select the goal(s) that best address the student’s needs: Establish a consistent motor pattern Develop an association between a symbol and event Request more of a pref err ed activity Decline a non-pref erred activity Communicate to control activities / make a choice f rom a f ield of 2 / choose between symbol for pr eferred and symbol for stop Communicate wants / needs fro m a f ield of ___
comments:
8. How will progress be documented? What change is expected? identifi ed motor patt erns will become consistent and predictable when the activity
is started or interrupted consistent and predictable anticipatory behavior will be demonstrated when symbol
is presented symbol will be accessed consistently and predictably to initiate the activity symbol will not be accessed consistently and predictably to decline the activity foi l will be accessed consistently and predictably to decline the activity wants and needs will be communicated consistently and predictably fro m a fi eld of _ other – describe:
8. How will progress be documented? What change is expected? identifi ed motor patt erns will become consistent and predictable when the activity
is started or interrupted consistent and predictable anticipatory behavior will be demonstrated when symbol
is presented symbol will be accessed consistently and predictably to initiate the activity symbol will not be accessed consistently and predictably to decline the activity foi l will be accessed consistently and predictably to decline the activity wants and needs will be communicated consistently and predictably fro m a fi eld of _ other – describe:
9. Who will implement and when?
activity person responsible when
9. Who will implement and when?
activity person responsible when
When the information for COUNTS has been gathered, the summary items #1-9 have been completed, and an appropriate program to address functional communication has been developed, consider progressing on to CLICKS for switch use strategies.
When the information for COUNTS has been gathered, the summary items #1-9 have been completed, and an appropriate program to address functional communication has been developed, consider progressing on to CLICKS for switch use strategies.
clicksclicks
What would it take to convince you that the
individual has purposeful switch use?
What would it take to convince you that the
individual has purposeful switch use?
Refer to the Sensory Assessment and enter the most preferred sensory and most non-preferred sensory categories and describe corresponding physical responses below.
Refer to the Sensory Assessment and enter the most preferred sensory and most non-preferred sensory categories and describe corresponding physical responses below.
sensory/motor grid pref erred
sensory A
(aff ect, vocalizations,
eye gaze)
B (head)
C (extremity)
D (mobility)
1
2
3
sensory/motor grid pref erred
sensory A
(aff ect, vocalizations,
eye gaze)
B (head)
C (extremity)
D (mobility)
1
2
3
non-pref erred sensory
A (aff ect,
vocalizations, eye gaze)
B (head)
C (extremity)
D (mobility)
1
2
3
non-pref erred sensory
A (aff ect,
vocalizations, eye gaze)
B (head)
C (extremity)
D (mobility)
1
2
3
1. Select one preferred and one non-preferr ed sensory activity that can be provided thru switch use.
preferred: ____ ___ ___ ___ __ non-preferred: ___ ___ ___ _____ __
1. Select one preferred and one non-preferr ed sensory activity that can be provided thru switch use.
preferred: ____ ___ ___ ___ __ non-preferred: ___ ___ ___ _____ __
2. Select one discreet movement that may be used to activate a switch. discreet movement: __ ___ ___ ___ ___ ______ ___ ___ ___ ___ _____ __
A B C D
aff ect, vocalizations, eye gaze
Up, down, lef t, right Shoulder, arm , hand, f inger, let, foot, toe
mobility
2. Select one discreet movement that may be used to activate a switch. discreet movement: __ ___ ___ ___ ___ ______ ___ ___ ___ ___ _____ __
A B C D
aff ect, vocalizations, eye gaze
Up, down, lef t, right Shoulder, arm , hand, f inger, let, foot, toe
mobility
1. Select a switch that can be activated by the discreet movement. (Consult the table below.) Switch: ______ ___ ___ ___ ___ ____
1. Select a switch that can be activated by the discreet movement. (Consult the table below.) Switch: ______ ___ ___ ___ ___ ____
switch/motor grid:
touc
h
leve
r/le
af
twit
ch
infa
-red
tilt
bio
feed
bac
k
voic
e
pneu
mat
ic
bit
e
tong
ue
other
voice * *
eye * * *
eyebrow * *
mouth * * * * * *
tongue * * * * * *
head * * * * *
shoulder * * * * *
arm * * * * *
hand * * * * * *
f inger * * * * *
torso * * * * *
leg * * * * *
foot * * * * *
toe * * * * *
other
switch/motor grid:
touc
h
leve
r/le
af
twit
ch
infa
-red
tilt
bio
feed
bac
k
voic
e
pneu
mat
ic
bit
e
tong
ue
other
voice * *
eye * * *
eyebrow * *
mouth * * * * * *
tongue * * * * * *
head * * * * *
shoulder * * * * *
arm * * * * *
hand * * * * * *
f inger * * * * *
torso * * * * *
leg * * * * *
foot * * * * *
toe * * * * *
other
4. Combine the preferred activity, the discreet movement and the switch to assess purposeful switch use.
(sensory) + (discreet movement) + (switch) = (purposef ul switch use)
Remember, this is an ‘assessment’ and not an ‘instructional’ activity therefore it is critical to present as follows:
a. the switch and it’s activity be modeled and explained only once; b. there is no interaction after the explanation has been given;
there is no verbal or physical prompting or shaping…ever!
4. Combine the preferred activity, the discreet movement and the switch to assess purposeful switch use.
(sensory) + (discreet movement) + (switch) = (purposef ul switch use)
Remember, this is an ‘assessment’ and not an ‘instructional’ activity therefore it is critical to present as follows:
a. the switch and it’s activity be modeled and explained only once; b. there is no interaction after the explanation has been given;
there is no verbal or physical prompting or shaping…ever!
5. Select one of the methods on the following pages to document purposeful switch use. (See Notes to You to determine when use of these techniques is appropriate.)
1. Variance 2. Mohs system
documentation method: ______ ___ ___ __ ___ __
5. Select one of the methods on the following pages to document purposeful switch use. (See Notes to You to determine when use of these techniques is appropriate.)
1. Variance 2. Mohs system
documentation method: ______ ___ ___ __ ___ __
VARIANCE
position: pre-task condition:__ _____ ___ ___ ___ ___ __ discreet movement: _ __ ___ ___ ___ ___ ___ ____ ___ ___ ___ ___ _____ ___ __ switch: _ __ ___ ___ ___ ___ __ location: ___ ___ ___ ___ ___ ___ _____ ____
NR = no observable response across conditions NC = no change in f requency of identif ied response across conditions C = change in f requency of identifi ed response across conditions
materials: (switch and activit ies)
activity: NR NC C
disconnected switch
pref erred activity
non-pref erred activity
comments
VARIANCE
position: pre-task condition:__ _____ ___ ___ ___ ___ __ discreet movement: _ __ ___ ___ ___ ___ ___ ____ ___ ___ ___ ___ _____ ___ __ switch: _ __ ___ ___ ___ ___ __ location: ___ ___ ___ ___ ___ ___ _____ ____
NR = no observable response across conditions NC = no change in f requency of identif ied response across conditions C = change in f requency of identifi ed response across conditions
materials: (switch and activit ies)
activity: NR NC C
disconnected switch
pref erred activity
non-pref erred activity
comments
MOHS SYSTEM (timely activation)
position: ___ ___ ___ _____ ___ pre-task condition: ___ ___ ___ ___ ___ ___ __ discreet movement: _ __ ___ ___ ___ ___ ___ ____ ___ ___ ___ ___ _____ ____ switch: _ __ ___ ___ ___ ___ _ location: _ __ ___ ___ ___ ___ ___ ___
Less than 5
seconds More than 5
seconds
on
inte
rrup
ted
MOHS SYSTEM (timely activation)
position: ___ ___ ___ _____ ___ pre-task condition: ___ ___ ___ ___ ___ ___ __ discreet movement: _ __ ___ ___ ___ ___ ___ ____ ___ ___ ___ ___ _____ ____ switch: _ __ ___ ___ ___ ___ _ location: _ __ ___ ___ ___ ___ ___ ___
Less than 5
seconds More than 5
seconds
on
inte
rrup
ted
Consider CLICKS after the information for COUNTS has been gathered, the summary items #1-9 have been completed, and an appropriate program to address functional
communication has been developed.
Consider CLICKS after the information for COUNTS has been gathered, the summary items #1-9 have been completed, and an appropriate program to address functional
communication has been developed.
10. Describe switch, switch location, manner of activation and consequence or activity used to determine CLICKS ability:
switch switch location movement activity strategy
preferred: variance
non-pref erred: Mohs
Comments:
10. Describe switch, switch location, manner of activation and consequence or activity used to determine CLICKS ability:
switch switch location movement activity strategy
preferred: variance
non-pref erred: Mohs
Comments:
11. Describe switch use patterns:
random:
control led:
11. Describe switch use patterns:
random:
control led:
12. Indicate switch goal(s) below:
o will control a sensory event in the environment using a switch
o will participate in general curriculum
Comments:
12. Indicate switch goal(s) below:
o will control a sensory event in the environment using a switch
o will participate in general curriculum
Comments:
13. Indicate environmental control opportunities associated with switch use.
sensory category
environmental opportunity (setting)
event
13. Indicate environmental control opportunities associated with switch use.
sensory category
environmental opportunity (setting)
event
14. How will effectiveness be evaluated? 1. variance 2. speed
3. fr equency 4. latency
5. Mohs 6. accuracy
7. spontaneity 8. duration
14. How will effectiveness be evaluated? 1. variance 2. speed
3. fr equency 4. latency
5. Mohs 6. accuracy
7. spontaneity 8. duration
15. Who will implement and when:
activity person responsible when
15. Who will implement and when:
activity person responsible when
chatschatsWhen the information for COUNTS and CLICKS has been gathered, the summary items #1-15 have been completed, and an appropriate program to address functional communication and purposeful switch use has been developed, consider progressing on to CHATS to enhance COUNTS and CLICKS with voice output.
When the information for COUNTS and CLICKS has been gathered, the summary items #1-15 have been completed, and an appropriate program to address functional communication and purposeful switch use has been developed, consider progressing on to CHATS to enhance COUNTS and CLICKS with voice output.
16. I ndicate CHATS level below:
0 symbols single symbols
symbol & foil mulitiple symbol array
2 symbol combinations
c/ e not documented
t
a
c/ e documented
l
k
i
n
g
16. I ndicate CHATS level below:
0 symbols single symbols
symbol & foil mulitiple symbol array
2 symbol combinations
c/ e not documented
t
a
c/ e documented
l
k
i
n
g
draft
16. Indicate below the opportunities during the day to use voice output:
opportunity message symbol
Comments:
draft
16. Indicate below the opportunities during the day to use voice output:
opportunity message symbol
Comments:
18. Select voice output goal(s): will participate in a social event using a voca switch will demonstr ate association between spoken symbol and corresponding event will participate in the general curriculum
18. Select voice output goal(s): will participate in a social event using a voca switch will demonstr ate association between spoken symbol and corresponding event will participate in the general curriculum
19. Describe features of current communication system and then refer to product information to select device(s) that best match these features.
ability to device feature match
communication system features potential device matches
symbol system symbol size number of symbols in array number of arrays (levels) manner of activation portability voice quality
Voca selected to support light tech system: ___ ___ ___ ___ ___ ___ ___ ___
19. Describe features of current communication system and then refer to product information to select device(s) that best match these features.
ability to device feature match
communication system features potential device matches
symbol system symbol size number of symbols in array number of arrays (levels) manner of activation portability voice quality
Voca selected to support light tech system: ___ ___ ___ ___ ___ ___ ___ ___
20. Select below the variable by which changes will be documented: speed
fr equency latency
accuracy
spontaneity duration
20. Select below the variable by which changes will be documented: speed
fr equency latency
accuracy
spontaneity duration
21. Who will implement and when?
activity person responsible when
21. Who will implement and when?
activity person responsible when
When the assessment process is complete, continue to gather information and modify the program through the use of probes and data. Consider the Activity Curriculum to further expand COUNTS, CLICKS AND CHATS in accordance with state and local guidelines
When the assessment process is complete, continue to gather information and modify the program through the use of probes and data. Consider the Activity Curriculum to further expand COUNTS, CLICKS AND CHATS in accordance with state and local guidelines