AAC Assessment Strategies for Teens and Adults AAC Assessment Strategies for Teens and Adults Sandra M. Grether, Ph.D.,CCC/SLP [email protected]1 Welcome to this SpeechPathology.com Live Expert e-Seminar! Augmentative Communication: Assessment Strategies for Teens and Adults Presented By: Sandra Grether, Ph.D., CCC-SLP Moderated By: Amy Hansen, M.A.,CCC-SLP, Managing Editor, SpeechPathology.com Please call technical support if you require assistance 1-800-242-5183 Live Expert eSeminar ATTENTION! SOUND CHECK! Unable to hear anyone speaking at this time? Please contact Speech Pathology for technical support at 800 242 5183 TECHNICAL SUPPORT TECHNICAL SUPPORT Need technical support during event? Please contact Speech Pathology for technical support at 800 242 5183 Submit a question using the Chat Pod - please include your phone number. Earning CEUs EARNING CEUS •Must be logged in for full time requirement •Must pass short multiple-choice exam Post-event email within 24 hours regarding the CEU exam ([email protected]) •Click on the “Start e-Learning Here!” button on the SP home page and login. •Must pass exam within 7 days of today •Two opportunities to pass the exam
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AAC Assessment Strategies for Teens and AdultsAAC Assessment Strategies for Teens and AdultsSandra M. Grether, Ph.D.,CCC/SLP
Please call technical support if you require assistance
1-800-242-5183
Live Expert eSeminarATTENTION! SOUND CHECK!Unable to hear anyone speaking at this time?Please contact Speech Pathology for technical support at 800 242 5183
TECHNICAL SUPPORTTECHNICAL SUPPORTNeed technical support during event?Please contact Speech Pathology for technical support at 800 242 5183Submit a question using the Chat Pod - please include your phone number.
Earning CEUsEARNING CEUS•Must be logged in for full time requirement•Must pass short multiple-choice exam
Post-event email within 24 hours regarding the CEU exam ([email protected])
•Click on the “Start e-Learning Here!” button on the SP home page and login.•Must pass exam within 7 days of today•Two opportunities to pass the exam
AAC Assessment Strategies for Teens and AdultsAAC Assessment Strategies for Teens and AdultsSandra M. Grether, Ph.D.,CCC/SLP
• Language performance is what a person really knows about the language
• Different in different• Different in different contexts, when different modalities are used for input and output and when different levels of support are available from the environment
Nelson, 1992
• To be an effective communicator, an individual must have a system that allows flexible shifting among strategies, with the ability to call on a variety of linguistic, discourse, cognitive, and social interaction k llskills.
• An individual needs more than a limited set of knowledge and skills to communicate effectively
Nelson, 1992
Nelson’s Domain Model (1992)
• 4 linguistic rule systems - phonology (sound system), lexicon (words and their relationships), syntax (sentence structure), and morphology (meaningful units)3 pragmatic rule systems speech acts (the• 3 pragmatic rule systems - speech acts (the things a person does with language), conversation (the process of interacting with another person through language), and discourse (ways of constructing and organizing text - oral and written)
AAC Assessment Strategies for Teens and AdultsAAC Assessment Strategies for Teens and AdultsSandra M. Grether, Ph.D.,CCC/SLP
Linguistic DomainSkills in the language(s) spoken by the
family and community• Receptive• Expressivep
Skills in the “language” code of the AAC system(s)
• Content (vocabulary)• Form (single words/messages)• Use (social/pragmatic)
Receptive Skills in Spoken Language
• Spoken language is primary language of input for individuals using AAC– Partners seldom augment their speechR ti l kill iti l t• Receptive language skills are critical to communicative competence
• Expressive difficulties may mask comprehension difficulties
• Goal for expressive language skills is to equal receptive language
Skills in “language code” of AAC system
• Learn to use AAC graphic symbols (including spelling) to represent vocabulary
• Learn how to combine symbols to express l idmore complex ideas
– Use determiners, conjunctions, prepositions
– Add morphological markers for tense, plurality, possession, comparatives
• Learn organization of system (pages/levels)
AAC Assessment Strategies for Teens and AdultsAAC Assessment Strategies for Teens and AdultsSandra M. Grether, Ph.D.,CCC/SLP
• Why do you encode? To increase the rate of communication.
• Typical adult speakers with no speech Typical adult speakers with no speech disabilities converse at rates of 150 to 250 words per minute. Typical rate for messages selected and conveyed using speech generating devices is 2 to 25 words per minute.
• Time/duration of message production –how long to produce a message
• Cognitive processing – time to decide which selections or acts are necessarywhich selections or acts are necessary
• Productivity & clarity indices – measures of which meanings may be encoded and how well are they encoded
Core versus Fringe Vocabulary
• Core - highly functional words and phrases typically beginning with items related to basic functional needs, brief social exchanges, and other information necessary across most environments
• Fringe - words are particularly content-rich, topic-related, and specific to particular individuals
Word Power(developed by Nancy Inman, M.A.T., CCC-SLP)
AAC Assessment Strategies for Teens and AdultsAAC Assessment Strategies for Teens and AdultsSandra M. Grether, Ph.D.,CCC/SLP
• Families can’t buy SGDs on their own• Knowledge about funding options allows
proper assessment & treatment planning• Knowledge creates expectations about
outcomes clients can achieve through SLP treatment
Funding for AAC in the U.S.• Private Medical Insurance• Medicaid (ODHS)• Medicare• Tricare (formerly Champus)( y p )• Education• Rehabilitation Services Commission• BCMH• Family Resource Services• Philanthropic Organizations
AAC Assessment Strategies for Teens and AdultsAAC Assessment Strategies for Teens and AdultsSandra M. Grether, Ph.D.,CCC/SLP
Private Medical Insurance 1. Is the person “eligible”?2. Is the item or service “covered”?
(durable medical equipment, prosthesis, speech and language therapy)
3 Is the item or service “medically3. Is the item or service “medically necessary”?
4. Does the request meet any special eligibility or coverage rules that may apply?
All “YES” for Health Benefits Program to cover!!!
Funding for AAC
EDUCATION
Public Law 94-142• FREE Appropriate
Public Education –this law started it ALL!
IDEA: Individuals with Disabilities Education Act, 1997
Assistive Technology is defined as any item, piece of equipment, or product system,
h th i d i ll ff thwhether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.
[IDEA 1990,(602a)]
AAC Assessment Strategies for Teens and AdultsAAC Assessment Strategies for Teens and AdultsSandra M. Grether, Ph.D.,CCC/SLP
maintenance, etc.• Coordinating and using other therapies• Training
– student, family– professionals, service providers, etc...
Assistive Technology on the IEP
• It must be supported by the IEP team.• Annual goals and objectives• Supplementary aids and services• Related services
ReferencesBeukelman, R & Mirenda, P (2005). Augmentative &
Alternative Communication: Supporting Children & Adults with Complex Communication Needs. Baltimore: Paul H. Brookes Publishing Co.
Desch, LW, Gaebler-Spira D, & Council on Children with Disabilities (2008) Prescribing assistive-technologyDisabilities (2008). Prescribing assistive technology systems: focus on children with impaired communication. Pediatrics, 121, 1271-1280.
Light, JC (1989). Toward a definition of communicative competence for individuals using augmentative & alternative communication systems. Augmentative and Alternative Communication, 5, 137-143.
AAC Assessment Strategies for Teens and AdultsAAC Assessment Strategies for Teens and AdultsSandra M. Grether, Ph.D.,CCC/SLP
Light, JC (1997). “Communication is the essence of human life”: Reflections on communicative competence. Augmentative and Alternative Communication, 13, 158-171.
Millar, DC, Light, JC, & Schlosser, RW (2006). The impact of augmentative and alternative communication intervention on the speech pproduction of individuals with developmental disabilities. Journal of Speech, Language, and Hearing Research. 49, 248-264.
Nelson, N (1992). Performance is the prize: Language competence ad performance among AAC users. Augmentative and Alternative Communication. 8, 3-18.
Soto, G. & Zangari, C. (2009). Practically Speaking: Language, Literacy, & Academic Development for Students with AAC Needs. Baltimore: Paul H. Brookes Publishing Co.
Wetherby A, Cain D, Yonclas D, & Walker V (1988). Analysis of intentional communication of normal children from the prelinguistic to the multi-wordchildren from the prelinguistic to the multi word stage. Journal of Speech and Hearing Research, 31, 240-252.