But They Can’t Respond?!? Assessing the Severe Needs Students Sue Loeffler, M.A., CCC-SLP Assistive Technology Specialist Denver Public Schools.

But They Can’t But They Can’t Respond?!?Respond?!?

Assessing the Severe Needs Assessing the Severe Needs StudentsStudents

Sue Loeffler, M.A., CCC-SLPAssistive Technology Specialist

Denver Public Schools

Communication MatrixCommunication Matrix

Company: Design to LearnCharity Rowland & Philip Schweigert

Assessment: Communication MatrixIntervention Programs:

◦School Inventory of Problem Solving Skills◦Home Inventory of Problem Solving Skills◦Hands-On Problem Solving for Children with

Multiple Disabilities At School At Home

◦Tangible Symbol Systems◦First Things First: Pre-Symbolic Communication

Assessment: Communication Assessment: Communication MatrixMatrix

English: www.designtolearn.comSpanish: www.matrizdecomunication.org

Communication Matrix comes in print/hard copy format as well as online versions

Different formats for therapist and parent portions

Why do we communicate?Why do we communicate?

To Obtain SomethingTo Refuse SomethingFor SocializationTo Gain Information

TherapistTherapist

ParentParent

Required ParticipantsRequired Participants

ProfileProfile

Seven levels of communicative competence◦Pre-intentional, intentional, unconventional

behavior, conventional behavior, unconventional communication, conventional communication, concrete symbols, abstract symbols, language

Four areas of communication intent◦Refuse, obtain, social, information

Intervention Goals

Pre-Intentional BehaviorPre-Intentional Behavior

Salient Behavior:Pre-intentional or reflexive behavior that expresses state of subject. State (e.g. hungry, wet) is interpreted by caregiver.i.e. stiffens, twists, turns head away, etc.

Intervention Goal:Establish purposeful behavior by creating highly responsive environments

Intentional BehaviorIntentional Behavior

Salient Behavior: Behavior is intentional, but is not intentionally communicative. Behavior functions to affect caregiver’s behavior, since caregiver infers intent.i.e. pulls back, kicks, frowns, etc.

Intervention Goal: Respond to potentially communicative behaviors so that child becomes aware of their communicative purpose.

Unconventional CommunicationUnconventional Communication

Salient Behavior:Unconventional gestures are used with intent of affecting caregiver’s behavior.i.e. kick, smile, fuss, looks at caregiver, etc.

Intervention Goal:Shape unconventional gestures

into conventional gestures and/or target symbol use.

Conventional CommunicationConventional Communication

Salient Behavior:Conventional gestures are used with intent of affecting caregiver’s behavior. Child shows “dual orientation.”i.e., moves toward object, looks b/ caregiver and object, touches object, etc.

Intervention Goal:Teach 1:1 correspondence between

symbols (concrete or abstract) & referents.

Concrete SymbolsConcrete Symbols

Salient Behavior:Limited use of concrete symbols to represent specific entities. 1:1 correspondence between symbol & referent.i.e., mimics sound of object, copies movement of object, gestures toward symbol w/ intent to obtain, etc.

Intervention Goal:Teach 1:1 correspondence

between abstract symbols & referents.

Abstract SymbolsAbstract Symbols

Salient Behavior:Limited use of abstract symbols to represent entities. Symbols are used one at a time.i.e., says, signs, writes, Brailles the single word/label

Intervention Goals:Teach combination of symbols

into two- and three-symbol utterances.

LanguageLanguage

Salient Behavior:Rule-bound use of symbol system. Ordered combinations of two or three symbols according to syntactic conventions.i.e., use of two or more words

Intervention Goals:Expand semantic &

syntactic abilities.

DATA SourcesDATA Sources

Any combination of:◦Observations◦Interviews◦Direct attempts to elicit

Communication Matrix ProfileCommunication Matrix Profile

Profile ScoringProfile Scoring

Only check off what the student produces independently (without assistance*)

Only check off what the student produces consistently (without assistance*)

*Modifications/Adaptations (communication boards, devices, pointers, etc.)

MasteredMastered

The child can do at least three or more of the examples –or- demonstrates one example with at least three different sets of materials/individuals.

Usually performs this skill independently when the opportunity is presented.

Mastered with LimitationsMastered with Limitations

Clearly understands what needs to be done but physical limitations prevent the child from doing this independently.

However, with some physical assistance or

adaptation, s/he can do at least three of these examples –or- demonstrates one example with at least three different sets of materials/individuals.

EmergingEmerging

The child is just beginning to understand what needs to be done, but only demonstrates this skill under very limited circumstances.

S/he can do at least one of the examples but only with one or two sets of materials/individuals and may be inconsistent.

Not PresentNot Present

The child doesn’t seem to understand what needs to be done and doesn’t attempt to perform this skill.

Home InventoryHome Inventory

School InventorySchool Inventory

Hands-On InterventionsHands-On Interventions

Hands-On Problem SolvingHands-On Problem Solving

Design to Learn ProgramDesign to Learn Program

Program set includes:

Videotaped Examples of all 67 observable traits in the program

CD’s of the program charts, etc.

Photocopy-ready booklets

Already Available !Already Available !

Questions?

How to get it:SLP equipment/supplies checkout system

Drop by AT @ Smedley room 164, and copy parts of the demo set. To arrange, email Sue to set up a day/time. [email protected]