Date Created: 1/15/2020
Posts: 4
Kim Elliott, MS, CCC-SLP, ATP Carrie Luse, MSR, OT/L, ATP Kim and Carrie co-direct the Assistive Technology (AT) Lab at Community Vision in SE Portland. Kim is a Speech Language Pathologist and Carrie is an Occupational Therapist; both are certified Assistive Technology Professionals (ATP). They have nearly 30 years combined AT experience and have worked at Legacy Emanuel, OHSU, and Providence hospitals. They ran their own clinic, Assistive Technology NW, for 6 years before developing the AT program with Community Vision. They are passionate about working with people to find AT solutions that will enable them to participate and be fully included in their communities of choice. Through the AT Lab, they are privileged to work with all ages in a community-based Education & Resource center, providing consultations, trainings, and Public Open Lab hours every Thursday from 12pm – 5pm. http://cv-atlab.org/ 2475 SE Ladd Ave, #120 (#240, mailing) Portland, OR 97214 o. 503.292.4964, ext 152
This post introduces the Inclusive Summer Camp Pilot Project and describes its design.
What is the Project? This was a collaboration between the Community Vision Assistive Technology (AT) Lab, Portland State Speech & Hearing Department, Portland Parks & Recreation, and SUN Schools to c...
1
20
This post discusses some of the physical adaptations and accommodations to make camp accessible for children with complex motor and communication needs.
Physical Accessibility Faubion School is a newly built, very accessible space in NE Portland. It was chosen as one of the best site options because it is newly designed and open with large passage wa...
1
6
This posts describes how camp was designed to help encourage understanding and social connection between the campers.
Many of the campers at SUN camp had never met children with CCN or children with significant physical challenges. Alternative communication methods were new to many of them. We began the week during t...
0
9
This post includes our reflections on the first year of camp and our thoughts for next year.
Planning Curriculum The SUN camp staff were amazing and open partners in this project! However, after the pilot project, we had a debriefing meeting and it was agreed that it would be beneficial for ...
1
24
GIVE
© 2020 Charity Rowland, Ph.D.
Site by State33 and Smith & Connors
Please wait while we process the matrix ...
Your information will not be saved unless you register. You may register for free at anytime throughout the tryout by clicking the orange button bottom right.
The information you enter in the assessment is completely secure and cannot be identified. When you use this free service, we ask you to provide some very basic information about the individual you are assessing (gender, age, ethnic background, country of residence, disability and specific impairments) and your relationship to that person. However, we have no way of indentifying who has used this service.
Many teachers require their college students in communication disorders or child development classes to complete a Communication Matrix online. Please have your students use the Test Drive site for this purpose. You may ask them to print out the Profile and Communication Skills List as proof of their work.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
Does this statement describe your child?
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
