Date Created: 10/14/2019
Posts: 4
Chris Gibbons has worked in a variety of AAC clinical, research, and industry settings as a private practitioner, assistive technology specialist, and policy level consultant. For more than 20 years he has focused solely on advocating for and contributing to SGD user success through increased access efficiencies and by working to improve funding for SGDs. Current projects are focused on fully integrated AAC systems. Chris is the VP of Education and Assessment at Smartbox Assistive Technology
This post explores some of the challenges school teams face and introduces the PROVAIL consultative model as a framework for providing consultative AT services.
First I want to shout out to Gayl Bowser for her excellent posts on capacity-building in AT service delivery. It's an absolutely critical strategy as we strive for the most supportive AT environment p...
0
1215
This post discusses the first two stages of the PROVAIL consultative model, describing the Method and the Intake stages.
Our five stage AT consultation model at PROVAIL includes: 1. Method 2. Intake 3. Planning 4. Implementation 5. Analysis As promised in my initial post introducing the rationale for a...
0
1309
This post describes the third stage of the PROVAIL consultative model, detailing the planning phase.
Our five stage AT consultation model at PROVAIL includes: 1. Method 2. Intake 3. Planning 4. Implementation 5. Analysis “A goal without a plan is just a wish” – Antoine de Saint-Exu...
0
1286
This post describes the last two stages of the PROVAIL consultative model, describing the Implementation and Analysis phases.
Our five stage AT consultation model at PROVAIL includes: 1. Method 2. Intake 3. Planning 4. Implementation 5. Analysis “You can break that big plan into small steps and take the fir...
0
1203
GIVE
© 2026 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
