Date Created: 11/25/2019
Posts: 3
Karen was an early participant of the Outreach Program as part of the Communication Matrix grant project. She was lecturer at Wayne State University, worked directly with Dr. Charity Rowland as Assistant Professor at OHSU before spending a year learning from the teams at The Bridge School. Karen is currently an AAC Clinical Supervisor in the Bay area. She submits posts on the PrAACtically Reading blog and has a special interest in the development of literacy for those learning to communicate through AAC. She serves on the Editorial Review Committee for SIG 12 (AAC) Perspectives and mentors many new to the practice of AAC in the school setting. Disclosure: Karen Natoci is not an employee of the Communication Matrix Foundation or a current member of the research team. The views expressed in her posts are those of the author and not of the Communication Matrix Foundation.
This post includes ideas on interpreting the Communication Matrix and using it as a guide for educational teams
I use the Matrix for several reasons: it has a nice visual presentation and makes my evaluation results easy to display in a clear, understandable way. For example, I will literally grab the nearest m...
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This post discusses how to use the Communication Matrix as a guide for AAC intervention.
The Communication Matrix is an assessment of a person’s early expressive forms and functions. The role of the communication partner is to use receptive supports to promote progress on the Matrix by be...
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This post includes helpful resources related to partner augmented symbol input and the idea of modeling.
I would like to share some resources related to partner augmented symbol input and modeling. The first is a pdf (attached) of a presentation I created providing a quick overview of partner augmented s...
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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
