Are you sure you want to delete this post?
Remove
Cancel
Internet Explorer is no longer a supported browser for the Communication Matrix so features may be missing. Please switch to a different browser, such as Firefox or Chrome.
1 likes
60 views
Information typically needed to help parents and school personnel get started...
mike_cole@useyourwordsspeech.com
4/9/2019 2:53 PM
When helping school teams and home caregivers implement AAC, I find there are key pieces of information typically needed.
1. Feature Matching
- With easy access to communication apps on tablets, AAC is more ubiquitous than ever. This is a positive in that it results in increased awareness and decreased stigma. However, it also creates the appearance of a simple selection process where one can download an app and use it in a plug and play manner
- An analogy I like to use is that you wouldn't pick a pair of contact lenses or glasses off the shelf without an evaluation to determine the perfect match for the specific needs of the wearer. The same care and evaluation should be given to feature matching the AAC tool to the individual. Poor matching tends to either result in having a tool for years that is ineffective or continuous rotating through tools which undermines the consistency needed for communication.
2. Explanation of Core Vocabulary vs. Fringe Vocabulary
- Good communication tools need to have both, however, most people typically start with the idea of creating a communication tool of nouns and categories.
- I provide the researched information regarding core and fringe vocabulary to the teams and families.
- If there is disagreement, I ask the teams and families to communicate using a noun only tool. It becomes quickly evident that it is difficult to answer, "How was your day?" or to answer when I ask, "What do you think?"
- "The Language Stealers," is a great video to show what is needed for communication and to raise the expectations of people helping these individuals
3. Tour of the communication tool layout
- While this is needed for low tech and mid tech devices, it is especially true for high tech devices.
- Navigating layouts is overwhelming for parents and school personnel, especially if they have not seen it before.
- The main communication device companies and producers of robust communication apps have video tutorials on the setup which makes if convenient to share this information when there is not time for an official training or distance makes it difficult to meet.
- I often hear, "the child knows the layout even better than I do, they are doing so well!" While this is a compliment to the user, it points to more knowledge needed by school personnel and parents. As those who are assisting the communicator, we need to be more knowledgeable to be able to instruct as needed.
4. Aided Language Stimulation/ Partner Augmented Input / Focused Language Stimulation
- I present this to the parents and staff as the number 1 most important thing they can do. If nothing else, model on the communication tool in front of the user.
- This is the way to achieve the most bang for your buck and to learn the communication layout.
- So as not to get overwhelmed, I instruct to start with just one word for one activity as that will be progress. It is already one more word than was being targeted before
5. Least to most prompting
- I find people most easily resort to hand over hand prompting with individuals.
- We are a results oriented and testing type of society rather than a process oriented and evaluative type of society. As a result, people want to see answers now rather than pause and wait.
- The information regarding least to most prompting starts a paradigm shift in allowing the user to learn rather than forcing the user to respond.
- I emphasize to teams that I avoid hand over hand at all costs. When I will consider this is if a user operationally doesn't know how to use the tool (i.e. they don't know that if they touch the screen something will happen.) But after this I rapidly return to no hand over hand
6. Typical Language Development and How it Applies to AAC
- When , "The box," or, "The book," or, "The VOCA," is placed in front of a user by the staff and parents, the focus is on the tool and, "getting the child to use it."
- I remind the school team and parents that the overall goal is actually language development. Yes, there is a tool to use, but that tool should be thought of as the means through which language development, communication, and social participation can occur.
- Once the focus is placed back on outcomes, the team and family can better envision what the path actually is.
This post is part of the collection
0 Replies
© 2019 Charity Rowland, Ph.D.
Site by State33 and Smith & Connors
Add this post to
Write a note about why you chose this post to appear in your collection.
Try the Matrix
Please select a statement below that describes the type of matrix administration that you would like to begin.
Please wait while we process the matrix ...
You are about to TRY the Matrix Assessment tool.
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.
Your information is private.
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.
Teachers:
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.
Statement A
My child doesn't seem to have real control over his body yet.
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?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
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?
Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
Does this statement describe your child?
How to score 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
Mastered
– 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
Emerging
– 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.
Tips on Communication Devices
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