OverviewandResearch2014 - Creative Communicating

Transcription

Supported Research
1
Overview and Supportive Research
for the C.L.A.P. AAC2go and Dynamic
Communication Books
Pati King-DeBaun, M.S. CCC-SLP
Creative Communicating
Supported Research
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Integrating Best Practices
in AAC Instruction ©2014 King-DeBaun, P
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Being able to say what you want to say, when you want
to say it, and how you want to say it
To accomplish this goal, an individual needs
independent and easy access to a dynamic display
(multiple page) communication system so he/she
can navigate between pages….using their specific
access system, eye pointing, touch, scanning,
assistive scanning, etc
©2014 King-DeBaun, P
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No Cognitive Referencing And
No Prerequisites
American Speech-Language Hearing Association
ASHA Division 1 SID: Language Learning and Education, Vol
7, Number 1, July 2000
Child need opportunities to use AT to better assess their
development and offer opportunities for communicating &
learning
Not knowing abilities does not mean not giving access to
materials!
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What do you teach first?
The confusion about language and
communication and Teaching AAC....
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The common approach to teach AAC disregards the
concept of Communication and is commonly taught based
the structure of language for verbal developing children….
One word, two word utterances, etc
Without recognizing….
• physical abilities
• world knowledge
• experiences
• age
• motivation factors such as human interaction and
closeness.
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Communication vs. language
  Communication
is a combination of
behaviors that are not necessarily
standard that the listener interprets the
communication intent based on the
behavior.
  Language
implies a standardized set of
rules that both the communicator and
listener understand.
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Micro Approach?
Show, me,
touch the…
?
+
go ?
up
FRUSTRATION!
more
in
Access issues
=
Not good practices!
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Macro Approach?
Something is wrong?
I’ll tell you
what I think
+
Access issues
I can do it!
=
I’m having a good day
Emersion Approach
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The Integrated Model of
Communication
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BUILDING A FOUNDATION FOR
COMMUNICATION and LITERACY SUCCESS
 
 
 
Teach Social Skills- A robust collection core phrases that
can be retrieved easily and provide efficient methods for
students to have a conversation, participate in a
discussion, provide feedback to the listener, meet
personal needs, establish relationships, play, etc.
Teach Literacy Skills- Teach core words that are selected
for their strong literacy and communicative base.
Students learn how to identify those words, read them and
use them to spell other words. Strong Research base for
written and spoken communication frequency lists for
AAC. Learn alphabetic skills to ultimately learn how to
write using an alphabet
Teach Linguistic(Language) Skills – Students learn how to
use core words and vocabulary lists to build sentences
and generate ideas.
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AAC2go for Go Talk Now
12 location
Standard in speaking Dynamically Pro
Get what you need
Available in my Tobii Communicator
Available in Echo Pass
CLAP for ages toddler- 8
Why Are the Communication
Books or systems Important?
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Features
• Easy to use and teach
• Quick success
•  A starting place
• Teaches navigational skills for higher end communication
systems by simply modeling the system use
• Vehicle for teaching literacy and language
• Always prepared for next level of communication support
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Students with Complex Communication Need
• 
• 
• 
• 
Conversational language
Choices-words
Activity vocabulary and
Core vocabulary…generative language
“Vocabulary available doesn‘t’
disappear and can be built upon”
(King-DeBaun, 1998, Banajee,2003, Casey 2011)
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Research data involving over 13,000 students
nationwide who participate in Alternate
Assessments (students with the most significant
disabilities) indicate that:
•  Up to 40% of such students are not using
symbolic communication
•  There is no statistically significant movement
toward symbolic communication across the
grade band from elementary to high school in
most states surveyed
•  50% or less of students who should have AAC in
place actually have AAC in place. ( AAC is
broadly defined to include symbols in
education)
Kearns, J., Towles-Reeves, E., Kleinert, H., Kleinert, J., & Thomas, M.
(2011; Towles-Reeves, E., Kearns, J., Kleinert, H.,& Kleinert, J. (2009)
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Without AAC, students may appear to be “pre-symbolic” OR
Students are not progressing due to lack of use of AAC.
• Students have no way of displaying their actual level of
cognitive and communication competence if no AAC has been
offered or established.
• IF the use of AAC is not offered to these students, they are less
likely to learn and evidence symbolic behaviors.
• IF the use of AAC is offered to these students, with appropriate
supports and instruction, they have the opportunity to LEARN
and DEVELOP symbolic communication.
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Partner Characteristics: Communication Interaction Style
• Tend to dominate the interactions
• Preempt the student’s turn
• Don’t give students time to formulate messages
• Often fail to respond to student’s initiations
Often anticipate the student’s needs and thoughts,
• making
it unnecessary for them to communicate
• Use rhetorical speech for which answers are not being
solicited
• Use “Fills” and “Tags” which obscure the meaningful
message or cancel intended effect May sometimes doublestate messages
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“Students
need access to sufficient
vocabulary to:
meet their present communication
requirements
stimulate further development of
communication and language
Porter, G., & Cameron, M. (2007). CHAT-Now manual:
Children's aided language tools. Melbourne, Australia:
Scope Victoria)
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The underlying belief is that all children
will communicate and can reach their
highest potential ( Including High Tech
Communication) if provided with the
right elements.
King-DeBaun, 2010
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• 
• 
• 
• 
What nonspeaking children
need access to is…
Customization with ongoing updates
(No one system works for all individuals)
Age-appropriate language
Consistent structure for ease of motor planning
location of items across pages (e.g. going to
Main page)
•  Modeling and multiple opportunities to use for
success in natural environments
•  More vs. less . Students can use and learn
Vocabulary quickly
Jlarivierie (2013)
Features of the light Tech book
resemble features of any high tech
AAC System and communication
competencies
• Area for phrases
• Area for core words
• Area for word banks
• Keyboard for spelling
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Core Phrases in rou-ne conversa-ons  Speeds up the response -me
 Others view students as more intelligent  Can provide a scaﬀold for conversa-onal learning
 Large mo-va-on for learning
 Provides a level for automa-city in conversa-on ©2014 King-DeBaun, P
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Supportive Research
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Support for Phrases Based Images
and Characterization
Previous research suggests the inclusion of cartoon
characters, a method known as characterization, enhances
children's attraction to, and sustained interest in, toys and
software (see e.g., Rydland et al., 1999; Heppel, S., 1999;
Griffiths,1999).
The importance of characterization in toy development has
been related to AAC in one study which suggests that none
of 43 augmentative communication devices analyzed
included characterization while 40% of 60 toys analyzed
included this feature (Light, Drager, & Nemser, 2004).
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Phrases
The phrases were selected from several research-based
sources that address the phrases for communication
A predictive, hierarchal “phrase based” structure has the potential to provide
users with access to a broad range of standard, idiomatic phrases that speakers
prefer, as well as a large bank of single-word vocabulary that speakers require
when needing to generate novel utterances to be accurate and informative in
their face-to-face communication
Pawley & Snyder, 1983, Two Puzzles for Linguistic Theory in Richards and
Smith Ed, Language and Communication,( pp 185-209 ) New York , Longman.
Prosody is particularly important as a tool in regulating turn-taking
(Wells, & Peppe, 1996).
Turn-taking is a critical feature of all human interactions (Sacks, Schegloff,
Jefferson, 1974).
Greenspan,S ( 2005) The First Idea.
.
Phrases
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Hoag, L. A., Bedrosian, J. L., McCoy, K. F., & Johnson, D. E. (2004). Trade-offs between
informativeness and speed of message delivery in augmentative and alternative communication.
Journal of Speech, Language, and Hearing Research, 47, 1270-1285.
King-DeBaun ( 2005) Language Sampling Project for children, young adults and teens. A sampling of
social communication published within the Tango Communication Device..
Higginbotham, D. J., Lesher, G. W., & Moulton, B. J. (2000a). Evaluating and enhancing communicate
rate, efficiency and effectiveness. NY: Communication and Assistive Device Laboratory, University at
Buffalo.
Higginbotham, D. J., Moulton, B. J., Lesher, G. W., Wilkins, D. P., & Cornish, J. (2000b, March).
Frametalker: Development of a frame-based communication system. Paper presented at the CSUN
International Technology and Persons with Disabilities Conference, California State University,
Northridge.
Higginbotham, D. J., & Wilkins, D. P. (1999). Slipping through the timestream: Social issues of time and
timing in augmented interactions. In D. Kovarsky, J. Duchan & M. Maxwell (Eds.), Constructing
(in)competence: Disabling evaluations in clinical and social interaction (pp. 49-82). Mahwah, NJ:
Erlbaum.
Higginbotham, D. J., Wilkins, D. P., Lesher, G. W., & Moulton, B. J. (1999, June). Frametalker: A
communication frame and utterance-based augmentative communication device. Paper presented at
the Rehabilitation Engineering and Assistive Technology Society of North America Conference,
Arlington, VA.
.
Communication systems can impact the
level and type of interactions that others
have with students
The device and study was based on video interactions of a student using
phrase first based communication system. Analysis of the responses to
the assessment revealed significantly more positive attitudes toward AAC
and more positive perceptions of interactions with the AAC device .
The following impressions were:
•  the child was more interested and in engaged in the interaction
•  the boy sought more clarification and was more interested in
understanding what the clinician was saying
•  the boy initiated conversation quickly asked questions, and made
comments
•  the boy seemed to be more of an equal partner in the conversation
•  the boy is more likely to develop positive relationships with other
children when using the AAC system
Erickson,K.
(2008) NIH with Center for Literacy And Disabilities Studies,
Chapel
Hill, NC.
Supported
Research
CLAP/AAC2go
Dynamic
CLAP/AAC2go
Book
Words
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The words were selected from several research-based sources that address the
words children need to learn to read as beginning readers and writers as well as
the words that are most important core vocabulary words for individuals who use
augmentative communication. The research supporting the words that have
been included in the program includes:
Ball, L. J., Marvin, C. A., Beukelman, D. R., Lasker, J., & Rupp, D. (1999). Generic talk use by preschool
children. Augmentative and Alternative Communication, 15, 145-155.
Beukelman, D. R., Jones, R. S., & Rowan, M. (1989). Frequency of word usage by nondisabled peers
in integrated preschool classrooms. Augmentative and Alternative Communication, 5, 243-248.
Beukelman, D. R., McGinnis, J., & Morrow, D. (1991). Vocabulary selection in augmentative and
alternative communication. Augmentative and Alternative Communication, 7, 171-185.
Clendon, S.A. (2006). The language of beginning writers: Implications for children with complex
communication needs. Unpublished doctoral dissertation, University of North Carolina at Chapel Hill,
USA.
Organization
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Fried-Oken, M., & More, L. (1992). An initial vocabulary for nonspeaking preschool children based on
developmental and environmental language sources. Augmentative and Alternative Communication, 8,
41-54.
Fristoe, M., & Llyod, L. (1980). Planning an initial expressive sign lexicon for persons with severe
communication impairment. Journal of Speech and Hearing Disorders, 45, 170-180.
Drager, K., Light, J., Speltz, J., Fallon, K., & Jeffries, L. (2003). The performance of typical 2 1/2-year
olds on dynamic display AAC technologies with different system layouts and language organizations.
Journal of Speech Language and Hearing Research, 46, 298-312.
Griffiths, D. (1999). Interim report: Field tests, feedback, and analysis of research sites: Appendix 1:
Cartoon character study. eTui project documentation. Retrieved November 24, 2004, from
www.ultralab.ac.uk/projects/etui/documentation/reports/D4_5(r)_Appendix_1.htm
Hoag, L.A., Bedrosia, J. L., McCoy, K. F., and Johnson, D. E. (2004). Trade-offs between
Journal of Speech, Language,and Hearing Research, 47, 1270-1285.
Light, J. C., Drager, K., McCarthy, J., Mellott, S., Millar, D., Parrish, C., Parsons, A. Rhoads, S., Ward,
M., &Welliver, M. (2004). Performance of typically developing four- and five-year-old children with AAC
systems using different language organization techniques. Augmentative and Alternative
Communcation, 20(2), 63-88.
Light, J. C., Drager, K. D. R., & Nemser, J. G. (2004). Enhancing the appeal of AAC technologies for
young children: Lessons from the toy manufacturers. Augmentative and Alternative Communication,
20(3), 137-149.
Organization
Supported Research
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Fried-Oken, M., & More, L. (1992). An initial vocabulary for nonspeaking preschool children based on
developmental and environmental language sources. Augmentative and Alternative Communication, 8,
41-54.
Fristoe, M., & Llyod, L. (1980). Planning an initial expressive sign lexicon for persons with severe
communication impairment. Journal of Speech and Hearing Disorders, 45, 170-180.
Drager, K., Light, J., Speltz, J., Fallon, K., & Jeffries, L. (2003). The performance of typical 2 1/2-year
olds on dynamic display AAC technologies with different system layouts and language organizations.
Journal of Speech Language and Hearing Research, 46, 298-312.
Griffiths, D. (1999). Interim report: Field tests, feedback, and analysis of research sites: Appendix 1:
Cartoon character study. eTui project documentation. Retrieved November 24, 2004, from
www.ultralab.ac.uk/projects/etui/documentation/reports/D4_5(r)_Appendix_1.htm
Hoag, L.A., Bedrosia, J. L., McCoy, K. F., and Johnson, D. E. (2004). Trade-offs between
Journal of Speech, Language,and Hearing Research, 47, 1270-1285.
Light, J. C., Drager, K., McCarthy, J., Mellott, S., Millar, D., Parrish, C., Parsons, A. Rhoads, S., Ward,
M., &Welliver, M. (2004). Performance of typically developing four- and five-year-old children with AAC
systems using different language organization techniques. Augmentative and Alternative
Communcation, 20(2), 63-88.
Light, J. C., Drager, K. D. R., & Nemser, J. G. (2004). Enhancing the appeal of AAC technologies for
young children: Lessons from the toy manufacturers. Augmentative and Alternative Communication,
20(3), 137-149.
CLAP/ AAC2g0
Dynamic Book
Supported Research
Success Stories reported with Students on various access
methods form low tech to High tech
King-DeBaun,2010, jlaviere 2011, Norwell, 2013
Supported Research
Various Access Methods In Judy’s Eye Gaze page layout
Assisted Scanning
“Yes, that one!”
Assisted Scanning
The Partner points and says
the choices and the students
use a signal to make a choice
Called “Best Yes” Students may use other
methods that are more
Efficient system for quick
conversation and participation in
activities within classrooms
Direct pointing with hand,
fist, eye pointing, etc.
40
Supported Research
Why Partner-assisted Scanning
•  Only need a yes response – lowers motor demands –
focus on interaction and get more engagement
•  Allows you to present more than one or two choices at
one time
•  Helps when having a tough motor day or motor time when
hands not work as well to make choices – typically can
give a yes response on those days
Supported Research
Using an eye poin-ng with light tech system ©2014 King-DeBaun, P
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LIGHT POINTER FOR MODELING ©2014 King-DeBaun, P
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*Scripting to create conversational pages makes
It easy to teach
*Ask open ended questions
*Follow the student’s lead and respond to
Selections
*Acknowledge motor approximations
Communication moments happen when you least
expect them – initiate spontaneous comments to
add to conversation or comment on what is
happening
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The Research base for conversational instruction with
Dynamic, CLAP and AAC2go Systems
To learn to use visual communication adults model use of vocabulary in daily
interactions “Aided language Stimulation” Real conversation, not “show me
what you know”
• Mirenda, P., & Iacono, T. (Eds.). (2009). Autism spectrum disorders and AAC. Baltimore: Paul H.
Brookes.
• Shane, H.C., & Weiss-Kapp, S. (2008). Visual language in autism. Plural Press, San Diego, CA.
• Barton,A., Sevcik, R. A., & Romski, M. A. (2006) Exploring Visual-Graphic Symbol Acquisition by
Pre-School Age Children with Developmental and Language Delays. Augmentative and Alternative
Communication, 22,10-20.10
• Namy, L. L. (2001). What’s in a name when it isn’t a word? 17-month-olds’ mapping of nonverbal
symbols to object categories. Infancy, 2, 73 – 76.
• Sevcik, R. A., & Romski, M. A. (2002). The role of language comprehension in establishing early
augmented conversations. In Reichle, J., Beukelman, D. R., & Light, J. C.(Eds.),Exemplary
practices for beginning communicators: Implications for AAC (pp. 453 – 475). Baltimore, MD:Paul H.
Brookes.
• Sevcik, R. A., & Romski, M. A. (1986). Representational matching skills of persons with severe
retardation. Augmentative and Alternative Communication, 2,160 – 164.
• Goossens', C. (1989). Aided communication intervention before assessment: A case study of a
child with cerebral palsy. Augmentative and Alternative Communication, 5, 14-26. .
.
.
• Romski, M. A., & Sevcik, R. A. (1996). Breaking the speech barrier: Language development
through augmented means. Baltimore: Paul H. Brookes.
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In a focus groups comprised of adults
who use AAC and AAC facilitators several
research priorities in AAC were identified
including “preparing people who use AAC
to succeed in situations such as
maintaining friendships, dating and
finding jobs”
(OʼKeefeet al., 2007, p. 89).
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The Integrated Model of Communication
Instruction Provides Opportunities to:
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
to enjoy activities other than only desired activities.
Participate in group activities.
Respond to others.
Learning about Turn taking in play and other activities.
Developing desire to communicate with others.
Understanding communication can help me express emotions,
desires, opinions, describe, comment, I have important things to say
Communication can me communicate daily basic needs (comfort,
Discomfort, daily needs such hunger , bathroom
Carry on a simple conversation to become more independent
Do more than just respond to others
Say what you want to say
write and spell to be a flexible independent communicator
Read and speak important core words
Communication can be fun
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The Integrated Model of Communication
Instruction Provides Opportunities to Build
Basic Skills in Communication Competences:
Social Competence
Student will maintain a conversation or social interaction for at least
three conversational turns in 4/5 opportunities Daily Living Needs
Student will use AAC system to communicate medical needs such as
pain, daily living needs, and comfort in 3/5 opportunities ©2014 King-DeBaun, P
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Operational Skills
Develop Independent use of system
Student will use AAC system to increase speed and accuracy by
producing 4/5 responses within daily lessons To increase independence of Communication student will initiate
interactions with others at least in 4/5 opportunities within daily lessons.
Linguistic Competence
To increase independent device use the student will identify at least 5
core words in a literacy context To increase independent device use generate at least one novel
utterance per day using core words and word lists in 4/5 opportunities
Supported Research
A message from Pati King-DeBaun, M.S. CCC-SLP
In my experience when working with students who
have complex communication needs…
Success is a phenomenon and
an essential element !
Growth occurs at an
exponential rate once students
experience success!
See a blog and more videos about this
classroom & article
www.creativecommunicating.com

OverviewandResearch2014 - Creative Communicating

Transcription

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