AT/AACSession 3

Assessing Communication Skills & Analyzing Communicative Environments

Review for Quiz #2

Using Single Subject Research to Establish “Evidence-based Practices” A “practice” may be considered “evidence-based”

when: The practice is operationally defined, and implemented

with fidelity. The outcomes associated with the practice are

operationally defined. The context in which the practice in use is operationally

defined Results from the single subject studies used to assess the

practice demonstrate experimental control. The effects are replicated across 5 single subject studies

conducted in at least 3 locations, and with at least 20 different participants.

Dependent and independent variables Dependent variable (DV) – the behavior

(measure) that you are analyzing You want to produce change (variability) in the

dependent variable Studies may have multiple DVs

Independent variable (IV) – the variable (event, intervention, condition) that is of experimental interest and that the researcher manipulates in an experimental research design Studies may have multiple IVs

Level Trend

VariabilityImmediacy of Effect

Overlap

Phase A Phase B Phase A Phase B

Research Question???

In SSD, a Functional Relationship/Experimental Control has occurred when There are 3 demonstrations of an effect at 3

points in time. Effect could be: change in trend or level Also want to see immediacy of effect

Good research has at least 5 data points in each phase to establish a consistent pattern in the data.

Defining Features of Multiple Baseline Designs

A multiple baseline design involves three or more AB interventions (series) with phase changes staggered across at least three points in time.

Key Features Series are independent of each other

People, places, materials, behaviors/skills The same IV is applied in each series Staggered implementation of IV

Vivian

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Treatment Lollipop for R+

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Defining features of withdrawal and reversal designs

Sequential phases of data collection involving the implementation and withdrawal of an independent variable(s) within each phase, multiple data points are collected to establish

a representative pattern of behavior phase change should occur only after stability of behavior within

the phase is established traditionally, the first phase is Baseline, followed by

implementation of the IV (Intervention) this is not required, however, as you may begin a study with an

intervention phase

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Alternating Treatment Designs

Alternating Treatment Designs employ rapid phase reversals across 2 or more conditions to assess sensitivity of change in the dependent variable to change in condition.

Student 1Hypothesis: Escape Math Work

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Quiz Questions

Vivian

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Tammy0

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Dr. Cathy20

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Treatment Lollipop for R+

Lollipop for R+

Lollipop for R+

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Student 1Hypothesis: Escape Math Work

1 2 3 4 50%

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Control Condition

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2. Is Esc different than Attn?

#5

17

Correct Quiz

Get together with at least 2 other people to discuss the readings this week.

The Bridges (2004) article discussed multicultural issues in AAC, think of their points and how they can shape the way you go about assessing students from diverse cultural and linguistic backgrounds….and

Students from those backgrounds that require AAC

Discussion

Assessing student’s need for AT or AAC.

Lecture

“Communicative competence implies the ability to meet the demands of participation and communication within the culture” (p. 55).

The adequacy of one’s communication is based on having sufficient knowledge, judgment, & skills needed to convey a message to a communicative partner.

This complex behavior is learned within a cultural environment

Cultural aspects of communicative competence (Hetzroni & Harris, 1996)

1. Linguistic Competence2. Operational Competence3. Social Competence4. Strategic Competence

Light (1989), Communicative Competence for AAC users made up of:

AAC user needs to perform in at least two environments

-Both native language & AAC codes need to be mastered

-represent two different cultures

-AAC user by default is bicultural and has to learn to function adequately in at least two environments.

Linguistic Competence

Technical skills needed to operate systems used by AAC users.

Skills include: ◦ Access, transmission, and operational skills needed to reach mastery

level in accuracy and speed in using a given system.

Mastery level may differ in different cultures

Evaluation of preferred operational methods and transmission modes within a culture should occur within an AAC assessment for a student

These preferences may be evaluated while assessing student strengths (e.g., person/family-centered planning)

Operational Competence

Achieved when the user has the knowledge, judgment, and skill to understand and adequately function within their cultural community

Relates to knowledge of how to use language (i.e., what terminology and forms are used, at what times, and with what people) ◦ What behaviors are expected (at what times, with

whom, for what purposes)◦ What is considered appropriate decorum and

dress in public & home◦ How the culture perceives the world

Social Competence

AAC users must learn to use specific systems or strategies of communication that often differ from the verbal communication systems of the family or community

AAC users may be highly dependent on communication partners to infer meanings of messages.

Strategies for communicating AND the technology of communicating make up a communication system

AAC users must achieve competence in both

Strategic Competence

Communication strategies are often developed by the practitioners without adequate knowledge of the AAC user’s culture.

Providing a culturally acceptable strategic system may enhance the strategic competence while enabling the user appropriate use of the chosen technology.

What can you do to ensure a student’s culture is considered in the development of a communication system?

AAC users are vulnerable to the culture of practitioners

Involve the student & family every step of the way Don’t think of assessment “on” a student, but

rather “with” a student Essential to understand student’s unique physical

and sensory skills◦ How they see, hear, move

E.g., if a student has no functional vision and does not use speech, then an alternate form of expressive communication will probably involve…..????

Use of objects, parts of objects, gestures, & manual signs

Person-centered Approach to Assessment

Outcomes Define communication & identify who

needs communication intervention

Identify ecological and observational approaches to determining communication skills and needs.

Resources

Downing, J.E. (2005)Teaching Communication Skills to Students with Severe Disabilities

Pre-Requisites for Communication? Competence in a symbolic and language system

(e.g., spoken English, manual ASL)?

Formalized rules of word representation, production, & use?

Breathing is the only real pre-requisite (Mirenda, 1993)

Communication is essential to quality of life

Necessary to define oneself

Share ideas, feelings

Demonstrate knowledge & skills

Socialize Perform job & daily tasks

Communication in Daily Life Allows control over physical & social environment Allows for acquiring new skills (strong correlation

between literacy & communication skill development for students with severe disabilities; Beukelman & Mirenda, 2005)

Allows for socially acceptable way to express feelings of frustration

Allows for development of friendships

Least Dangerous Assumption (Cardinal, 2002; Donnellan, 1984) Better to err on the side of assuming

competence even if it is not there, rather than err on the side of assuming incompetence when competence is the case.

All individuals need to communicate

Who Needs Communication Intervention?

Students who demonstrate minimal communication skills that they are not adequately expressing themselves.

Cognitive Referencing---Many professionals still believe that for children with severe intellectual challenges communication services are irrelevant (Downing, 2005)—

Question should not be whether students will benefit from communication intervention,

but how best to provide support

Basic Conditions for Communication (Beukelman & Mirenda, 2005)

At least 2 people who understand each other

Form (i.e. a way to send the message)

Content (i.e., something to talk about)

Function: Reason/Purpose to communicate

Educational team members must ensure these are addressed

Social Issues in Communication

Students in special education classrooms tend to have interactions with adults but limited interaction with other students (Foreman et al., 2004)

What affects does this have on: learning communication, and making friends?

Foreman et al., found that students with disabilities in general education were involved in significantly higher levels of communication interactions than their matched pair in special education classrooms (2004).

Two key parts of language…

Receptive Language: ◦ Understanding what people mean when they

speak to you.

Expressive Language◦ Being able to speak/communicate so that others

understand you.

Communication Forms (Behaviors)Multi-modal nature of communication

No one form of communication will meet all needs or all social situations

Teaching a combination of different modes is necessary◦ Examples: Vocalization, body

movements, pointing, facial expressions, nodding, gestures, use of object symbols, picture symbols, manual signs

Communicative Functions/ Intent

Request Initiate/greeting Terminate Attention Naming Accept/Reject

◦ Protesting situations◦ Affirming situations

Expressing choices or preferences

Contents of Communication When there is nothing to say, there is no

communication (i.e. the awkward pause when run out of things to say)

Individuals with severe disabilities need to have access to a variety of objects, pictures, and photos

Communication Skills Speech

◦ Articulation, Resonance, Voice, Fluency

Language◦ Phonology, Syntax, Semantics, Pragmatics

Conversation Skills◦ Turn taking, content, initiation, closure

Problems in the Classroom? Receptive language deficits

◦ Cannot recall sequences of ideas presented orally

◦ Difficulty understanding humor, sarcasm, figurative language

◦ May not understand questions◦ Trouble following directions◦ Cannot retain information presented

orally◦ Difficulty understanding compound

and complex sentences

Expressive Deficits

◦ Spoken language may include incorrect grammar or syntax

◦ Limited use of vocabulary◦ Frequent hesitations/can’t find

right words◦ Difficulty discussing abstract,

temporal or spatial concepts◦ Jumps from topic to topic◦ Afraid to ask questions, does not

know what questions to ask, does not no how to ask questions.

Assessing Communication Skills Standardized Tests will not provide the

information you need

Assessment driven by questions that need to be answered to help benefit from communication intervention—Team Effort

Interviews with Significant Others & Ecological-Functional Assessment Process

Monthly/ Quarterly

Identify Potential Communicative Acts

Verify communicative functions,

Analyze environmental demands

•Review Assessment Info•Select appropriate interventions•Write communication goals

•Select Instructional Procedures•Create opportunities for comm.•Implement relevant procedures•Program generalization & maintenance

•Graph learner progress•Modify procedures as necessary•Expand plan as necessary

•Person/family-centered planning•Summarize student life/learning/cultural background•Identify preferences

Individual Student Planning

Multi-disciplinary Team approach “One Voice” Involving GE, SPED, other services Review data, schedule and outline actions to

better support student 1 time per/ mon. until establish success

No longer than 45 minutes Agenda with action plan

Purpose of Assessment

Clearly identify Capacity Building vs Deficit Finding Capacity Building (O’Brien & Mount, 1991)

Focus on strengths and preferences Avoid use of standardized assessments that

are not appropriate to a student because of physical or sensory impairments or cultural differences

Use of observations & interviews

Deficit-finding Perspective

“Rebecca Ferguson has an IQ of 21 and a mental age of 1 year, 18 mos. Her scores on the Vineland Adaptive Behavior Scales were below basal levels. She has Down’s syndrome and severe mental retardation. R cannot use the toilet or eat independently and will require lifelong assistance for personal care. She is nonverbal except for some random vocalizations. R sometimes engages in aggressive behavior including spitting, and slapping

Capacity-building perspective “Rebecca is a 16-year old girl with brown eyes

and black hair who has been medically classified with Down’s syndrome. Her scores below basal levels on the Vineland and the Weschler Intelligence Scale support her ongoing eligibility for special education services. R is highly social and greets others using eye contact, smiles, a wave, and an occasional hug. She makes her needs known by moving to an area or obtaining materials (e.g, her bathing suit to go swimming). She can sign “eat” to request food. She has strong preferences is assertive….

Research on Ecological Assessment

Arose out of dissatisfaction with failures in adapting standardized assessments for students with significant disabilities Information obtained had minimal impact on

educational planning (Sigafoos et al., 1987; Blankenship, 1985; Cole et al.,

1985) Ecological reports result in:

Higher ratings of expected educational outcomes (Linehan & Brady, 1985)

Educators more likely to recommend related services and less restrictive placements

Steps in Ecological Assessment Process

Step 1: Plan with Student & Family Step 2: Summarize what is known about

the student Step 3: Encourage Self-Determination/

Assess Student Preferences Step 4: Assess student’s instructional

program Step 5: Develop ecological assessment

report

Considering assessment options?

Current communication

Environmental conditions

Motor capabilities

Cognitive/linguistic capacities

Language capacities

Literacy capacities

Sensory/perceptual capacities

Assessing Receptive Communication Skills Receptive skills for a specific activity need to be

identified

What does the student do to demonstrate that the message has been received and understood?

Document what forms of communication seem to be best understood

Assessing Expressive Communication Skills Any attempt by the student to start, maintain, or end a

communicative exchange should be noted.

How the students communicates (the form)—Skill level?

Why the student is communicating (function/intent)—different forms of communication for different purposes?

What the student talks about (content)—information on breadth of skills and accessibility?

Significant Other Interview(s) See Communication Style Assessment—

handout

Interview questions for professionals---handout

Practice using these interviews with a partner based on your case study OR you may use a student that you have or are working with.

Note your evaluation of using these interview questions.

Embedded In-class activity

Assessing current communication Communication Matrix by Charity Rowland

http://www.communicationmatrix.org

(designs to learn website)

Organized by communication functionList of behaviorsNot used, emerging or mastered

Use your case study or student you know and practice using the communication matrix website with a partner.

Write your evaluation of the use of this online tool.

Embedded In-class activity

Ecological-Functional Assessment Process Uses observational techniques to analyze skill

demands of the natural environment and determine how the student performs within the environment

Leads directly to intervention plan (Snell, 2002)

1. List Domains

2. List environments

3. List sub-environments

4. List activities associated with each

sub environment

5. Task analyze each activity to identify skills

6. Observe the performance of the

activity to identify needs

Communication Ecological Inventory Worksheet (Figure 8-10, p.249, Best, Heller, Bigge, 2005)

1. Ask: Where does the student spend time? (environment, sub-environment, activities)

2. Select Activity: (e.g., ordering food)3. Observe: (for vocabulary used in activity) List Expressive Vocabulary used in the

activity List Receptive Vocabulary used in the activity4. Review listed words and determine which

words & skills need to be taught to the student.

Example of Communication Ecological Inventory Where does the student spend time?

◦ Environment: Community: McDonald’s◦ Subenvironment: McDonald’s counter area◦ Activities: Ordering food, waiting in line,

socializing in line Select activity: Ordering Food

Example Cont’d Observe vocabulary used in activity

◦ Expressive: “I want, hamburger, fish sandwich, small, medium, large, coke, milkshake, yes/no, that’s all, thank you, my order is wrong, I need, extra ketchup, for here, please repeat that, how much?”

◦ Receptive: “May I help you?, Is that all?, Here or to go?, Your order will be ready soon?, I don’t understand, Your total is_____”

Review listed words: which are above, below, and at the student’s level. Which are within or outside student’s experience, which are necessary for the task

Complete the communication ecological worksheet on your in-class activity.

Use only one activity in the school environment (e.g., asking to play a game at recess, participating in writing activity in language arts class)

Embedded in-class activity

Ecological Inventory of Communication Skills

Steps in Activity

Natural Cues

Comm. Skills Needed

Student Performance

Discrepancy Analysis

Interv.Plan

Receptive or Expressive

+ or - Why student isn’t doing the step

suggestions

Look at other tools on Wiki

Self-evaluation & feedback