AAC Assessment Part 1: Functional Communication Assessment & Access Screening
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The document outlines a framework for conducting functional communication assessments focused on individuals using Augmentative and Alternative Communication (AAC) systems. It details seven steps for assessment, including chart reviews, team assembly, interviews, observations, informal and formal assessments, and interpretations. The main goal is to gather comprehensive data for effective treatment planning and AAC feature matching, particularly for communicators with complex needs.
AAC Assessment Part 1: Functional Communication Assessment & Access Screening
- 1. PART 1: FUNCTIONAL COMMUNICATION ASSESSMENT Instructor, Tanna Neufeld, MS, CCC-SLP 2021, AACCESSIBLE, www.aaccessible.org
- 2. OUR JOURNEY TOGETHER Part 1: Functional Communication Assessment Part 2: AAC Feature Matching Part 3: AAC System Design Part 4: AAC System Trials OUR GOAL FOR TODAY Learn how to modify your traditional communication assessment approach to obtain the information you need for successful treatment planning and the AAC feature matching process. Gain strategies for access screening.
- 3. TODAY’S PATH 1 The AAC Journey & Compass Frameworks 2 Assessment Areas & Strategies 3 Pulling it all Together with a Case
- 4. THE AAC JOURNEY & COMPASS FRAMEWORKS
- 5. THE AAC JOURNEY FRAMEWORK EXPLORER NAVIGATOR CONQUEROR Pre-intentional or intentional Mostly or exclusively non-symbolic means May be starting to use clear and simple symbols, but stagnant development and likely inconsistent use and inconsistent discrimination. Relies on a familiar communication partner to be a successful communicator in all contexts. Limited to communication about the “here and now”. Literacy skills not present. Skills below age and needs Intentional communication is present. Mostly symbolic means, some non- symbolic may remain Limited in terms of vocabulary, syntax, grammar, partners, and communication contexts. May rely on familiar partners in some contexts. No literacy or limited literacy, continues to rely on partner to program system. Some skills may be at age expectations, expression is below age and needs. Literacy skills at a third grade level or higher. Can communicate in all contexts with all partners through use of spoken, pictured, and/or spelled language. Does not rely on partner to program system. Has achieved competence and independence in communication. @ 2020 Adapted by Tanna Neufeld, MS, CCC-SLP, based on the CCI, developed by Dr. Patricia Dowden, University of Washington Speech and Hearing, http://depts.washington.edu/augcomm/ LANGUAGE and LITERACY are the catalyst for INDEPENDENCE
- 6. SUPPORTING COMMUNICATORS WITH COMPLEX NEEDS Communication Assessment Access Assessment AAC Feature Matching AAC System Trial AAC System Decisions & Delivery Dynamic Intervention The AAC Compass Framework
- 7. OUR FOCUS TODAY IS ON COMMUNICATION AND ACCESS ASSESSMENT Chart Review Assemble Your Team Interview Observation Dynamic Informal Assessment Formal Assessment Interpretations & Recs The AAC Compass Framework
- 8. FUNCTIONAL COMMUNICATION ASSESSMENT – STEPS 1-7
- 9. STEP 1: CHART REVIEW Purpose: To obtain information on the communicator’s basic profile to help plan your assessment. Key Info to Look For: •Verbal abilities •AAC systems in place •Challenging Behavior •Vision issues or risks •Hearing issues •Motor issues Chart Review Resources in your Field Guide
- 10. STEP 2: “ASSEMBLE” YOUR TEAM Purpose: AAC is a team effort and you’ll need the input of this “village” to navigate the communicator’s skills and needs outside of your domain of expertise. Key Team Members Essential for all communicators: Family SLP Education (if applicable) Based on communicator needs: Vision Motor Hearing Behavior Other Supporters
- 11. STEP 3: INTERVIEW Purpose: You will get the majority of the data you need about functional communication skills, needs, contexts, and partners by interviewing those closest to the communicator (primary communication partners). Interview methods: Pre-assessment Survey/Questionnaire Live Interview Interview Resources in your Field Guide Tell me more about your story
- 12. STEP 4: OBSERVATION Purpose: To supplement what you have learned through chart review and interview and to identify any confounding factors. Observation methods: •Direct observation •Indirect observation What to look for: Partner Motor Communication Vision Engagement Tech Use Preferences AAC Use Assessment Resources in your Field Guide
- 13. STEP 5: INFORMAL ASSESSMENT Purpose: To more directly assess specific skill areas compared to age norms and to supplement information gathered from observation and interview. This time may also be used to dynamically assess use of current AAC systems in place. Skill areas to consider: •Language •Literacy •Speech •Access •Scaffolded use of AAC Many options of methods Assessment Resources in your Field Guide
- 14. STEP 6: FORMAL ASSESSMENT Not a necessity, but might be for some cases What to do: Review reports available if current Choose an appropriate measures See a starter list in your Resources Stick with the procedures whenever possible Vary when needed and document such Formal Assessment Resources in your Field Guide
- 15. LIMITATIONS OF FORMAL ASSESSMENT • Receptive •Cognitive and motor load for a complex communicator, especially one with vision, motor, and/or sensory processing challenges is much greater than pointing to a test item for an “able bodied” communicator •This may lead to an underestimate of actual skills • Expressive •Research studies have shown that children who use AAC: • Perform more poorly on tasks that require “labeling” or “showing” and better on “requesting” social interactions • Why might this be? • “labeling” may be a novel pragmatic skill for some individuals and not reflect their underlying semantic knowledge
- 16. STEP 7: INTERPRETATIONS & RECS •Focus on communication interpretations and recs first • Typical communication development • Next steps for this communicator •Compare to age expectations and needs •Do your best with access •Include context, partner, and needs interpretation •More assessment as a rec is always an option AAC Compass Checklist &Resources in your Field Guide Scanning?
- 17. NORMAL LANGUAGE DEVELOPMENT & AAC Using normal language development to inform AAC decision making is the best roadmap we have. These articles are a must read. • Normal Language Development, Generative Language, and AAC” Gail Van Tatenhove, SLP • The Importance Of Merging A Normal Language Development Model with AAC Service Provision” ~collection by Jennifer Kent-Walsh PhD, SLP & Cathy Binger PhD, SLP • Communication and Language Development Broad Overview (Binger, PDF) Pragmatics Semantics Syntax
- 18. PULLING IT ALL TOGETHER
- 19. CHART REVIEW Cerebral Palsy, 2.5 years old Early intervention Previous AAC evaluation suggested no technology Was using Sounding Board with some success for requests Partner assisted scanning otherwise Significant motor impacts CVI OT, PT, ED, TVI Scheduled for a tele-AAC session A COMMUNICATOR WITH COMPLEX NEEDS WHO CAME TO ME FOR AAC SUPPORT
- 20. INTERVIEW Pre-assessment survey Brief interview with TVI who referred prior to session Brief follow-up on current AAC system and needs from family Brief follow up with TVI, OT, PT during session about access and adaptations for vision and motor needs slp family
- 21. OBSERVATION Methods: Direct, Kyle interacting naturally with his mom Interacting naturally with his therapists via our virtual session Using his iPad with Sounding Board to control Alexa Interacting with toys Key findings: • Intentional • Receptive strengths • Primarily non-symbolic means • Limited functions • Stagnant symbol use • Here and now, familiar partners • Access a big issue Where do you think Kyle is on his AAC Journey? An explorer With significant access needs
- 22. INFORMAL/FORMAL ASSESSMENT I didn’t choose to conduct additional assessment secondary to vision and motor challenges I also got what I needed from interview and observation to plan intervention goals Further assessment of access method and receptive language skills were on my list Is kyle a good fit for formal tests?