But They Can’t Respond?!? Assessing the Severe Needs Students Sue Loeffler, M.A., CCC-SLP...
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Transcript of But They Can’t Respond?!? Assessing the Severe Needs Students Sue Loeffler, M.A., CCC-SLP...
![Page 1: But They Can’t Respond?!? Assessing the Severe Needs Students Sue Loeffler, M.A., CCC-SLP Assistive Technology Specialist Denver Public Schools.](https://reader035.fdocuments.us/reader035/viewer/2022070411/56649f3e5503460f94c5e703/html5/thumbnails/1.jpg)
But They Can’t But They Can’t Respond?!?Respond?!?
Assessing the Severe Needs Assessing the Severe Needs StudentsStudents
Sue Loeffler, M.A., CCC-SLPAssistive Technology Specialist
Denver Public Schools
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Communication MatrixCommunication Matrix
Company: Design to LearnCharity Rowland & Philip Schweigert
Assessment: Communication MatrixIntervention Programs:
◦School Inventory of Problem Solving Skills◦Home Inventory of Problem Solving Skills◦Hands-On Problem Solving for Children with
Multiple Disabilities At School At Home
◦Tangible Symbol Systems◦First Things First: Pre-Symbolic Communication
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Assessment: Communication Assessment: Communication MatrixMatrix
English: www.designtolearn.comSpanish: www.matrizdecomunication.org
Communication Matrix comes in print/hard copy format as well as online versions
Different formats for therapist and parent portions
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Why do we communicate?Why do we communicate?
To Obtain SomethingTo Refuse SomethingFor SocializationTo Gain Information
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TherapistTherapist
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ParentParent
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Required ParticipantsRequired Participants
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ProfileProfile
Seven levels of communicative competence◦Pre-intentional, intentional, unconventional
behavior, conventional behavior, unconventional communication, conventional communication, concrete symbols, abstract symbols, language
Four areas of communication intent◦Refuse, obtain, social, information
Intervention Goals
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Pre-Intentional BehaviorPre-Intentional Behavior
Salient Behavior:Pre-intentional or reflexive behavior that expresses state of subject. State (e.g. hungry, wet) is interpreted by caregiver.i.e. stiffens, twists, turns head away, etc.
Intervention Goal:Establish purposeful behavior by creating highly responsive environments
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Intentional BehaviorIntentional Behavior
Salient Behavior: Behavior is intentional, but is not intentionally communicative. Behavior functions to affect caregiver’s behavior, since caregiver infers intent.i.e. pulls back, kicks, frowns, etc.
Intervention Goal: Respond to potentially communicative behaviors so that child becomes aware of their communicative purpose.
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Unconventional CommunicationUnconventional Communication
Salient Behavior:Unconventional gestures are used with intent of affecting caregiver’s behavior.i.e. kick, smile, fuss, looks at caregiver, etc.
Intervention Goal:Shape unconventional gestures
into conventional gestures and/or target symbol use.
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Conventional CommunicationConventional Communication
Salient Behavior:Conventional gestures are used with intent of affecting caregiver’s behavior. Child shows “dual orientation.”i.e., moves toward object, looks b/ caregiver and object, touches object, etc.
Intervention Goal:Teach 1:1 correspondence between
symbols (concrete or abstract) & referents.
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Concrete SymbolsConcrete Symbols
Salient Behavior:Limited use of concrete symbols to represent specific entities. 1:1 correspondence between symbol & referent.i.e., mimics sound of object, copies movement of object, gestures toward symbol w/ intent to obtain, etc.
Intervention Goal:Teach 1:1 correspondence
between abstract symbols & referents.
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Abstract SymbolsAbstract Symbols
Salient Behavior:Limited use of abstract symbols to represent entities. Symbols are used one at a time.i.e., says, signs, writes, Brailles the single word/label
Intervention Goals:Teach combination of symbols
into two- and three-symbol utterances.
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LanguageLanguage
Salient Behavior:Rule-bound use of symbol system. Ordered combinations of two or three symbols according to syntactic conventions.i.e., use of two or more words
Intervention Goals:Expand semantic &
syntactic abilities.
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DATA SourcesDATA Sources
Any combination of:◦Observations◦Interviews◦Direct attempts to elicit
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Communication Matrix ProfileCommunication Matrix Profile
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Profile ScoringProfile Scoring
Only check off what the student produces independently (without assistance*)
Only check off what the student produces consistently (without assistance*)
*Modifications/Adaptations (communication boards, devices, pointers, etc.)
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MasteredMastered
The child can do at least three or more of the examples –or- demonstrates one example with at least three different sets of materials/individuals.
Usually performs this skill independently when the opportunity is presented.
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Mastered with LimitationsMastered with Limitations
Clearly understands what needs to be done but physical limitations prevent the child from doing this independently.
However, with some physical assistance or
adaptation, s/he can do at least three of these examples –or- demonstrates one example with at least three different sets of materials/individuals.
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EmergingEmerging
The child is just beginning to understand what needs to be done, but only demonstrates this skill under very limited circumstances.
S/he can do at least one of the examples but only with one or two sets of materials/individuals and may be inconsistent.
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Not PresentNot Present
The child doesn’t seem to understand what needs to be done and doesn’t attempt to perform this skill.
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Home InventoryHome Inventory
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School InventorySchool Inventory
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Hands-On InterventionsHands-On Interventions
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Hands-On Problem SolvingHands-On Problem Solving
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Design to Learn ProgramDesign to Learn Program
Program set includes:
Videotaped Examples of all 67 observable traits in the program
CD’s of the program charts, etc.
Photocopy-ready booklets
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Already Available !Already Available !
Questions?
How to get it:SLP equipment/supplies checkout system
Drop by AT @ Smedley room 164, and copy parts of the demo set. To arrange, email Sue to set up a day/time. [email protected]