Session 6Assessing Communication & Social Skills (Continued)

“If I could not express myself, I would become like the tree in the forest—the one for which it

does not matter if it makes a sound when it comes crashing down, because there is no one around to hear it. Unfortunately, there are still many silent fallen trees all around us if we stop

and look.”

Bob Williams, AAC user with complex communication needs

(Williams, 2000, p. 250)http://www.youtube.com/watch?v=fLg533x8vKE

Academics & Communication…is there a

link??http://www.youtube.com/watch?v=iOVm8q0mCYA

Core Vocabulary: http://aac.unl.edu/vocabulary.html

Updates

•February 18th –Task Analysis #1•February 25th- Task Analysis #2 & Quiz #3•March 4th- Ecological Assessment Report & Quiz #4•March 11th - PLAAFP Assignment

•Remember to always check the wiki for the assignments and materials.•If links are not working, please email me ASAP.

•You should have been invited to goalbookapp: https://goalbookapp.com/

Today’s Agenda• Review• Discussion• Communication• Communication to Academics

Steps in Ecological Assessment Process

• Step 1: Plan with Student & Family – Person-centered Planning

• Step 2: Summarize what is known about the student– Record Review, IEP Review

• Step 3: Encourage Self-Determination/ Assess Student Preferences– Preference Assessment

• Step 4: Assess student’s instructional program– Daily Schedule Analysis– Task Analyses– Other Assessments

• Step 5: Develop ecological assessment report– To inform IEP: PLAAFP, Goals & Objectives, Interventions

Self-determinationIndependence, Interdependence,

Opportunities to Act

-e.g., Goal setting, choice-making, self-management

Assistive TechnologyOperational CompetenceMulti-modal expression

e.g., How to use devices, low & hi tech options

Personal RelevanceRelated to individual needs

e.g., social skills, daily living, vocational

Pivotal SkillsImportant to learning across content

areas e.g., selecting from a field of 4, using asking /answering “Wh” questions, sequencing events, using graphic

organizers

Grade Level Content

Standards

Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al., 2010)

Infused Skills GridSchool Name

Student Name: Class Schedule: Room:Age:Grade:Parent/ Guardian: Phone:Advocate Teacher: Phone:

FamilyCheck here if the Studentinf used skill has Peersbeen identifi ed by: School

Activities/ Subjects/ Environments

I nfused Skills Grid

I nf used Skills • Focus on Goals.

• Increase Participation

AASK:

What am I requiring

students to do?

DDETERMINE the prerequisite skills of the task.

AANALYZE the student’s strengths and needs.

PPROPOSE and implement adaptations

TTEST to determine if adaptations helped the student

Standards/ Lesson Plan

Observe steps ALL students are doing to achieve the standard

Observe what TARGET student is doing—what steps can do.

Identify TARGET STUDENT outcomes and adaptations needed based on observation

Create a DATA collection plan.

Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

Task Analysis

Data Collection Procedures for Functional Routines• Task Analysis

• List steps student needs to complete the routine• By observing other students or target student

attempting to complete routine• Identify Features to Vary to Promote

Generalization• Record student performance or prompt Level

used (1-Full physical to 4-Independent)• Count & Circle the total number of 4’s (or

prompt level of interest)

Process for Developing Task Analyses1. Select a needed skill by using ecological inventory (daily

schedule analysis) to identify a functional and age-appropriate skill that is important.

2. Define the target skill simply.3. Perform the task and observe peers performing the task,

using the chosen materials in the natural settings noting the steps involved.

4. Adapt the steps to suit the student’s abilities.5. Validate the task analysis by having the student perform the

task, but provide assistance on steps that are unknown so that performance of all of the steps can be viewed.

6. Revise task analysis so that it works. 18

Write the task analysis on the data form so that steps …1. Are stated in terms of observable behavior2. Result in a visible change in the product or process3. Are ordered in a logical sequence4. Are written in the second-person singular so that they could

serve as verbal prompts (if used)…example: Step #7- “Go sit on rainbow rug”

5. Use language that is not confusing to the student, with the performance details that are essential to assessing performance enclosed in parentheses

Ex. Step #6- Go to schedule get Ms. W’s room card [when circle done]

19

Functional Analysis

• What is it?• Why do we do it?• How do we do it in Real Life/Real Classrooms?

Functional Analysis v. FBA

Functional Analysis Uses experimental method to determine function of behavior Requires strict env’l control Used predominantly in research w/ application to classroom

Functional Behavioral Assessment Relies heavily on indirect measures (interviews & observations)

to ID function of behavior Written into Special Education law for use in schools Results in a hypothesis of the function of behavior

What would you use for the conditions to test this hypothesis?

Antecedent Behavior Consequence

Small group writing tasks (writing paragraphs)

Makes faces and yells at other students

Get Peer Attention

Control Condition?

Attention Condition?

Escape Condition?

Easy/Preferred Activity w/ Peers

If Problem behavior occurs:

Ignore

Work Alone on easy task

Work w/ Peers on difficult task

Provide him w/ attention from Peers

Remove the task

What would you use for the conditions to test this hypothesis?

Antecedent Behavior Consequence

Double digit addition problems

Breaks pencil, tears up papers

Avoid Math Task

Control Condition?

Attention Condition?

Escape Condition?

Easy/Preferred Activity

If Problem behavior occurs:

Ignore

Work Alone on easy task

Work w/ teacher on double digit problems

Provide him w/ attention

Remove the task

1 2 3 4 50%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Participant 98

Control ConditionEscape ConditionAttention Condition

Perc

enta

ge o

f Occ

urre

nce

of P

robl

em B

ehav

ior

Functional Communication Training: Carr & Durand, 1985

Typical Consequence

Maintaining Consequence

Desired Behavior

Problem Behavior

Alternate Behavior

AntecedentSetting Event

Summary of Behavior

Discussion• Chapter 6: Designing & Implementing Instruction for Inclusive

Classes• Roles & Responsibilities within an inclusive classroom• Adaptations: Curricular, Instructional, Alternative• Steps & Tools for Making Individualized Adaptations

• Chapter 13: Teaching Academic Skills• Selecting Academic Skills for Instruction• Determine Instructional Approach

• Within typical instructional routines/activities• Parallel instructional activities• Community based activities

• Literacy, Writing, & Math Instruction• Instructional Methods: Prompting, Fading, Shaping

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 Bill of RightsEach person has a right to:

• Request desired objects, actions, events, & people• Refuse undesired objects, etc.• Express personal preferences & feelings.• Be offered choices & alternatives.• Reject offered choices & alternatives.• Request & receive another person’s

attention/interaction• Ask for & receive info about changes in routine &

environment.• Receive intervention to improve communication

skills From the National Joint Committee for the Communicative Needs of Persons with Severe Disabilities. (1992). Guidelines for meeting the communication needs of persons with severe disabilities. ASHA, 34(Suppl. 7), 2–3.

Communication Bill of RightsEach person has a right to:

• Receive a response to any communication, whether or not the responder can fill the request.

• Have access to augmentative and alternative communication and other assistive technology services & devices at all times.

• Be in environments that promote one’s communication as a full partner with other people, including peers.

• Be spoken to with respect & courtesy.• Be spoken to directly and not spoken for or talked

about in 3rd person while present.• Have clear, meaningful, and culturally &

linguistically appropriate communication.

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

Define Augmentative & Alternative Communication:Augmentative and alternative

communication (AAC) includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas.-American Speech-Language-Hearing Association (asha.org)

Functional Communication Training (FCT)FCT involves teaching specific

communication skills that are functionally equivalent to problem behavior, based on a functional behavior assessment (FBA)

Behavior may serve a number of functions: -obtaining desired items, activities, attention,

or environments-escaping a non-preferred or non-desired

activity-regulating levels of sensory arousal

Functions That Behaviors ServeProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

Social Tangible/Activity

Adult

Stimulation/Sensory

Peer

33

SerenaCompeting Behavior Summary

Do another assigned activityContinues to work on computer

(preferred activity )

Turn off computer & transition

Yells at teacher

Use picture symbol or sign to Ask for “1 more minute”, then go to schedule

Asked to turn off computer in a firm tone

Setting Event: No computer for several days

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

Content 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

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

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

Important Results from Ecological Inventory of Communication Skills Student’s current FORM (modes) of

communication.◦ What ways he/she is presently communicating◦ What ways could be used to communicate more

effectively (fluency, comprehensible to others) CONTENT of the environment and activities

◦ Vocabulary: Expressive & Receptive◦ Natural Supports◦ Communication Partners (will have to teach them)

FUNCTION/ Intent of student’s communication◦ Requesting, Refusing, Initiating

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

+

Assistive Technology (AT):

• Any item, piece of equipment, or product, whether acquired commercially, off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities. (P.L. 101-407, The Technology Related Assistance Act of 1988).

TASK

STUDENT

ENV

IRO

NM

ENT

TOO

LS

Framework

The SETT Framework, developed by Joy Zabala (2005), is an organizational instrument to help collaborative teams create student-centered, environmentally useful, and tasks-focused tool systems that foster the educational success of students with disabilities.

SETT is an acronym for Student, Environment, Task and Tools.

Key questions are asked in each area to in order to guide teams in gathering data and information to support the consideration and implementation of appropriate inclusive technologies. These questions provide a framework and not a protocol, as they guide the discussion and provide a vehicle for the team to collaborate and form a consensus on ‘where to from here’.

SE T T

TOOLS

ENVIRONMENT

TASK

STUDENT

SETT- similar to ecological inventoryStudent

SEnvironment

ETask

TTools

T•What are the student’s current abilities?

•What are the student’s special needs?

•What are the functional areas of concern?

•What activities take place in the environment?

•What activities do other students do that this student cannot currently participate in?

•What assistive technology does the student have access to or currently use?

•What specific tasks occur in the environment?

•What activities is the student expected to do?

•What does success look like?

•Are the tools being considered on a continuum from no/low to high-tech?

•Are the tools student centered and task oriented and reflect the student’s current needs?

•What are the training requirements for the student, family and staff?

• What are the

functional areas of

concern?

• What are the student’s special needs?

• What are the

student’s current

abilities?

• What are the other students doing that this student needs to be able to do?

• What does the student

need to be able to do that

is difficult or

impossible to accomplish

independently at this

time?

STUDENT

Activity

• Using the practice SETT table• Get together with a partner or two • Complete the answers to the “Student

Section”

A useful resource to support these questions from a student point of view is Bowser, G., & Reed, P. (2001). Hey Can I Try That? A Student Handbook for Choosing and Using Assistive Technology. This is available from www.educationtechpoints.org/manuals-materials/hey-can-i-try-that

STUDENT

Environments

Work Recreation Community Education Home

• What assistive

technology does the

student have access to or

currently use?

• What activities

take place in the

environment?

• What activities do other students do that this student cannot currently participate in?

ENVIRONMENT

• What is the

physical

arrangement?

• Where will the student participate—classroom, home, community, therapy?

Sensory Considerations (new)

New section as a subset of Student & Environment

– Does this student have sensory deficits or sensitivities that will impact his/her ability to …. ?

– Do the learning environment(s) impact the sensory issues of the student?

Sensory Considerations

STUDENT• Visual (glare, color vs.

black & white, white space between symbols, etc.)

• Auditory (voice, volume, button click)

• Tactile (velcro, weight)

• Personal space• Student specific

ENVIRONMENT• Background noise• Lighting (full

spectrum vs. flourescent)

• Physical space

Activity

• Using the practice SETT table get together with a partner or two and complete the answers to the “Environment Section”

•What does success

look like?

•What activities is the student expected to do?

• What specific

tasks occur in the

environment?

TASK

Activity

• Using the practice SETT table get together with a partner or two and complete the answers to the “Tasks Section”

• TOOLS – Devices & Services---anything that is needed to help the student participate and access learning programs.

TOOLS

Tools

Access to– Keyboards– Mouse– Monitor– Drives/Storage– Printer

http://www.youtube.com/watch?v=xatHPazOXw0&feature=related

AT Continuum• Follow the

progression of low tech, through mid tech to high tech when selecting assistive technology tools

Low Tech Tools

Assistive Technology for Communication

Symbols for Communication Real Object Symbols

Photographs & Pictures

Line Drawing Symbols

Textured Symbols

Letters & Words

AT Communication ContinuumLow Tech

Concrete RepresentationsReal Objects– Calendar box

– Tangible Symbols

– Miniatures

– TOBIs (true object based icon)

AT Communication ContinuumLow Tech

Communication system with pictures, symbols, letters &/or

words

Considerations for Designing Displays Messages: which are needed, in what contexts Symbols: depending on the individual &

messages How symbols are displayed: booklets, notebooks,

wheelchair trays, scanners Organizing symbols: context specific, how many

per page, etc.

Selecting Symbols—What to look for? Should make sense to the user &

communication partners (assess with range of choices)

Similarity between the symbols & what represents should be obvious

Students sensory modalities should be considered

Symbols introduced gradually building on current communication skills

Using Symbols to Promote Participation/Conversation Calendar/Schedule Systems Choice Displays Remnant (e.g. Movie ticket, scraps from

activities) Displays Conversation Displays

Pragmatic Organization Dynamic Display (PODD) http://www.novita.org.au/Content.aspx?p=683#What_is_PODD Vocabulary is organized according to communication

function and discourse requirements

Simplified Technology by Linda Burkhart◦ http://www.lburkhart.com/

Pragmatic branch starters◦ I like this, I don’t like this, I want something, Quick

word/question, I have an idea, I want to show you something… http://www.youtube.com/watch?v=ux1KIrz5rpY&feature=related http://www.youtube.com/watch?v=YDjVFXu9MZk&feature=related

Porter & Burkhart, PODD

Mid Tech Tools

Assistive Technology for Communication

Graphic arrays Designing communication

boards or communication notebooks◦ Choosing items◦ Size of each item◦ Positioning each item◦ Accessibility of each item◦ Perception of each item (both user

and communication partner)◦ Item placement/ordering- groups?

Effort in scanning?◦ Motor involvement in using array-

vertical or horizontal?

AT Communication ContinuumMid Tech

Simple Voice Output DevicesBIGmack Step-by-step

CheapTalk

Hip Talk

AT Communication ContinuumMid Tech

Speech Generating Device with levels

Bluebird II

Tech series

Message Mate 7 Level Communication Builder

Leo

High Tech Tools

Assistive Technology for Communication

AT Communication ContinuumHigh Tech

Speech Generating Devices with icon sequencing OR

Pathfinder Plus

Vantage Plus

SpringBoard Lite

AT Communication ContinuumHigh Tech

Speech Generating Devices with a Dynamic Display

Dynavox V series & V-Max M3

ChatPC

Tango!

Eyegaze System

AT Communication ContinuumHigh Tech

Text based device with speech synthesis

DynaWrite

PolyTABLET with Persona

LightWriter SL40

Freedom LITE

Hi-Tech: Speech Generating Devices Devices “talk” when a student touches a

symbol on the device

What are advantages/ disadvantages??

IPAD applications for communication and other low-cost apps

Tap to Talk- Free, customizable, iCommunicate- $49.99, can upload pics to

make storyboards for activities First Then- $9.99, Story kit- Free, You can record reading of a

book and play back Sounding board-$49.99, create custom

boards with symbols or photos, Proloquo2Go-$199 http://www1.teachertube.com/viewVideo.php?title=Student_Demonstrating_Prolo

quo2Go_with_Monkey_Diving&video_id=94307 http://www.youtube.com/watch?v=dKc1Ss5d1Nw&feature=related

IPAD Applications

• Are tools being

considered because of

their features

that are needed rather

than brand names?

• Are the tools student centered and task oriented and reflect the student’s current needs?

• Are the tools being

considered on a

continuum from

no/low to high-tech?

• What is the cognitive load required by the student to use the tool?

• What are the

training

requirements for the

student, family and

staff?

TOOLS

Activity

• Using the practice SETT table get together with a partner or two and complete the answers to the

• “Tools Section”

Solution Selection: Tools & Strategies

• Review the list of potential tools– Now is the time to evaluate for a

match with:• Student (abilities, difficulties,

likes/dislikes)• Environment (supports, obstacles)• Tasks (what 1-2 things do you want the

student to do?)

– Prioritize selectionshttp://www.youtube.com/watch?v=fAdEOXD9Tvk&feature=related

SETT- similar to ecological inventoryStudent

SEnvironment

ETask

TTools

T•What are the student’s current abilities?

•What are the student’s special needs?

•What are the functional areas of concern?

•What activities take place in the environment?

•What activities do other students do that this student cannot currently participate in?

•What assistive technology does the student have access to or currently use?

•What specific tasks occur in the environment?

•What activities is the student expected to do?

•What does success look like?

•Are the tools being considered on a continuum from no/low to high-tech?

•Are the tools student centered and task oriented and reflect the student’s current needs?

•What are the training requirements for the student, family and staff?

Resistant student and/or Refusal to learn to use his device

◦ This may mean that the device/system is not meaningful or does not meet a communicative need (OR BOTH)

◦ Re-evaluate student’s opportunities to communicate.

◦ May need to manipulate the environment in such a way that necessitates the student use the device/system (Reichle, 1997; Snell, 2002)

◦ May be too difficult in comparison to other communicative means…think of some unaided means of communication (facial expressions, gestures, etc.) OR different symbols, colors, etc.

How to select communication devices? Conduct person-centered ecological assessment

on communication Team approach- teacher, SLP, parents Consider contextual-fit Consider: durability, ease of use, transportability,

flexibility, cultural sensitivity, cost of device, & quality of speech (McCord & Soto, 2004; Mirenda, 1999).

Ability of student to access an AAC system need to be assessed prior to purchasing system

Working with Parents? Consider their home-language, culture, and

long-term vision for the student’s communication.

Want to build system so that you can bridge home and school vocabulary, language, etc.

May be an issue when device is not allowed to go home.

Try to work with school to allow device to go home. Parents may need to sign responsibility for device.

Funding for AAC? http://www.aacfundinghelp.com/ Low-incidence funding

◦ (property of school) Health Insurance (property of student) Medicare (property of student) Department of Rehabilitation

◦ Dependent on potential for employability w/ device

In Oregon, Educational Service District (ESD) may have guidelines for this.

How would you assess reading for a student that does not use oral communication?

Math? Science? Etc.? Standardized Tests???

Assessing Academic Skills