Current findings and tools for educators and specialists Marie Ireland, M.Ed. CCC-SLP Virginia Department of Education

Simulating Complex Communication Needs Imagine you cannot communicate using spoken or written words. Consider how you would answer questions without using spoken words, writing, or signs.

Which activity do you prefer? Use your mouse to make a checkmark on the picture you prefer.

Use the polling feature to tell us how you would communicate your feelings about eating brussel sprouts if you could not use spoken words or writing.

Use the polling feature to select a different method to communicate your choice of a snack.

2013 AAC Survey Data collected from across Virginia 555 respondents Main categories Demographics Training and Experience Supporting Students Supports for Providers

Demographics SLPs 39.8 % Special Education Teacher 29.2% Administrator9.7% AT Specialist 4.7% >75% had 1 or more students who were unable to communicate verbally

Training and Experience Training attended in past 2 years No AAC training 37% 1-2 trainings 44.7% Training provided in past 2 years No AAC training 74.8% 1-2 trainings 17.8%

Reported Work in AAC Independent Work LowMidHigh Able to Select Able to Teach Request Consultation by Another LowMidHigh Able to Select Able to Teach

Remember these? Think about the answers participants provided.

Supporting Students Examined ideas and beliefs about communication Confirmed need for additional professional development Did Not Identify Student Behavior as Communication Facial Expressions Self Injurious Behavior Tantrum or Crying Noises and verbal approximations Head NodEye Gaze 12.6 % 45 %41.3 % 9.0 %6.6 % 12.2 %

Supporting Providers VDOE 10.1% Access to Knowledgeable Staff My School 39.0% My Division 83.5% TTAC 68.0% None 3.3% Access to Forms and Guidance My School 32.7% My Division 77.7% TTAC 62.5% None 5.6% Access to AAC Devices My School 38.5% My Division 80.6% TTAC 58.1% None 5.2%

Interest in training 80% are interested in training 81.6% want training within the division  49% want training in “prerequisite skills” There are NO prerequisite skills support students with complex communication needs

Status Check: I would consider doing something like the communication choice activity with others at my school. Agree or Disagree?

Precursory Communication Goals Use Gaze, Joint Attention, Turn- Taking, Making Reference, Regulate Content Object Search, Disappearance, Action On An Object, Object-object Relations Form Imitation, Approximations Lahey, 1988

How can you support change?

Consideration Process What are student’s current goals and objectives? What tasks are challenging to the student? What strategies are currently being used? Are the strategies working? Is the student making progress? Could assistive technology be required for the student to have success?

Areas of Need Consideration of devices should include, but not be limited to the following areas of need:  Literacy and Numeracy  Study/Organizational Skills  Listening and Communication  Activities of Daily Living  Recreation, Leisure, and Adaptive Play  Positioning, Seating, and Mobility  Computer Access  Behavior and Transition

SETT—Assessing Student’s Needs Student—what does the child need to be able to do that is currently difficult, other information related to the child (vision, hearing, sensory, movement) Environment—where does the child need to perform a skill or activity? What is the environment like? What adults and children are around? Task—what is the specific skill needed Tools—what adaptations, devices, special toys are needed for the child to perform the task

Our goal: "the ability to communicate anything on any topic to anyone" --AAC at Univ. of Washington website

Resources TTAC Online ATSDP website (new tab) TTAC Online webshops VDOE Assistive Technology Website VDOE E-Learning Modules

VDOE AT Webpage Special education IEP and Instruction Assistive Technology Links to Assistive Technology: A Framework for Consideration and Assessment (PDF) Assistive Technology Project Accessible Instructional Materials Center of Virginia (AIM-VA) National Instructional Materials Accessibility Standard (NIMAS)

VDOE AT Webpage

Meeting the Needs of Children with Complex Communication Needs Special education Technical Assistance and Professional Development E-Learning

Special Education Page

E-Learning Page

Communication Conveying information through the exchange of thoughts, messages, or information, using speech, visuals, signals, writing, or behavior. Requires: 1. sender 2. message 3. recipient

Virginia Regulations In developing each child’s IEP, the IEP team shall consider: The academic, developmental, and functional needs of the child. (8VAC F 1 d) The IEP team shall: Consider the communication needs of the child (8VAC F 2 d)

Functional Communication Skills The ability to express: Needs Wants Preferences Feelings Communication that can be understood by others

IEP Teams Should document discussion of consideration of communication needs Should document communication strengths and weaknesses Intent and interaction Methods Comprehension May access training or supports as needed

AAC Systems Augmentative and Alternative Communication (AAC) Systems – Augment - Add to or clarify the message – Alternative - Different method used for message No Tech (ex., gesture or sign language) Low Tech (ex., switch or picture cards) High Tech (ex., text to speech software)

Common Misconceptions Only the SLP is responsible for communication If you can’t speak, you can’t communicate Non-verbal students don’t have communication needs They’ll never learn to talk if use AAC Each child only needs 1 communication device AAC is expensive

Training Statewide efforts webinars and links AT project Regional efforts TTAC training events TTAC library of materials AT Considerations Packet

Goal Setting How can you support change at the Local Education Agency (LEA) level? What is one thing you will address at the school level?

Not being able to speak is not the same as not having anything to say -Rosemary Crossley