Assessing Communication Skills Adapted from Framework for Effective Instruction Emily Thatcher, Consultant, Iowa Dept. of Education July, 2009

5 Step Process Merging Content : Instruction : Assessment Content Access Plan Instruction Participation Teach Assessment Performance Report Out Step 2: Know the Content Step 3: Adapt the Content Step 4: Systematic Instruction Step 5: Formative & Summative Assessment Step 1: Know Your Student

Step 1: Know the Student Symbolic Levels of Communication Assistive Technology Social/ Behavior Motor/Mobility Other Information Likes/Dislikes Communication & language requirements; Consistent response mode

Step 1: Know the Student Communication Bill of Rights Each person has the right to: Request desired object, actions, events, and people Express personal preferences and feelings Be offered choices and alternatives Reject offered choices Request and receive another person’s attention and interaction Ask for and receive information about changes in routine and environment Receive intervention to improve communication skills Receive a response to any communication, whether or not the responder can fulfill the request Have access to AAC and other AT services and devices at all times Have AAC and other AT devices that function properly 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 and courtesy Be spoken directly and not be spoken for or talked about in the third person while present Have clear meaningful and culturally and linguistically appropriate communications

Step 1: Know the Student Communication: a process in which information is exchanged Language: is the structure through which one communicates Korsten,J., Foss, T., & Berry, L. (2007)

Step 1: Know the Student Student Characteristics Receptive/INPUT How might the student take in information? How might educators present information? Visual, auditory, tactile, etc. Expressive/OUTPUT How might the student demonstrate learning? Access (e.g., eye point, hand point, switch, manipulate objects) Symbol set (representation of concepts) (McSheehan, M. 2009)

Levels of Symbolic Communication Awareness: May have not clear response/ intent/objective for communication. (Lowest level of symbol use) Pre-symbolic: Beginning with symbols Early Symbolic: Concrete. Moving forward with symbols. Symbolic Abstract : Going far with symbols. Basic (Highest level of symbol use)

Step 1: Know the Student E. Siegel-Causey

Step 1: Know Your Student Consider Communication Functions Relate Events Call attention to how things are related-similar and different Talk about past and future Negotiate and bargain State options Make up stories Express manners and consideration for others

Step 1: Know Your Student Consider Communication Functions Initiate Greet Accept Reject Protest Request Objects Share and Show Objects

Step 1: Know Your Student Consider Communication Functions Request information Name Acknowledge Answer Comment on action/object Express feelings Assert Independence

The Communication Process An interaction between the Learner, a Partner, and the Environmental Context. We need to: – Enhance the partner’s understanding of the learner’s non-symbolic communication – Broaden the partner’s interaction style with the learner – Improve contexts to facilitate the learner’s alertness a& communication

Step 1: Know the Student The challenge in supporting students who are learning to communicate using aided symbols The need to predict and provide sufficient vocabulary that meets student’s present communication requirement and The need to stimulate further development of student’s communication and language skills Porter, G. & Burkhart, L 2009

Step 1: Know the Student Essential to language acquisition Make Vocabulary Available Engineer the environment so that communication occurs all of the time. Provide receptive input (modeling the use of devices) Provide opportunities to communicate Provide natural feedback (Porter, G. & Burkhart, L. 2009)

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Step 1: Know the Student Assessment Questions for Communication What does your student need to be able to do? Communication requirements How does your student presently achieve these functions? What skills must your student learn to achieve these goals? Skills/learning required for successful communication What circumstances make it possible for her to achieve these functions? What will be the effective strategies? Porter, G. & Burkhart, L. (2009)

Check these websites PODDS Communication System- Design to Learn- Every Move Counts- Communication Matrix-

References Browder, D.M., Flowers, C., & Wakeman, S. (2008). Facilitating Participation in Assessments and the General Curriculum: Level of Symbolic Communication for Students with Significant Cognitive Disabilities Assessment in Education: Principles, Policy & Practice, v15 n2 p Jul 2008 Korsten, J., Foss, T. & Berry, L (2007) Every Move Counts Clicks and Chats: Sensory-Based Approach: Communication and Assistive Technology. EMC Inc. Lindberg, J., Ziegler, M. & Barczyk, L. (2009). Common-Sense Classroom Management: Techniques for working with Students with Significant Disabilities. Corwin Press, Thousand Oaks, CA McSheehan, M. (2009) Assistive Technology, Augmentative Communication: Some Considerations PPT National Joint Committee for the Communicative Needs of Person with Severe Disabilities. Guidelines for meeting the communication needs of persons with severe disabilities. Asha, 34 (Suppl.7), 2-3 Snell, M. & Brown, F. (2006). Instruction of Students with Severe Disabilities. Pearson. Upper Saddle River, NJ Stremel, Kathleen Communication Map (Performance Assessment)