But They Can’t Respond?!? Assessing the Severe Needs Students Sue Loeffler, M.A., CCC-SLP Assistive Technology Specialist Denver Public Schools

Communication Matrix Company: Design to Learn Charity Rowland & Philip Schweigert Assessment: Communication Matrix Intervention 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 Communication Matrix

Assessment: Communication Matrix English: www.designtolearn.com Spanish: www.matrizdecomunication.org Communication Matrix comes in print/hard copy format as well as online versions Different formats for therapist and parent portions Assessment: Communication Matrix

Why do we communicate? To Obtain Something To Refuse Something For Socialization To Gain Information Why do we communicate?

Therapist

Parent

Required Participants

Profile 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 Profile

Pre-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 Pre-Intentional 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. Intentional Behavior

Unconventional 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. Unconventional Communication

Conventional 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. Conventional Communication

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. Concrete 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. Abstract Symbols

Salient Behavior: Rule-bound use of symbol system 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. Language

Any combination of: DATA Sources Observations Interviews Direct attempts to elicit DATA Sources

Communication Matrix Profile

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.) Profile Scoring

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. Mastered

Mastered 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. Mastered with Limitations

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. Emerging

The child doesn’t seem to understand what needs to be done and doesn’t attempt to perform this skill. Not Present

Home Inventory

School Inventory

Hands-On Interventions

Hands-On Problem Solving

Design 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 Design to Learn Program

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. Susan_loeffler@dpsk12.org Already Available !