1. 2019 NMAER Conference February 1, 2019 Albuquerque, NM
Building an LMA Toolkit for assessing Non-CONVENTIONAL COMMUNICATORS with visual and multiple impairments
2019 NMAER Conference
February 1, 2019
Albuquerque, NM

2. Loana Mason, Ed.D., COMS Kara Halley, Ed.D
New Mexico State University Metropolitan State University

3. Learning media assessment (LMA) purpose
Braille
Audio
Print

4. LMA Purpose Continued
The LMA is a systematic and objective process for making “deliberate and informed decisions on the total range of instructional media needed to facilitate learning for students with visual impairments” (p. 2).
Koenig & Holbrook, 1995

5. THE TRADITIONAL LMA PROCESS
Preferred Sensory Channels
Learning Materials & Methods
Literacy Media
Koenig & Holbrook, 1995

6. Shifting Paradigms To achieve literacy, there must be reading.
To achieve reading, it must be meaningful.
To achieve meaningfulness, there must be communication.
To achieve communication, there must be experience.
To achieve experience, there must be opportunity.
To achieve opportunity, there must be care and understanding.
Laurie Hinzman
National Center on Deafblindness, n.d.

7. The Literacy-Communication Connection
Receptive
Expressive
Reading
Writing
Listening
Speaking
Information
Exchange L I T C O M
Cushman, 2016

8. Literacy Definitions
“The ability to communicate and derive meaning from a set of socially recognized symbols” (Cushman, 2016, p. 261)
“No longer a set of particular skills, literacy refers to a status that accords people opportunities to communicate and… to have access to the information and technologies that make possible self-determined participation in… one’s communities and broader society.” (Copeland & Keefe, 2007, p. 1)

9. THE Modified LMA PROCESS
Sensory Preferences & Sensory Efficiency
Communication Modes & Literacy Media
Learning Materials & Methods

10. Tools for Assessing Sensory Preferences & Sensory Efficiency

11. Sensory Efficiency: Guiding Questions
To which type of sensory information does the student attend?
What type of sensory information does the student ignore or get upset by?
When are the student’s optimal learning times, and what are the optimal learning conditions for the student?
Does the student engage in behaviors that interfere with optimal learning? If so, what is the personal incentive for these behaviors?

12. How does the student currently use each of his/her senses in everyday environments to gather information and express wants/needs/ideas?
What are the advantages and limitations of the student’s preferred sensory modalities?

13. Arousal State Profile/ Biobehavioral States: Parts II-III Millie Smith Sensory Learning Kit/Teaching Students with Multiple Impairments

14. Hypo Ideal Hyper ArousAl States Asleep Drowsy Quiet Alert Active Fussy
Agitation
Duration
Position
Stimuli
Ambiance
Interactions
Partial
Participation
Extended States
Extended States
Smith, 1996 & 2005

15. Sensory Learning Summary Millie Smith Sensory Learning Kit

16. Use of Sensory Channels Alan Koenig & Cay Holbrook Learning Media Assessment

17. Assessment of Auditory Functioning Millie Smith Teaching Students with Visual & Multiple Impairments

18. Hierarchy of Auditory Skills
Awareness
Attention
Localization
Discrimination
Recognition
Comprehension
Smith, 1996

19. Informal Checklist for Listening Skills Development Lizebeth Barclay Learning to Listen: Listening to Learn

20. Functional Application of Tactual Skills Assessment Millie Smith Teaching Students with Visual & Multiple Impairments

21. Hierarchy of Tactile Skills
Localization
Exploration
Manipulation
Recognition
Communication
Comparison
Classification
Smith, 1996

22. Motivational assessment Scale Michael Delaney & Mark Durand

23. Tools for Assessing Learning Materials & Methods

24. Learning Materials & Methods: Guiding Questions
What behaviors conducive to learning can be used to replace counter-productive behaviors while also fulfilling sensory needs?
What does the student need in order to achieve, maintain, or extend arousal states conducive to optimal learning?
What are the requisite properties of “engaging” instructional materials and instructional methods?

25. How has the student’s ability to gather and process information using his/her senses changed over time?
What are the priority learning objectives for the student?
What communication, literacy, and sensory-efficiency skills does the student need in order to master the priority learning objectives?

26. SeLF-STIMULATION WORKSHEET Millie Smith Sensory Learning Kit

27. Sensory Response Record & Appetite/Aversion List Millie Smith Sensory Learning Kit

28. Levels and Strategies Guide Millie Smith Sensory Learning Kit

29. Infused Skills Assessment Millie Smith Teaching Students with Visual & Multiple Impairments

30. Priority Learning Outcomes Michael Giangreco, Chigee Cloninger, & Virginia Iverson COACH: Choosing Outcomes and Accommodations for Children

31. Functional Learning Media Checklist Alan Koenig & Cay Holbrook Learning Media Assessment

32. Tools for Assessing Communication Modes & Literacy Media

33. Communication Modes & Literacy Media: Guiding Questions
Is the student a pre-symbolic or a symbolic communicator?
What literacy and communication skills does the student currently posses?
What literacy and communication skills does the student currently lack?
What media does the student use for functional literacy and functional communication tasks, and how effective is it?

34. For non-symbolic communicators, what supports are needed to achieve the next level of communication?
If the student is a symbolic communicator, what types of symbols does (s)he recognize and comprehend?
How independently does the student use his/her preferred (or designated) symbol system(s)?
How fluently can a student communicate using his/her preferred (or designated) symbol system(s)? What supports are needed in to increase fluency, vocabulary, or comprehension?

35. Communication Matrix Charity Rowland https://communicationmatrix.org/

36. Hierarchy of SKILLS COMMUNICATION LITERACY PRE-SYMBOLIC Readiness
Pre-Intentional Behaviors
Intentional Behaviors
Unconventional Communication
Conventional Communication
SYMBOLIC
Concrete Symbols
Abstract Symbols
Language
Readiness
Emergent
Developing
Advanced
Expanded
COMMUNICATION
LITERACY
Browder & Spooner, 2014; Rowland, 2004; Wormsley, 2016

37. Informal Assessment of Tactile Symbol Use or Picture Assessment Millie Smith Teaching Students with Visual and Multiple Impairments

38. Symbol and Referent Analysis Millie Smith SAM: Symbols and Meaning

39. Symbol Choice & Use Logs Jane Korsten, Dixie Dunn, Teresa Foss, & Mary Francke Every Move Counts: Sensory-Based Communication Techniques

40. Indicators of Readiness for a Functional Reading Program Alan Koenig & Cay Holbrook Learning Media Assessment

41. Literacy Skills Checklist National Consortium on Deafblindness

42. Selection/Assessment of Functional Literacy Media Alan Koenig & Cay Holbrook Learning Media Assessment

43. Questions & Comments