1. AT Consideration and Recommendations for Communication For Students on the Autism Spectrum

2. Consideration The IEP team shall……. Consider whether the child requires assistive technology devices and services….. IDEA ’97 300.346 (a)(2)(v) Consideration should be given for every student with a disability who is eligible for an IEP….. Bulletin 1508

3. Assistive Technology Device An assistive technology device is any item, piece of equipment, or product system, acquired commercially off the shelf, modified, or customized, that is used to increase, maintain or improve functional capabilities of individuals with disabilities. Assistive Technology encompasses a broad range of devices from very simple (low tech) to very sophisticated (high tech). (IDEA, 20 U.S.C. Chapter 33, Sect. 1401)

4. Communication Disorder An impairment in the ability to receive, send, process, and comprehend concepts of verbal, nonverbal and graphic symbol systems. A communication disorder may be evident in the processes of hearing, language, and/or speech. (ASHA, 1993)

5. Specific Difficulties for Students with Autism: Pragmatics/communicative intent Auditory processing Comprehension Non-verbal Imprecise, unclear articulation Inappropriate pitch and intonation (robotic/over exaggeration) Echolalia Grammar/order of words (syntax)

6. AT for Communication: Augmentative/ Alternative Communication AAC is a component of Assistive Technology and is any mode of communication in addition to or other than speech.

7. AAC Augmentative Communication Used by those who have some speech but are either unintelligible or have limited abilities to use speech. Alternate Communication Used when a person has no speech and must rely on another method to make all their ideas, wants, or needs known.

8. Purpose of AAC to increase/improve a child's ability to achieve basic communication functions in the environments and activities in which the child participates or is expected to participate Light, 1989 Light, 1989; Reichle, 1997Reichle, 1997

9. Prerequisites? There are no known cognitive or other prerequisites that are necessary for a child to use AAC (Kangas & Lloyd, 1988)Kangas & Lloyd, 1988 Even infants are known to engage in purposeful, communicative behavior well before the development of language. These early exchanges are very important in that they form the basis for later formal, symbolic communication (Reichle, York, & Sigafoos, 1991)Reichle, York, & Sigafoos, 1991 Reference: http://aac.unl.edu:16080/yaackhttp://aac.unl.edu:16080/yaack

10. Productivity Independence Achievement Benefits of Communication Aids

11. CONSIDERATION OF AT FOR COMMUNICATION

12. The AT Continuum for Communication Low-tech PCS Manual Communication Boards Picture schedule Mid-tech Simple voice output communication device Static Communication Device High-tech Dynamic-display communication device

13. Low Tech Objects Objects and Pictures Pictures

14. Visual Representation System Real object Miniature objects True object based icons (T.O.B.I’s) Photographs Real drawings Line drawings Written word Letters Symbols  CONCRETE ABSTRACT

15. Function of Communication Request - more, food, object, toys, help, favorite activity, all done Respond - to others: refuses activity, object, greetings, accepts, comments and questions Comment - naming people, objects, activities, attributes, past-future events Question - requests information, “wh” questions Express feelings Information Exchange

16. Vocabulary CORE Common vocabulary that can be used across different: o Environments o Routines o Activities Does not change across environments or users FRINGE Vocabulary specific to an activity or situation Changes with environments and activities

17. Mid Tech : Single Switch (Cause/Effect) Direct activation to get started Simple means-end Not time dependent Developmentally simplest form Goal – use switch with clear intent 1 activation = 1 immediate response

18. Mid Tech: Single Switch (Multiple Functions ) Use a switch with clear intent Teaching turn taking Teaching timing Teaching social and pragmatic skills

19. Mid Tech: Static Display Devices Fixed system set Can have levels Limit number of language due to size and number of locations

20. High Tech: Dynamic Display Devices Changing set of symbols Amount of language is large

21. High Tech: Text to Speech Designed for literate users Unlimited vocabulary Abbreviated expansion Word prediction

22. A Framework for Conducting Assistive Technology Consideration, Screening and Assessment

23. SCREENING

24. Screening AT screening is done to determine whether the student may benefit and/or require AT and whether further assessment is needed Initiated: During 1508 Individual Evaluation Process IEP Team Consideration Request by parent AT Consideration at any time

25. Screening Should be conducted by a member of the student’s educational team and/or someone more familiar with AT Requires an observation of student’s skills SETT Framework AT Screening Checklist (appendix of Pupil Appraisal Handbook)

26. SETT Framework A complex task of gathering information can be simplified using the SETT framework (Zabala, 1994) SETT stands for: Student Environment Task Tools

27. Student What are the student’s special needs and current abilities? What does the student need to do? What AT is currently being used and what has been used in the past? What was the outcomes/success?

28. Environment What equipment and materials are available in each environment? Who are the primary people interacting with the student? How is instruction or direction delivered? What modifications are made in the various environments? What is student’s position and location in the room? Where are the things that the student needs to see? What is the lighting and sound like in the room? How are transitions accomplished?

29. Observation of the Student Purpose of the observation is to prepare for the AT assessment by determining the components and equipment necessary to conduct the AT assessment Schedule a time where you can observe the student in the environment that the student is having the most difficulty (may need to observe in more than one environment)

30. Observation of the Student Although the observation is unstructured, it may be helpful to use an observation checklist for gathering information and record keeping Review the checklist to determine if additional information is needed Interview student/teachers to get additional information Write a brief summary of the observation for the assessment

31. Task What task(s) does the student need to do that is currently difficult or impossible? What previous interventions or recommendations have already been used? What was successful / unsuccessful and why?

32. Determining The Optimal Tool(s) Student abilities and needs Required tasks / job Available supports

33. Tools

34. Results of Screening 1.Student has been considered and screened for AT and further action is not required at this time 2.Student has been considered and screened for AT and additional screening is recommended in following areas: (list areas) 3.The student has been considered and screened for AT and the following low technology solutions are recommended: (list areas) 4.Student has been considered and screened for AT and a referral for a full AT assessment is recommended Note: Document results in 1508 Evaluation

35. REFERRAL

36. Referral is made when…… Student can’t independently perform tasks within the curriculum Accommodations, modifications or AT currently in place are not efficient or effective The evaluation/IEP team can’t identify AT that would meet student’s needs

37. Referral Packet Referral packet may consist of the following: Referral form Background information form Permission to access (only if conducted outside of initial or re- evaluation) Permission to videotape or photograph Consideration form AT screening form Current evaluation / IEP Any other notes/documentation

38. AT ASSESSMENT FOR COMMUNICATION

39. AT Assessment An AT assessment is an ongoing, continual part of educational planning An AT assessment is conducted over several sessions with trails of potential AT solutions An AT assessment requires training of recommended AT and follow up services

40. AT Team Multidisciplinary Members are determined by the educational needs of the student and may vary depending on the components of the assessment required Selected based on review of referral information, IEP, evaluation and observation

41. AT Assessment for Communication (AAC) Should include: Background information Summary of current abilities Assessment of current abilities Recommendations (the Tools)

42. Following the Assessment Write the report Send to evaluation/IEP team Send to parent/caregiver Schedule a date to train teacher and student and bring equipment Consult with IEP team to add AT to IEP Schedule follow up visits

43. Literacy

44. Things to Remember Communication assessment and intervention must be functional and multi-modal

45. Questions & Comments