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![Page 1: Assessing Communication Skills With People Who Are Deaf and Lower Functioning Greg Long, Ph.D. School of Allied Health and Communicative Disorders Northern.](https://reader036.fdocuments.in/reader036/viewer/2022062519/56649c825503460f9493a7de/html5/thumbnails/1.jpg)
Assessing Communication Skills With People Who Are Deaf and Lower Functioning
Greg Long, Ph.D.School of Allied Health and Communicative DisordersNorthern Illinois UniversityDeKalb, IL [email protected]
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Overview
Purpose-driven assessment
Functional communication assessment
– Rationale
– Description
– Application
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Meet David Long, my brother
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Why conduct the assessment?
Diagnosis/classification
Intervention
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Traditional diagnostic approaches
Determine presence or absence of a disorder
Confirm assessments and diagnoses
Provide prognostic information
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Limitations to diagnostic approaches
Heavy emphasis on standardization and
norm groups
Clinic-based administration
– Limited sample of behavior assessed
– Generalization questionable
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Evaluator issues
Background knowledge of deafness,
language development, and disability
Skills, especially sign language
Reliability between assessors
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Assessing to intervene
Target functional skills
– Focus on age-appropriate skills
Congruence between individuals and
environments
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Rationale for functional assessment
Communication environments vary
Mode is less important than success
Logical progression from evaluation to
intervention
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Four-Step Approach
1. Develop a communication profile
2. Describe the communicative environment
3. Determine discrepancies
4. Plan interventions
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Developing a Communication Profile
Develop composite picture of the individual’s
background, abilities, and interests related to
communication
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Data collection strategies
Case review
Interviews
Observations
Collaboration
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Background Info
Hearing loss
Health and secondary disability info
Current and prior living situation
Educational background
Employment history
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Preferences?
Speech/speech reading
Sign
Fingerspelling
Gestures and pantomime
Drawing and showing pictures
Reading/writing
Communication devices
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How does the individual…
Greet others
Get people’s attention
Express likes and dislikes
Ask questions
Express displeasure, frustration, and/or anger
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Additional communication questions
Types of spontaneous communication?
Use turn-taking?
Communication attempts with…
– Deaf people
– Hearing people
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Specific communication skills and abilities
Gestural and pantomimed communication
– Ability to be understood?
– Use and recognize facial expressions?
Manual communication
– Use?
– Type of sign?
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Receptive signing
How well does the individual understand…
– ASL signs?
– English-based signs?
– Instructions?
– Yes/no questions?
– Simple conversation?
– Directions?
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Expressive signing
How well does the individual…
– Use fingerspelling?
– Produce clear and understandable signs?
– Express ideas clearly?
– Ask yes/no questions?
– Participate in simple conversations?
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Speech skills
Use?
Frequency?
With whom?
Intelligibility?
– Familiar persons
– Unfamiliar persons
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Writing skills
Use?
Survival writing skills?
– Name
– Address
Legibility
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Reading skills
Use?
Types of information read?
Survival reading skills?
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Interpreters
Prior experience?
Knowledge of
– Role and duties
– When to use
– How to obtain
– Payment
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Assistive technology
Experience and/or possibility of benefit
Ability to maintain
Any devices needed but not possessed?
– Why?
Skills and familiarity with assorted devices
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Describe the Communicative Environment
Determine the nature, type, amount, and
importance of communication at a specific
site
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Data collection strategies
Interviews with parents, teachers,
professional staff, and/or employer(s)
Observation
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Observe communicative exchanges
What was communicated? (topic)
How was it communicated? (modality)
Was the exchange successful?
Who did most of the work to ensure
understanding?
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Process
First, describe the environment in terms of
physical barriers and supports
Second, identify specific communication
tasks needed for success
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Barriers and supports
Lighting
Noise
Visual distractions
Accessible technology (e.g., captioning)
Prior experience and knowledge
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Identify communicative tasks
What kinds of communication skills are
needed in this setting?
– Most frequently needed?
– How critical are they?
– Any required infrequently?
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Prioritize communication tasks
Obtain communication-related input from
others at the job site
Prioritize which communication skills are
most important
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Determine Discrepancies
Most important communication skills?
“Fit” between individual’s communication
profile and environmental requirements?
Identify mismatch(es) between needed skills
and abilities.
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Which skills are most important?
Using the list of communication skills
generated by the site analysis determine:
– Importance of the skills
– Whether it is possessed
– If so, in what modality
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Identify discrepancies
Communication skills described as important
but not possessed.
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Prioritize discrepancies
List all communication discrepancies
Which skills are most important?
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Plan Interventions
Identify potential accommodations,
interventions, and natural supports designed
to reduce communication discrepancies
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Individual considerations
Consider individual’s learning style
– What instructional strategies seem to work best?
– Any strategies to be avoided?
– Any significant barriers to learning?
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Setting considerations
Any characteristics of the environment that
would tend to encourage or discourage the
adoption of specific intervention strategies?
Attitude toward accommodations?
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Accommodations
Should be:
– chosen with the individual’s assistance
– designed to promote individuality, independence,
and autonomy
– as inconspicuous as possible yet still effective
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Potential accommodations
Technology based
– Visual or vibrating alerting devices
– FM systems
– Telephone amplifier
– Smart phones/Text messaging
– Closed captioning
– Online assessment tool
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Low tech
– Picture books
– PECS
– Color coding
– Drawings
– Teacher notes
– Maximize visual orientation to environment
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Special services
– Interpreters
– Note takers
– Itinerant teachers
– Tutors
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Natural supports
– Sign language classes
– Disability awareness education
– Encourage creativity and use of gestures and
pantomime
– Participate in co-curricular activities
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Summary
Understand the individual’s communication skills
Assess communication demands of the environment
Compare the individual’s skills against site demands
Intervene to create a best fit between the individual and environment
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Application
How might a functional communication
assessment be used with a(n)
– child in elementary school (Grades 1-5)
– adolescent in middle school (Grades 6-9)
– young adult considering vocational and
employment options (Grades 10 and beyond)
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Elementary school
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Junior high school
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Background Info
Profound bilateral hearing loss
Borderline intelligence, mild CP
Lives with family
Attended a day program, oral only
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Preferences?
Limited communication skills
Best with written instructions
No experience with communication devices
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How does the individual…
Greet others– needs encouragement
Get people’s attention– seldom done, points
Express likes and dislikes– says “good time” does not clearly express dislikes
Ask questions– does not ask
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Additional communication questions
Very seldom communicates spontaneously
Shows turn taking in play. Limited language does not support use with communication.
Does not seem to recognize the difference between …
– Deaf people
– Hearing people
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Specific communication skills and abilities
Gestural and pantomimed communication
– Basic nouns and verbs
Mother, father, home, dog
Come, eat, stop
No meaningful knowledge or use of sign
language
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Speech skills
Uses speech rarely.
Able to clearly say his name and selected
words (e.g., bathroom, ice tea, Greg)
Intelligibility overall is generally poor.
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Describe the classroom as a communicative environment
Barriers to communication?
Supports?
Communicative tasks and requirements?
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Likely discrepancies?
What classroom skills would David need that
he might not possess?
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Interventions
Where would you likely intervene?
What strategies would be most helpful?
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Transition, independence, employment
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Receptive signing
Does not understand connected signing.
Able to answer yes/no questions.
Frequently echolalic
First consistent exposure to sign during his
early 30s at SCHI
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Expressive signing
Fingerspells individual words well
Signs are generally clear and understandable
Basic needs expressed clearly
Does not typically ask questions or comment on his environment.
Minimal interest in other’s conversations.
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Reading skills
Able to read basic information (2nd grade
level)
Likes to look at pictures
Has survival reading skills
Bus schedule
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Writing skills
Demonstrates survival writing skills
– Name
– Address
Legibility is reasonably clear
Understanding reciprocity of letter writing not
consistently understood.
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Interpreters and assistive technology
No experience beyond his hearing aid
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Describe Chester’s Hamburgers as a communicative environment
Barriers to communication?
Supports?
Communicative tasks and requirements?
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Likely discrepancies?
What communication skills would David need
that he might not possess?
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Interventions
Where would you likely intervene?
What strategies would be most helpful?