But They Can’t Respond?!? Assessing the Severe Needs Students Sue Loeffler, M.A., CCC-SLP...
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Transcript of But They Can’t Respond?!? Assessing the Severe Needs Students Sue Loeffler, M.A., CCC-SLP...
But They Can’t But They Can’t Respond?!?Respond?!?
Assessing the Severe Needs Assessing the Severe Needs StudentsStudents
Sue Loeffler, M.A., CCC-SLPAssistive Technology Specialist
Denver Public Schools
Communication MatrixCommunication Matrix
Company: Design to LearnCharity Rowland & Philip Schweigert
Assessment: Communication MatrixIntervention 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
Assessment: Communication Assessment: Communication MatrixMatrix
English: www.designtolearn.comSpanish: www.matrizdecomunication.org
Communication Matrix comes in print/hard copy format as well as online versions
Different formats for therapist and parent portions
Why do we communicate?Why do we communicate?
To Obtain SomethingTo Refuse SomethingFor SocializationTo Gain Information
TherapistTherapist
ParentParent
Required ParticipantsRequired Participants
ProfileProfile
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
Pre-Intentional BehaviorPre-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
Intentional BehaviorIntentional 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.
Unconventional CommunicationUnconventional 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.
Conventional CommunicationConventional 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.
Concrete SymbolsConcrete Symbols
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.
Abstract SymbolsAbstract 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.
LanguageLanguage
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.
DATA SourcesDATA Sources
Any combination of:◦Observations◦Interviews◦Direct attempts to elicit
Communication Matrix ProfileCommunication Matrix Profile
Profile ScoringProfile Scoring
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.)
MasteredMastered
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 with LimitationsMastered 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.
EmergingEmerging
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.
Not PresentNot Present
The child doesn’t seem to understand what needs to be done and doesn’t attempt to perform this skill.
Home InventoryHome Inventory
School InventorySchool Inventory
Hands-On InterventionsHands-On Interventions
Hands-On Problem SolvingHands-On Problem Solving
Design to Learn ProgramDesign 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
Already Available !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. [email protected]