www.aac-rerc.com
RERC IIRERC IIInstitute on DisabilitiesInstitute on Disabilities
Temple UniversityTemple University
Partner: Diane Nelson Bryen
www.aac-rerc.com
Overview QuestionsOverview Questions
What we said we would do?What we are doing?What we are changing and why?Where are we now?What else do we want to do and why?What will be the impact to the field?
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What We Said We Would DoWhat We Said We Would Do
R1-C: Specialized AAC Vocabulary
D6: ACOLUG
T3: ACETS Online Through E-Coaching
Technology & Policy Watch
www.aac-rerc.com
R1-C: Specialized AAC R1-C: Specialized AAC VocabularyVocabulary
Develop Adult -valued vocabulary sets for 6 contexts:College lifeManaging personal assistanceDating,intimacy, and sexualityParentingSocial networkingVictimization and the criminal justice system
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R1-C: Specialized AAC R1-C: Specialized AAC VocabularyVocabulary
Temple University Team
Diane Nelson BryenRosangela Boyd (replacing Allison Carey)Kevin CohenLindsey Blundey (graduate student)
www.aac-rerc.com
R1-C: Specialized AAC R1-C: Specialized AAC VocabularyVocabulary
Advisory panel Beverly Frantz (Victim Assistance Counselor) Fiona Givens (AAC user and attorney) Barbara Collier (AAC professional) Panels of AAC users and experts in context areas
Collaborations with partners Sarah & Dissemination Team
Technical partners Mayer-Johnson Dynavox (pending)
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R1-C: Specialized AAC R1-C: Specialized AAC VocabularyVocabulary
What are we doing? Where are we now?
IRB approved (compliance with NIDRR) Refined protocol/procedures Developed website and model for vocabulary
prototypes. See employment vocabularyhttp://aacvocabulary.com/ Established 3 listservs (AAC users, nondisabled peers,
experts) Begun first vocabulary development process: College Life
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R1-C: Specialized AAC R1-C: Specialized AAC VocabularyVocabulary
Initial Observations/Impact/Questions? 6 new vocabulary sets - adult, socially valued roles Impact on device manufacturers? Impact on parent? Teachers? Clinicians?
Already requests for additional vocabulary sets (e.g., patient/physician communication)
Added an expert panel for each of the adult contexts and started recruiting them
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R1-C: Specialized AAC R1-C: Specialized AAC VocabularyVocabulary
Dissemination
Article by Johanna Swartz for Alternatively Speaking.
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R1-C: Specialized AAC R1-C: Specialized AAC VocabularyVocabulary
Questions ??
Suggestions ??
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D6: ACOLUGD6: ACOLUG
Maintain and support the international listserv - ACOLUG
Improve communication between the AAC user community and the RERC - both provide information to the AAC community about the activities of the RERC and solicit input from the AAC community to the activities of the RERC.
www.aac-rerc.com
D6: ACOLUGD6: ACOLUG
Temple University Team Diane Nelson Bryen Kevin Cohen Tracy Rackensberger
Collaboration with partners Dissemination team Feedback and input from all partners
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D6: ACOLUGD6: ACOLUG
What are we doing?
Where are we now? Listserv active (24 hours, 7 days each week) Membership - 450
Nationwide, international (e.g., Canada, UK, Australia, SA) AAC users,family members,SLPs, teachers, students,
manufacturers, policy makers and advocates RERC/ACOLUG Liaison hired, trained, and working
First project posting and feedback completed Bi-monthly postings scheduled with follow-up feedback to partners
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D6: ACOLUGD6: ACOLUG
Initial findings and observations
Subscribers - 450 Postings - Since November, 2003 - more than 2500 postings Average different topics/month - 24 topics Most frequent topics
Independent living and PAS, autism & AAC, AAC, conferences, finding a good AAC/AT professional, “help,” medical/dental issues & AAC, school and college, employment, cell phones, people 1st language, device-specific, teaching AAC, and LATELY - the RERC.
RERC postings Technology Transfer
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D6: ACOLUGD6: ACOLUG Feedback from Technology & Policy Watch
Technology Priorities? Better screen for devices/better display in different lightings Better interconnectivity with computers and other devices More natural voices Longer lasting batteries Devices that are more rugged and weather proof Better cell phone integration
Policy priorities? People need to see effective use of AAC devices while they are
learning Better and standardized provision of supports and services Society acceptance issues AAC as a foreign language in college/high school (As with ASL)?
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D6: ACOLUGD6: ACOLUG
Dissemination
One presentation at an international conference in South Africa - 250 people.
Paper accepted for ISAAC 2004
One article planned for publication
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D6: ACOLUGD6: ACOLUG
Questions?
Suggestions?
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T3: ACETS OnlineT3: ACETS Online
Provide two 9-month training programs with 10 AAC users throughout the US who have literacy and communication skills and who area committed to finding employment.
Based on ACETS Online (RERC I), refine and utilize Person-centered Employment Planning and Online information technologies (I.e., websites, email, Listserv, instant messaging) to improve employment-related skills (technical and job searching skills, social networking skills, and employment experiences.
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T3: ACETS OnlineT3: ACETS Online
Temple TeamDiane Nelson BryenKevin Cohen1/2 time graduate extern
CollaboratorsSmall Business Development CenterPennsylvania Office of Vocational
Rehabilitation
www.aac-rerc.com
T3: ACETS OnlineT3: ACETS Online
What are we doing?Where are we now?
IRB approved (compliance with NIDRR)Finished the ACETS curricula (being
formatted for print and electronic publicationFinished draft #3 of outcomes article Postponing start of ACETS Online II until
2004-05
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T3: ACETS OnlineT3: ACETS OnlineInitial findings/observations
ACETS Online goals attained, YET limited employment outcomes
Employment skills improved Social Networks remained relatively limited Limited improvement in employment-related
experiences Limited time spent on employment-related activities
(less than 2-3 hours per week). Changing expectations for ACETS training Still hold promise for ACETS Online & e-coaching
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T3: ACETS OnlineT3: ACETS Online
Dissemination
Curriculum Guide completed; being formatted for publication
Article on ACETS Online in progress
Presentations - 2 at (inter)national conferences (CSUN & South Africa); 1 presentation accepted for ISAAC 2004
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T3: ACETS OnlineT3: ACETS Online
Questions?
Suggestions?
www.aac-rerc.com
Technology & Policy WatchTechnology & Policy Watch
Focus on Web Access and Cell phones
Policy Issues Cell phones and AAC devices Web accessibility
www.aac-rerc.com
Technology & Policy WatchTechnology & Policy Watch
Temple Team Diane Nelson Bryen
RERC Partners Frank DeRuyter, Kevin Caves, David Buekelman, Howard
Shane Advisory & Collaboration
FCC Commissioner, Kathleen Abernathy Mark Friedman & WC3 WebAim, Inc.
www.aac-rerc.com
Technology & Policy WatchTechnology & Policy Watch
What are we doing? Where are we now?
Monitoring cell phone development and universal design Continuing to work with FCC - ensure access features in cell phones and
usability of cell phone service Disseminating information about cell phones to AAC users Providing input to WC3 on accessibility of the WWW Developed a white paper and repair tool in collaboration with WebAim for
Web Access and AAC. Monitoring statewide policy for AAC access for people with mental
retardation. Developed a model “Bulletin” for communication access for people who are nonspeaking who are served by the PA Office of Mental Retardation
Surveying all licensed SLPs in Pennsylvania about their current practice, knowledge, and skills in AAC with people with SCN.
www.aac-rerc.com
Technology & Policy WatchTechnology & Policy Watch
Dissemination
Publications 2 articles in cell phones (ISAAC Bulletin and AT) 2 articles either in press or in progress on cell phone use by people
with significant communication disabilities (e.g., AAC) Article and repair tool on AAC and the use of the WWW (will appear
on RERC web site) Statewide Bulletin on Communication Access being reviewed by the
Office of Mental Retardation
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Technology & Policy WatchTechnology & Policy Watch
Questions?
Suggestions?
www.aac-rerc.com
Formative Review ImperativesFormative Review Imperatives
Consumer Involvement 1 paid staff member 10 to 20 AAC users paid as consultants ACOLUG membership of AAC users and family members
Diversity 33% of research team
Student Training 2 graduate students involved in research 20 additional graduate students involved in training 75 engineer students received awareness training
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Formative Review ImperativesFormative Review Imperatives
Presentations 2 presentations (CSUN, Temple University Engineering)
Publications AS issue with Sarah & Michael ACETS Training Curriculum Cell Phone & AAC article in press AT and ISAAC Bulletin Web Access and AAC to be posted on Website Two manuscript in progress
ACETS online Cell phone use and people with ID
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Formative Review ImperativesFormative Review Imperatives Technical ImperativesTechnical Imperatives
Engineering - Collaboration with Engineering Department for senior
design projects Presentations on Universal Design to all junior and senior
year students in engineering Federal Communications Commission
Impact on Cell phone companies
Products / Tech transfer Vocabulary symbol sets with Mayer-Johnson ACETS curriculum WC3 standards
www.aac-rerc.com
DisseminationDissemination
Questions for Dissemination Team and for postings on ACOLUG:
What adult-valued vocabulary sets are needed in addition to the one’s being considered?
What topics of conversation are most difficult for you to engage in due to vocabulary constraints?
What else might the RERC do to encourage manufacturers to include adult-oriented vocabulary in their communication devices?
What are the greatest barriers to using the web?
www.aac-rerc.com
HousekeepingHousekeepingBudget In-Kind/Leveraged*$90,000 $16,876
Personnel 53,824 7,876Student RA 12,862 4,000
Equipment 0 5,000Supplies 480
Travel & Reg. 1,550
ParticipantPayments/PAS 2,500
Indirect 26% *$150,000 is additional leveraged resources
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www.aac-rerc.comwww.aac-rerc.com
This work is funded by the National Institute on Disability This work is funded by the National Institute on Disability and Rehabilitation Research of the U.S. Department of and Rehabilitation Research of the U.S. Department of
Education, under grant number H133E030018. The Education, under grant number H133E030018. The opinions contained in this presentation are those of the opinions contained in this presentation are those of the grantee and do not necessarily reflect those of the U.S. grantee and do not necessarily reflect those of the U.S.
Department of Education.Department of Education.
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