Augmentative and Alternative Communication Inventory

Transcription

1 Autism Center for Excellence Augmentative and Alternative Communication Inventory Augmentative and Alternative Communication is any communication system that may augment a student s current communication system or may serve as an alternative to verbal communication. Selecting and implementing an AAC system requires a team approach to identify a system or systems that provide a match between the student s abilities and the features of a device. This match should prove useful in the student s environment by supporting active participation. To make an appropriate AAC recommendation, the student and his/ her team must collaboratively seek to identify student needs and generate solutions that will facilitate identified communication goals. This inventory is designed to guide educational teams in a systematic consideration and determination of AAC. It is to be completed by the team that will at least include the student, parents/guardians, case manager, and speech therapist. Other team members such as an occupational therapist, administrator, Assistive Technology specialist, and others may also participate as appropriate. Please refer to the Augmentative and Alternative Communication Inventory Guidance Document for specific directions on how to use this tool. Student s Name: Date of Birth: Date: Age: TEAM MEMBERS Student s Name: Parents/ Guardians: Speech Therapist: Case Manager: Other: The contents were developed under a contract from the Virginia Department of Education, contract number H027A Virginia Commonwealth University, School of Education and Department of Physical Medicine and Rehabilitation is an equal opportunity/ affirmative action inst-itution providing access to education and employment without regard to age, race, color, national origin, gender, religion, sexual orientation, veteran s status, political affiliation, or disability. If special accommodations are needed, please contact Vicki Brooke at (804) VOICE or (804) TTY.

2 STEP 1 -- INFORMATION GATHERING PHASE PART I: Present Communication Modalities How does the student presently communicate effectively? Check all that apply. Gestures / guiding communication partner Sign language Verbal words / word approximations Verbal sentences Pictures with real photographs Pictures with icons or line drawings Text / typing Pressing touch screen picture with real photographs Pressing touch screen picture with icons or line drawings Voice output device with single page Voice output device with multiple pages and categorization Other: Although the student may not use a system effectively to communicate, does he/she presently demonstrate emerging skills in any of the following (e.g. recognize the icon, beginning to demonstrate the skill, show an intense interest)? Check all that apply. Gestures / guiding communication partner Sign language Verbal words / word approximations Verbal sentences Pictures with real photographs Pictures with icons or line drawings Text / typing Pressing touch screen picture with real photographs Pressing touch screen picture with icons or line drawings Voice output device with single page Voice output device with multiple pages and categorization Other: PART II: Communication History Is any form of AAC being currently used or attempted previously? Yes No If so, please describe attempts and results seen: Date Attempted System and Description Results Is system recommended for consideration?

3 PART III: Student Considerations and AAC System Feature Analysis Use the Augmentative and Alternative Communication System Feature Analysis document and the corresponding Guidance Document to complete this section. On the Feature Analysis, each team member is to independently review each STUDENT and TEAM consideration moving from the top of the table to the bottom. Highlight the considerations that reflect the student s strengths and needs and WILL impact the AAC system selected. (The sections color coded in GREEN are to be reviewed for every student. The team can determine whether the RED and ORANGE sections should be considered.) Next, the team is to review and discuss the considerations identified and determine those most critical. Once the considerations are identified, list the AAC systems that may be appropriate for the student. Use the space below to list the potential AAC systems identified through this process. Symbol considerations: Learning abilities/needs: Typing: Usability: Gross motor difficulties: Fine motor difficulties: Hearing difficulties: Vision difficulties: System maintenance: Resource considerations: STEP 2 -- DECISION MAKING PHASE PART IV: AAC System Information For each potential AAC system identified above through the Feature Analysis, discuss and document the advantages and disadvantages of each. System Advantages Disadvantages

4 PART V: System(s) Selected for Implementation Based on the advantages and disadvantages of each system, identify the 2 best choices to implement with the student. List the best choice first. This will be the system the team will implement first. The second choice is to be implemented in the event that the first is not successful or cannot be obtained in a reasonable time period STEP 3 -- TRIAL IMPLEMENTATION PHASE PART VI: Obtaining/Creating the AAC System/Device Before implementation can begin, the system will need to be obtained or in some cases created (e.g., picture exchange). Identify how the AAC system / device will be obtained or created. AAC system: Who will obtain / create the system: Date by which system will be obtained / created: Description of steps needed to obtain / create the system: PART VII: Trial Implementatin Period and Next Meeting Date Identify the time period for the implementation trial. It is recommended for the trial period to be 3-5 weeks. Next, determine the date of the follow-up meeting to assess progress. Start and end date of trial: Next meeting date:

5 PART VIII: Implementation There are multiple steps involved in implementation: 1) Identify the lead team member(s) responsible for implementation of the AAC (ensures implementation occurs and communicates with team members); 2) Identify those who require training and list according to priority; 3) Identify the type of training required; 4) Identify the person who will provide training and support to team members on use of the AAC system; and 5) identify the date training will begin. Lead team members (identify 1-2 people): Person to be Trained Training Required Person Conducting Training/Providing Support Date Training to Begin Next, describe how the system will be implemented across the student s environments and activities. Use additional paper to ensure a thorough implementation plan. Start and end date of trial: AAC System:

6 Location/Activity for Implementation Skill to be Demonstrated Who will Teach use of AAC How (strategies) will it be Implemented What Data will be Collected If a student is receiving services under IDEA, decisions about assessment and the student s plan must be made by the IEP team and must follow all applicable special education laws and regulations.