AAC & Curriculum 2/11/2015. Learner objectives. Workshop outline

Transcription

1 AAC & Curriculum Helping students with complex communication profiles succeed in the classroom Ohio Speech-Language Hearing Association Columbus, 2015 Kerry J. Davis, EdD, CCC/SLP Learner objectives Participants will identify the 4 steps of C.A.R.E. when writing IEP goals and objects for students with complex communication profiles. Participants will describe how AAC users can access the general education curriculum for English Language Arts, Social Studies and Science. Participants will identify how specific curriculum modifications tie in to the Common Core Standards, including therapy tips and tools Workshop outline C.A.R.E framework for developing an IEP for students with complex communication profiles Quick overview of language development related to AAC The role of Aided language stimulation and Core vocabulary Connecting Common Core with AAC Case studies/intervention 1

2 What the law requires An appropriate education may comprise education in regular classes, education in regular classes with the use of related aids and services, or special education and related services in separate classrooms for all or portions of the school day Each public agency must ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in Sec. Sec and 300.6, respectively, are made available to a child with a disability (US Department of Education, IDEA) C.A.R.E. Based on instructional design methods used in adult learning models A systematic way to evaluate student needs Considers the balance between access, independence and meaningful learning Provides opportunities for review and team discussion on what s working/not working (Davis, 2014) C.A.R.E. Context Context Assessment Review/reflect Expand Extend Student IEP goals Assessment Review & reflect (Davis, 2013) 2

3 Context: Who, where, when? (adopted from Wagner, Daswick & Musselwhite, 2003) IEP goals: What that might look like Using student will greet 3 different peers and adults in structured (morning meeting) and unstructured situations (recess) 4 out of 5 opportunities. During small and large group instruction, student will follow 2-step directions with 80% accuracy. Assessment Formalized every 3 years per law Informal/ Ongoing throughout the school year 3

4 Assessment: What that might look like Collecting data in therapy sessions Consulting with other school staff on tools used in the classroom Collecting work samples/video Review/Reflect Reflection is necessary for educators to learn and grow (Tagg, 2007). Collaboration around data collection: obstacles Garner administrative support via the IEP and scheduling collaboration Reflect/Review: What that might look like. Adding in 6 week consultation/meetings into the IEP Clinic meetings with family to train and talk about progress Co-treatment/consultation times between related service providers OT/PT Learning center ELL Special education teacher Vision/Assistive Technology specialist 4

5 Expand: Making it meaningful by 22 Consider goals around independence Start EARLY! Connect vocabulary with community Connect your student s communication and social goals with community Involve peers in the process Function curriculum C.A.R.E.= Function and academics o o o o Who will the student need to talk to? o Parents, friends, family, home health assistants, teachers, etc. Where will they need to communicate and learn? o Individual, small group, large group, community? When will they be able to practice independence? o Now or later? How does this tie in when they graduate? o Is it meaningful to student/family/special education team? Case study: BG, age 10 Receptive language around 4-5 years old Non verbal: Uses AAC to communicate Significant deficits in pragmatic language Some behavioral/safety issues, and limited appropriate interactions in school and in the community 5

6 Context: BG Will be transitioning to middle school in one year Will need to work with a variety of people Difficulty interacting with peers, but interested Becomes overwhelmed in group settings Parents express concerns related to safety and behavior in community outings Good at decoding, but difficulty with basic comprehension Writing and math times usually cause a spike in behavior Assessment: BG Modified reading/math assessments from classroom teacher/special education teacher SLP testing OT/PT/SLP collaborated on the School Functional Assessment tool Outside neuropsychology (per parents) Evaluation/behavior consultation from Board Certified Behavior Analyst Input from Educational Aide Review/Reflect: BG OT/SLP co-treat once per month Team meeting with parents every 6-8 weeks School-home communication log to account for time in between Educational aide present at all therapy sessions for input/training 6

7 Expanding opportunities: BG Sample IEP goals for BG Communication Student will independently label feelings and make an appropriate corresponding request (ex: " I feel frustrated, I need a break) using her AAC device in 4 out of 5 opportunities. Math Student will read and follow a recipe that includes at least 3 items to be measured to 1/2 cup or 1 cup in 4 out of 5 opportunities with prompts deceased by 50% from baseline. Sample IEP goals for BG: ELA & Independence ELA Student will use software/word processor to write a letter or relaying 3 details about her school day at least once per week with prompts decreasing 50% from baseline. Independence Across two settings and two adults, student will request up to 3 items (that are not readily available) that she needs to complete a given activity in 4 out of 5 opportunities with prompts decreasing by 50% from baseline. 7

8 Typical vocabulary development 18 months: 5-20 words 2 years: words 3 years: words Top 300 words used by 2-3 year olds From: MarvinList.pdf Interesting fact Typically developing children have thousands of opportunities to practice language A majority of children (80%) who need AAC miss this critical period when language is first developing (Drager, Light & McNaughton, 2010) 8

9 Fringe vs. Core Fringe Core Personal information Friend s names Food Toys Percentage of daily use Common verbs and nouns, such as: I, you, eat, drink, play Fringe Core Aided language stimulation An interactive process between the AAC user and communication partner Modeling of language occurs through pointing to pictures during an activity (Goossens, Crain, & Elder,1992) What do AAC users need? Linguistic competency: How to create different kinds of sentences-beyond requesting Social competency: How to connect with peers and adults Strategic competency: How to repair messages or use different tools to clarify Operational competency: How to navigate the technology (Light, 2012) 9

10 How do we get there? Modeling sentence expansion Adapting curriculum to allow for more practice Role models and activities with peers Having access to AAC at all times Allowing exploration and experimentation Learning to navigate with your student Taking risks and having fun!! Repetition of targets across people and environments Using other tech tools!!! Language is everywhere AAC, Common Core & Core Words! Context: who, what, where, when Assess their abilities and progress Review/reflect: collaborate with others Extend: expand opportunities 10

11 ELA: Common Core standards Speaking and listening Language Writing Reading Scope of Practice ELA: How to? Answering wh-questions Labeling pictures in a book Talking about what happened, narrative language Making and reading sentences Participating in small reading groups Using apps that allow for sentence building and more Apps for building sentences Be creative! Repurpose apps across content, DON T reinvent the wheel! Think of the FIVES criterion (Sweeney, 2010) Consider using apps at the same time as AAC 11

12 Common Core: Social studies and AAC standards for K-5 reading in history/social studies, science, and technical subjects are integrated into the K-5 Reading standards GRADES 6-8: Integrating of knowledge and ideas CCSS.ELA-Literacy.RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. (CCSS, 2014) Social studies: How to? Continents, capitals, flags, me on the map Answering biographical information Answering wherequestions Talking about weather, climate and related clothing Apps: Big Cat series, Tizzy seasons, ilearn continents Sample IEP objectives for Jack Using appropriate verb tense and sentence structure, Jack will accurately describe (using voice or AAC) a picture related to a personal or academic activity in four out of five opportunities. During small group activities, and during communication breakdowns, Jack will clarify his message to a peer in 4 out of 5 opportunities. 12

13 Math: How to? Answering how many? Basic concepts Shapes, colors, attributes Comparison concepts and opposites Hot/cold Light/heavy Wet/dry Long/short Big/small Science and AAC: How to? Forms of matter Life cycle Simple tools Five senses Habitats Answering why/how questions Examples of IEP objectives Student will identify and use 3 curriculum themed vocabulary items per month with 80% accuracy Using temporal markers, the student will sequence 3 parts of an academic or functional task with 80% accuracy Forms of matter Life cycle Simple tools Five senses Habitats Answering wh- questions During academic and functional tasks, the student will answer what doing/where and when questions 13

14 Conclusion Students who use AAC have fewer opportunities to practice expressive language skills than their typical peers This is further complicated by needing to master the technology Using AAC supports receptive and expressive language development The only way students will be able to access the curriculum and improve language is through modeling, access, and practice Many of the Common Core Standards fall within the SLP Scope of Practice C.A.R.E. model may help guide the process References ASHA. (2015). How does your child hear and talk? Retrieved from ASHA. (2007). Scope of practice in Speech-Language Pathology. Retrieved from Assistive technology. Individuals with Disabilities Act (2004). Retrieved from Banajee, M., Dicarlo, C., & Stricklin, S. B. (2003). Core Vocabulary Determination for toddlers. Augmentative and Alternative Communication (AAC), 19, Cardinal Blue software. PicCollage (2014). Version [mobile application software]. Retrieved from Carle, Eric. (2001) The Very Hungry Caterpillar. Puffin Books. Child development institute. (2015). Look who s talking? Retrieved from References Common Core State Standards Initiative. (2014). About the standards. Retrieved from Davis, K. (2014) Autism in schools: Best practices at work. Perspectives on school based issues, 15(1). Drager, K., Light, J., & McNaughton, D. (2010). Effects of AAC interventions on communication and language for young children with complex communication needs. Journal of Pediatric Rehabilitation Medicine, 3, HarperCollins Publishers Limited (2011). Collins Big Cat: Around the World Story Creator (Version 1.0) [Mobile application software]. Retrieved from Language development in children. (2015). Retrieved from Light, J. (2012). Retrieved from Marvin, C., Beukelman, D., Bilyeu, D. (1994). Vocabulary-Use Patterns in Preschool Children: Effects of Context and Time Sampling. Augmentative Alternative Communication,(10)4. 14

15 References Preschoolers vocabulary arranged alphabetically.(2015). Retrieved from Ricky Vuckovic. Pogg. (2013) Version 1.8 [mobile application software]. Retrieved from Sweeney, S (2010). The FIVES criteria: For evaluating and integrating simple technology resources in speech and language interventions. Retrieved from Vantatenhove, G. (2013). The student using AAC: No longer the quiet child in your classroom. Retrieved from Wagner, D., Daswick, K., & Musselwhite, C (2003). Out and about: AAC in the Community. Retrieved from %20About%20Handout.pdf Wei, R. C., Darling-Hammond, L., & Adamson, F. (2014, November 6) Professional development in the United States: Trends and challenges. Dallas, TX. National Staff Development Council. Retrieved from 15