AAC Framework: A resource to support device prescription

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Tara – Where is she now?• Tara trialed Big Mack communicators x 2, and a 4 CompartmentCommunicator with 3D symbol referents either next to (Big Mack) or onthe device (4 Compartment Communicator)• Tara’s GAS communication outcomes were disappointing (-2). Taragrabbed for the real objects but did not appear to make the connectionbetween the object and the target/voice message.• She was highly distractible and appeared overwhelmed and confused bythe objects/equipment• Tara was trialed using real objects only to request items. Tara showedmuch greater success with these.• Tara’s mother was actively included in the trial process to ensure herunderstanding of the communication goals.Next
Tara (contd)• Overall, it was agreed that technology might not be a priority at present –work on gesture, eye gaze and use of real objects to develop basicinteraction skills – requesting, refusing, turn taking etc, along with switchtoys to develop cause and effect.• Tara’s Mum and teacher aide (TA) were included in structured therapysessions to develop their facilitation skills. The TA followed through withrecommendations and Tara’s understanding of cause/effect andintentional communication improved significantly.• Informal gestures for “more”, “stop” and “my turn” were shaped intomore conventional Key Word signs• Big Mack’s were reintroduced with success, for Tara to make choicesbetween activities.• Technology options to be further investigated now that Tara hasdeveloped skillsBack to case studies
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Important InformationThis is a fram
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Where to start?• Introduction, IC
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ICF InformationRecommended Reading
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How will this framework help me and
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Guidelines for Considering Speech G
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Timetable for Growing Up“ Young p
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Guidelines for Considering Speech G
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.Tara : a brief overview• Tara is
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Jo : a brief overview• Jo is 17 y
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Principles to consider to support a
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Who else can assist in the assessme
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ImpairmentCognitiveSkillsSensorySki
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How do we gather information regard
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Activity• Impact of physical, cog
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Activity: What do you need to know?
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Impairment & Activity FactorsDevice
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Assessing language and communicatio
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Child - Communication AssessmentsEm
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Young Adult - Communication Assessm
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Assessment detailsThis is a list of
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Participation: What do you need to
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Participation resourcesRefer to Res
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Environment: What you need to know
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Refer to Resource List:Environment
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Personal Factors: What you need to
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Personal factors resourcesRefer to
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Health ConditionMotor Neurone Disea
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Let’s Look at Marsha through ICF
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Health ConditionDevelopmental Delay
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Let’s Look at Tara through ICF ey
Page 64 and 65: Oliver, 12yrsHealth ConditionAutism
Page 66 and 67: Let’s Look at Oliver through ICF
Page 68 and 69: Jo, 17 yrsHealth ConditionCerebral
Page 70 and 71: Let’s Look at Jo through ICF eyes
Page 72 and 73: Stage 2 : Trial Options & Goal Sett
Page 74 and 75: The Trial CycleDuring the trial, we
Page 76 and 77: Options to TrialChoose SGD’s that
Page 78 and 79: The TrialDuring each trial, it can
Page 80 and 81: Goal Setting - General Principles
Page 82 and 83: Resources to Support Goal Setting
Page 84 and 85: Four Case StudiesTrial Options and
Page 86 and 87: ScoreBaseline(skill level atstart o
Page 88 and 89: Example Goal for Tara - 1ScoreBasel
Page 90 and 91: Trial InformationLarge target, sing
Page 92 and 93: Example Goal for Oliver - 2ScoreBas
Page 94 and 95: ScoreBaseline(skill level at start
Page 96 and 97: Trial InformationEco 2 Vantage Lite
Page 98 and 99: Evaluation & Decision MakingYou are
Page 100 and 101: Four Case StudiesEvaluation and Dec
Page 102 and 103: Decision Making FrameworkTrials of
Page 104 and 105: Decision Making FrameworkTrial of B
Page 110 and 111: MASS forms for ‘Communication Aid
Page 112 and 113: Marsha - Where is she now?• Marsh
Page 116 and 117: Oliver - where is he now?• Oliver
Page 118 and 119: Jo - where is he now?• Trials of
Page 120 and 121: ReferencesReferences.pdfNext
Page 122: Contact Details• Debbie Burmester
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AAC Framework: A resource to support device prescription

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