AAC Framework: A resource to support device prescription
AAC Framework: A resource to support device prescription AAC Framework: A resource to support device prescription
Participation: What do you need to know?• What activities is the person engaged in? Daily, regularly, occasionally?• What will the person want or need to communicate in these differentsituations?• Will the device have the language/vocabulary to meet these needs?• Can the device expand to meet new and changing needs?• Will the device be practical in all settings? e.g. size, weight, durability,volume of speech output• Can it be easily moved, mounted?Information gathering:• Talk to person, their family, teachers, support workers, carers etc, to ensurethe device will have the features, settings and vocabulary to allow theperson to communicate to their maximum potential• Discuss and problem solve any practical issuesNext
Adding Participation Factors to the Mix…Participation factorsDevice that hasthe capacity tomeet needs in avariety ofsituations andwith a variety ofpeopleImpairment & activity factorsDevice that theperson can useefficiently andeffectively, withthe mostappropriate meansof representinglanguageNext
- Page 4 and 5: Important InformationThis is a fram
- Page 6 and 7: Where to start?• Introduction, IC
- Page 8 and 9: ICF InformationRecommended Reading
- Page 10 and 11: How will this framework help me and
- Page 12 and 13: Guidelines for Considering Speech G
- Page 14 and 15: Timetable for Growing Up“ Young p
- Page 16 and 17: Guidelines for Considering Speech G
- Page 18 and 19: .Tara : a brief overview• Tara is
- Page 20 and 21: Jo : a brief overview• Jo is 17 y
- Page 22 and 23: Principles to consider to support a
- Page 24 and 25: Who else can assist in the assessme
- Page 26 and 27: ImpairmentCognitiveSkillsSensorySki
- Page 28 and 29: How do we gather information regard
- Page 30 and 31: Activity• Impact of physical, cog
- Page 32 and 33: Activity: What do you need to know?
- Page 34 and 35: Impairment & Activity FactorsDevice
- Page 36 and 37: Assessing language and communicatio
- Page 38 and 39: Child - Communication AssessmentsEm
- Page 40 and 41: Young Adult - Communication Assessm
- Page 42 and 43: Assessment detailsThis is a list of
- Page 46 and 47: Participation resourcesRefer to Res
- Page 48 and 49: Environment: What you need to know
- Page 50 and 51: Refer to Resource List:Environment
- Page 52 and 53: Personal Factors: What you need to
- Page 54 and 55: Personal factors resourcesRefer to
- Page 56 and 57: Health ConditionMotor Neurone Disea
- Page 58 and 59: Let’s Look at Marsha through ICF
- Page 60 and 61: Health ConditionDevelopmental Delay
- Page 62 and 63: 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
Participation: What do you need <strong>to</strong> know?• What activities is the person engaged in? Daily, regularly, occasionally?• What will the person want or need <strong>to</strong> communicate in these differentsituations?• Will the <strong>device</strong> have the language/vocabulary <strong>to</strong> meet these needs?• Can the <strong>device</strong> expand <strong>to</strong> meet new and changing needs?• Will the <strong>device</strong> be practical in all settings? e.g. size, weight, durability,volume of speech output• Can it be easily moved, mounted?Information gathering:• Talk <strong>to</strong> person, their family, teachers, <strong>support</strong> workers, carers etc, <strong>to</strong> ensurethe <strong>device</strong> will have the features, settings and vocabulary <strong>to</strong> allow theperson <strong>to</strong> communicate <strong>to</strong> their maximum potential• Discuss and problem solve any practical issuesNext
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