AAC Framework: A resource to support device prescription
AAC Framework: A resource to support device prescription AAC Framework: A resource to support device prescription
Trial InformationLarge target, singlemessage device e.g. BigMackCompartmentaliseddevice e.g. 4compartmentcommunicatorFixed static display withswitch jacks e.g.Cheaptalk 8 withexternal jacks (4)Fixed static display withtwo rows of cellsFlexible static displaywith switch jacks e.g.Supertalker+ve•Simple, intuitive•Large target area•Can be placed next toobject referent to developsymbolic understanding•Potential to transition to2D symbols•Easy to position andreposition+ve• Objects and 2D symbolscan be introducedtogether•1 – 4 choices dependingon device•Large target area+ve•Can start with externalswitches as target andtransition to keyboard•Devices can offer 1 – 8choices•Multiple levels forstorage of vocabulary+ve•Can place objects ofreference on top row,initially, untilunderstanding of 2Dsymbols is established• Device can offer 1 – 8large target choices•Multiple levels forstorage of vocabulary+ve•Use external switches astarget and transition tokeyboard•Keyboard can be resizedand fully utilised with anylayout•Keyboard target size willreduce gradually as moreoptions incorporated•Models can offer 1 – 8choices•Multiple levels forstorage of vocabulary-ve•Vocab selectionresponsibility of team•Restrictive – no room forgrowth•Need to produce symbolreferents-ve•Vocab selectionresponsibility of team•Limited room for growth•Bulky•Need to produce symbolreferents-ve•Vocab selectionresponsibility of team•Not as easy toincorporate 3D objects•Cell size fixed•Unwanted cells will beleft empty – distracting?•Need to produce symbolreferents•? Durability to cope withaccess method•Transportation? – leadsand individual switches-ve•Vocab selectionresponsibility of team•Cell size fixed•Unwanted cells will beleft empty – distracting?•? Durability to cope withaccess method•Need to produce symbolreferents-ve•Vocab selectionresponsibility of team•Not as easy toincorporate 3D objects•? Durability to cope withaccess method•Need to produce symbolreferents•Transportation? – leadsand individual switchesBack to case studies
ScoreBaseline(skill level at start oftrial)-2Less than expectedoutcome-1Expected outcome0Greater than expectedoutcome+1Much greater thanexpected outcome+2Example Goal for Oliver - 1Attainment Level / OutcomeOliver attends to modelling of a two cell combination (e.g. “I want .....) on a speech generatingdevice to communicate a need/request for a favourite activity, with visual and verbal prompts.Oliver attends to modelling of a two cell combination (e.g. “I want .....) on a speech generatingdevice to communicate a need/request for a favourite activity, without the need for visual andverbal prompts.Oliver attends to modelling of a two cell combination (e.g. “I want .....) on a speech generatingdevice to communicate a need/request for a favourite activity, without visual and verbalprompts, and will randomly select one cell on a page to express a need / want after prompting.Oliver attends to modelling of a two cell combination (e.g. “I want .....) on a speech generatingdevice to communicate a need/request for a favourite activity, without visual and verbalprompts, and will purposely select one cell on a page to express a need / want after promptingwith less than 50% accuracy.Oliver attends to modelling of a two cell combination (e.g. “I want .....) on a speech generatingdevice to communicate a need/request for a favourite activity, without visual and verbalprompts, and will purposely select one cell on a page to express a need / want after promptingwith less than 50% accuracy.Next
- Page 40 and 41: Young Adult - Communication Assessm
- Page 42 and 43: Assessment detailsThis is a list of
- Page 44 and 45: Participation: What do you need to
- 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 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 106 and 107: Decision Making FrameworkTrials of
- Page 108 and 109: Decision Making FrameworkTrials of
- Page 110 and 111: MASS forms for ‘Communication Aid
- Page 112 and 113: Marsha - Where is she now?• Marsh
- Page 114 and 115: Tara - Where is she now?• Tara tr
- 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
Trial InformationLarge target, singlemessage <strong>device</strong> e.g. BigMackCompartmentalised<strong>device</strong> e.g. 4compartmentcommunica<strong>to</strong>rFixed static display withswitch jacks e.g.Cheaptalk 8 withexternal jacks (4)Fixed static display withtwo rows of cellsFlexible static displaywith switch jacks e.g.Supertalker+ve•Simple, intuitive•Large target area•Can be placed next <strong>to</strong>object referent <strong>to</strong> developsymbolic understanding•Potential <strong>to</strong> transition <strong>to</strong>2D symbols•Easy <strong>to</strong> position andreposition+ve• Objects and 2D symbolscan be introduced<strong>to</strong>gether•1 – 4 choices dependingon <strong>device</strong>•Large target area+ve•Can start with externalswitches as target andtransition <strong>to</strong> keyboard•Devices can offer 1 – 8choices•Multiple levels fors<strong>to</strong>rage of vocabulary+ve•Can place objects ofreference on <strong>to</strong>p row,initially, untilunderstanding of 2Dsymbols is established• Device can offer 1 – 8large target choices•Multiple levels fors<strong>to</strong>rage of vocabulary+ve•Use external switches astarget and transition <strong>to</strong>keyboard•Keyboard can be resizedand fully utilised with anylayout•Keyboard target size willreduce gradually as moreoptions incorporated•Models can offer 1 – 8choices•Multiple levels fors<strong>to</strong>rage of vocabulary-ve•Vocab selectionresponsibility of team•Restrictive – no room forgrowth•Need <strong>to</strong> produce symbolreferents-ve•Vocab selectionresponsibility of team•Limited room for growth•Bulky•Need <strong>to</strong> produce symbolreferents-ve•Vocab selectionresponsibility of team•Not as easy <strong>to</strong>incorporate 3D objects•Cell size fixed•Unwanted cells will beleft empty – distracting?•Need <strong>to</strong> produce symbolreferents•? Durability <strong>to</strong> cope withaccess method•Transportation? – leadsand individual switches-ve•Vocab selectionresponsibility of team•Cell size fixed•Unwanted cells will beleft empty – distracting?•? Durability <strong>to</strong> cope withaccess method•Need <strong>to</strong> produce symbolreferents-ve•Vocab selectionresponsibility of team•Not as easy <strong>to</strong>incorporate 3D objects•? Durability <strong>to</strong> cope withaccess method•Need <strong>to</strong> produce symbolreferents•Transportation? – leadsand individual switchesBack <strong>to</strong> case studies
Change language