ASC 823X Student Projects S03
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Student Projects
ASC 823X Augmentative Communication
Prolegomena
Determining Readiness for Augmentative Communication
Carrie Luce
April 9, 2003


Format
  1. Length of Presentation 25 minutes including final quiz
  2. There will be a quiz of 5 questions given out at the beginning of the presentation, with the answers given at the end. The quiz will be on a handout, with the answers written somewhere (upside down, other side, etc....)
  3. Presentation should be rich in audiovisual content: e.g., video, slides, handouts. The materials can be presented in PowerPoint format with video and audio and animations, etc.
  4. The presentation, including video files, can be put on a CD-ROM and distributed to fellow students.
  5. While you are preparing your presentation, you are encouraged to place materials, including this Prolegomena, on the web, through our web site. This is an important part of our course, since it fosters team participation.
  6. Rehearse and time your presentation. JBE will be forced to use the "HOOK" if you go over even by 1 nanosecond!
Content
I. Introduction
A. Definition of population addressed in this presentation
1. Persons with severe sensory, motor, and cognitive impairments of various ages

B. Settings in which people with multiple disabilities can be found
       
1. Infant/Tot programs
2. Preschools
3. Self contained classrooms
4. General education classrooms
5. Adult foster care
6. Day Programs
7. In the community
C. Responsibilities of therapists servicing this population
1. Rights of children and adults with multiple disabilities
a. Laws in which these rights are articulated
II. Determining Communicative Intent in Severely Multiply Impaired and Developmentally Disabled Populations
A.    Typical assessment procedures
B.    Assessment Tools
III. Formulation of a communication plan for people with multiple impairments
A.    Who should be involved in the formulation of this plan
1.    Family Members
2.    Speech Language Pathologist
3.    Occupational Therapist
4.    Assistive Technology/Augmentative Communication Specialist
5.    Teacher/Caregiver/Employer/Aid
IV. Fostering Communicative Intent with the Aid of Assistive Technologies
A.    The difference between AAC and AT
B.    Teaching Strategies
V. Non-Communicative/Communicative Device Training
VI. Special Considerations for device selection
A. Cognitive Abilities
1.    Level of symbolic representation (objects vs. icons)
B. Motoric Abilities
1.    Level of control and/or voluntary movement of muscle group(s)
C.    Sensory Impairments
1.    Modality used to select output vs. sensory modality used to respond to/receive input
Conclusion
Recommendations for Clinical Practice
Resources
Artificial Language Lab, MSU
http://www.msu.edu/~artlang/

Beukelman, D., & Mirenda, P. (1998). Augmentative and alternative communication: Management of severe communication disorders in children and adults. Baltimore, Maryland: Paulh Brookes Publishing Co.

MATR (Michigan’s Assistive Technology Resource)
MATR , 1023 South U.S. 27 St. Johns, MI 48879-2424
(800) 274-7426 or (989) 224-0333
http://www.matr.org /
Alison Walczak, M.A., CCC-SLP Consultant, Ext. 319

CAMA – Communication Aid Manufacturers Association
http://www.aacproducts.org

SEMERC Information Service Online
http://www.granada-learning.com/special_needs/library/librl/lowtech.jhtml

International Society for Augmentative and Alternative Communication (ISAAC)
http://www.isaac-online.org/

YAACK: AAC Connecting Young Kids
http://aac.unl.edu/yaack/index.html