C.+Assessments

=AAC Assessment=
 * Determines if an AAC system is appropriate
 * Is done when a communicator in not using his/her current system
 * Is done when a communicator's needs have changed


 * We assess to:
 * Select, develop, modify AT systems
 * Create or adjust instructional plans
 * Measure progress
 * Assessment plan (if you write it down, you will do it)
 * Highly qualified
 * Timely manner
 * Connection to IEP goals/TEKS/STAAR
 * Effective trials
 * Timely acquisition
 * Training
 * Follow-up (data driven)
 * Follow procedures and policies

Areas to assess:

 * Receptive language
 * Expressive language
 * Symbolic associations
 * Motor skills, access, positioning
 * Sensory abilities
 * Memory, cognition
 * Device trials including data collection and analysis

Free Assessment Tools:

 * Communication Matrix [|www.communicationmatrix.org]
 * Preverbal Communication Scale __[|http://www.education.gov.uk/complexneeds/modules/Module 2.4-Assessment-monitoring-and-evaluation/All/m08p030b.html#]__
 * WATI ASNAT [|www.wati.org]
 * Pragmatics Profile []
 * SETT Framework http://www.joyzabala.com/

For Purchase Assessment Tools:

 * Test of Aided-Communication Symbol Performance (TASP) $299 []
 * AAC Profile $69 []
 * AAC Evaluation Genie (iPad App) $10 []
 * Every Move Counts $100 [|www.everymovecounts.net]
 * Tripple C Communication Checklist- assess commuication partner interaction Triple C: Checklist of Communication Competencies
 * Communicaiton and Symbolic Behavior Scale Communication and Symbolic Behavior Scales
 * Social Networks Social Networks Inventory
 * SCERTS SCERTS
 * Device based – i.e. built into most high end devices

Assessing Literacy:

 * Many non-oral speakers do not have access to literacy instruction
 * 70% are behind their peers in literacy skills @http://aac.unl.edu/csl/litdev.html
 * 90% of AAC users will enter adulthood functionally illiterate
 * @http://aacliteracy.psu.edu/AdditionalResources.html
 * @http://www.med.unc.edu/ahs/clds/
 * Successful access to the curriculum is very dependent on literacy skills
 * Lack of strong literacy skills is the main obstacle for AAC users to obtain employment and independence
 * Contextual factors: expectations, opportunity, quantity and quality of literacy instruction
 * Literacy skills: criterion referenced tools, standardized tests, observations, adapted materials
 * Qualitative Reading Inventory
 * The Bridge Assessment
 * Dr. Janice Light’s website http://aacliteracy.psu.edu
 * Tools: materials/devices/software/equipment enabling AAC users to read and write
 * Use non-verbal motor responses to assess (i.e. pointing, eye gaze) with text and/or pictures

Websites:
¥@http://www.vantatenhove.com/ ¥@http://www.powerupwhatworks.org/ ¥http://aacliteracy.psu.edu ¥@http://aackids.psu.edu/ ¥@http://www.augcominc.com/index.cfm/social_networks.htm ¥@http://www.everymovecounts.net/ ¥@http://aac.unl.edu/