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CMSI 284 - AUGMENTATIVE COMMUNICATION FALL, 2009 – September 1 - December 8 5:30-8:15 PM Instructor: Mary Alice Favro, MA, CCC-SLP
Office Hours: By appointment in person or online
Phone: M-TH either 802-656-0200 or 802-656-1915 (I move between two offices at UVM). Fridays, and evenings until 8:00 pm, call me at home at 802-482-3760. E-mail: Please use Blackboard messages to communicate with me about this course once the Blackboard course is available. Do not use UVM email. If there is an emergency, please call me. I. Course Objectives Students will demonstrate competency in the following areas of Augmentative Communication (AAC): 1.
An awareness of the educational, vocational and social needs of the individual with communication challenges and the importance of building a team to address AAC needs. (ASHA Standard III-C, III-E; VT Standard 2: Professional Knowledge, Principles 2,3; VT Standard 3, Principle 10).
2.
Understanding of family-centered practice. (ASHA Standard III-D; VT Standard 4: Advocacy, Principles 11, 12).
3.
Knowledge of multi-component communication systems, including no-tech, light-tech, and high-tech systems. (ASHA Standard III-C; VT Standard 2: Professional Knowledge, Principle 9).
4.
Ability to identify individuals who would benefit from an AAC system. (ASHA Standard III-D, VT Standard 2: Professional Knowledge, Principle 7).
5.
An understanding of the basic strategies, adapted tests, and techniques used throughout the assessment and intervention process. (ASHA Standard III-D, IV-G1c, d; VT Standard 2: Professional Knowledge, Principles 4,5,6,7,8; VT Standard 4: Accountability, Principles 15, 16).
6.
Basic understanding of proper seating/positioning and its effect on AAC users. (ASHA Standard III-C; VT Standard 2: Professional Knowledge, Principle 2).
7.
Knowledge of a process for vocabulary selection and development of language-based communication boards. (ASHA Standard III-D, IV-G-2c; VT Standard 2: Professional Knowledge, Principles 4,8).
8.
Knowledge of the process involved in seeking funding for AAC systems. (ASHA Standard III-G; VT Standard 4: Advocacy, Principle 13).
9.
Familiarity with several dedicated communication devices and Boardmaker software to enhance communication and academic opportunities for AAC users. (ASHA Standard IV-G2e; VT Standard 2: Professional Knowledge, Principle 4; VT Standard 5: Accountability, Principle 14).
II. Required Texts – Available at UVM Bookstore • Beukelman, D. & Mirenda, P. (2005). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs. (3rd edition) Baltimore, MD: Paul H. Brookes Publishing Company. Fried-Oken, M. & Bersani, H., Eds. (2000). Speaking Up and Spelling It Out: Personal Essays on Augmentative and Alternative Communication. Baltimore, MD: Paul H. Brookes Publishing Company. (out of print) Additional Readings - Available on-line through Bailey Howe Reserve Desk. To access go to http://voyager.uvm.edu on your computer. Click on Course Reserves. Then type cmsi 284 and/or favro at next prompt. When you see the list of titles, click on the title. To access you will need to type your name and password (may be the last seven digits of your UVM ID). You may need to install Adobe Acrobat Reader on your computer at home, but it will prompt you through the process. On-campus computers will be able to read documents automatically. DO NOT PRINT OUT ARTICLES ON PRINTERS IN POMEROY. Go to a pay per page printer on-campus.
1
**This syllabus is subject to change; however, every change will be discussed with the class and sufficient advance notice given to accommodate these changes.
III. Requirements Readings and Participation 1. Students are expected to attend all classes and actively participate in class discussions during face to face, webstreamed and online classes. 2. It is the responsibility of the student to inform the instructor regarding the reason for absences from class. 3. Students are expected to check email at least four times/ week for communications from the instructor and other learners in class. 4. Students are expected complete readings prior to class and be ready to relate the assigned readings and any questions to the topic of discussion. 5. Required readings are listed under each week’s topic in the syllabus. Any additional required readings will be announced and provided two weeks prior to each class. 6. Students are expected to be respectful of their peers and instructors in their comments during class and all online communications. 7. Students are expected to maintain confidentiality regarding any discussion of clinical cases used in class. 8. Instructor will also demonstrate respect for the viewpoints of students and will provide timely and responsive feedback. GRADING:
100-99 points 94-100 points 93-90 points 89-87 points
A+ A AB+
86-84 points 83-80 points 79-75 points below 75
B BC F
If any assignment is turned in late, two points will be deducted for each day it is late. NOTE: The Department of Communication Sciences is committed to excellence in education as outlined by the New England
Association of Schools and Colleges (NEASC). To this end, all graduate CMSI Majors must meet assignments with a minimum score of 80%. The points needed to meet this "Indication of achievement" is listed with each assignment.Those who do not achieve this criterion will need to take an alternate exam and meet this minimum competency.
Assignments Ongoing: Discussion Boards (25 points- Indicator of Achievement = 20 points) Each week question(s) will be posted on a discussion board related to the week’s readings, a familycentered thought &/or a website exploration. Students will need respond to the questions by Thursday or each week and respond to comments of three other students by Sunday of each week. Detailed instructions are on Blackboard. AAC Software Labs – Due no later than 12/8/09. (10 points -Indicator of Achievement = 8 points) (ASHA Standard III-D, IV-G2e & c; VT Standard 2: Professional Knowledge, Principle 4, 8; VT Standard 5: Accountability, Principle 14) To complete this assignment, you will need access to Boardmaker software, preferably v.6. If you only have v.5, please let me know. You will also need to download software for some labs. If you'd rather not do that and you can get to campus, you may use computers in our graduate student computer lab. These computers have the software downloaded and ready to go. Contact me if you want to use our lab computers so we can discuss access. Boardmaker Speaking Dynamically Pro/Symbolator ECO-14 Say-It-Sam! software Dynavox Series 5 Software
2
Due 10/6/09: PARTICIPATION INVENTORY ASSIGNMENT (20 points-GR/CE - Indicator of Achievement = 16 points) (ASHA Standard III-D, IV-G1c, d; VT Standard 2: Professional Knowledge, Principles 4, 5, 6, 7, 8; VT Standard 4: Accountability, Principles 15, 16). You will need to observe a child or adult who communicates differently during a group activity. The individual does not necessarily need to have an AAC system or be a candidate for one. They need only to have some difference in their communication. This will require you to find a site to do this observation. I can help with this if needed. Choose the individual who will be observed and with the staff and/or family, define one or two (at most) targeted activities for observation. The areas should relate to communication and be of concern to the team. Do not choose an activity in which the individual is participating at the same level as peers. This observation can take from 30 minutes to an hour and a half. Some folks have observed longer; you should observe long enough to complete the assignment. Observe the targeted person and one peer during the targeted activities. Using the form provided (adapted from pg.140 in your textbook, complete the Participation Inventory based on your observation. Use the directions on pages139-142. Identify the types of barriers (opportunity or access) on the form and then write a brief note describing what type of opportunity or access barriers you think might be involved and a strategy to deal with each barrier identified. Grading: Complete identifying information (1point) Activity/Standards Inventory Form completed fully (3 points) Accurate barrier identification (6 points) Strategy to address each barrier (10 points) Due 10/27/09: ASSESSMENT PLAN (15 points-GR/CE-Indicator of Achievement=13.5 points) (ASHA Standard III-D, IV-G1c, d; VT Standard 2: Professional Knowledge, Principles 4, 5, 6, 7, 8; VT Standard 4: Accountability, Principles 15, 16). You will be given two case histories on Blackboard; one for a child and one for an adult. Choose one and complete the child or the adult assessment (not both!). You will design an assessment based on a set of three questions which are provided. Due 12/1 & 12/8/09: Final Project (30 points- See Indicator of Achievement below) (ASHA Standard III-C, III-D, VT Standard 2: Professional Knowledge, Principle 2, 3, 4). This assignment is designed to give you the experience of creating an in-service training to share some of the information you have learned in this course with colleagues. Professionals are often asked to provide an in-service training as part of their job. Think of an AAC topic you might actually use now or in the future in your work setting. Your topic should be an area of interest you would like to explore further (e.g. a specific AAC topic, technique, population, or device). Your audience can be children, parents, families, teachers, SLPs, related service providers, school/agency board members, anyone! You may work alone, or in a team of two, to prepare the in-service. Most in-services are one hour to an hour and a half in length and the most effective in-services are not lectures. They include opportunities and activities designed to foster interaction with the information you are sharing. Think how you learn best, be creative and have fun! The project includes written and oral components. Each is graded separately. The written portion includes: (25 points- Indicator of Achievement=20 points) A.
A cover sheet that contains: (1 point) who you are addressing as your targeted audience, the equipment required (AV as well as AAC) a statement of purpose with a list of learning objectives for participants to achieve
3
an outline of the in-service content please provide a copy of this cover sheet to each of your classmates B.
Description of the content to be taught with references cited that support the information you are providing. (Use APA style – see http://owl.english.purdue.edu/owl/resource/560/01/ for details). The description can be completely written out or be in a “text rich” outline. This needs to be thorough enough for me to get a sense of what you would be saying/doing in the entire in-service. Pretend I am sick and can only read the in-service rather than attend it. Typically a PowerPoint presentation will not substitute for this written piece. (18 points)
C.
Description of teaching strategies that you will use to support learning and that address adult learning styles. (3 points)
D.
Include copies of handouts, paper copies of overheads/PowerPoint slides or other supplemental pieces (e.g. communication boards) that you would use during the in-service. A reference page is expected. Please provide a copy of the reference page to each class member as a handout when you present. (1 point).
E.
Design an evaluation tool for the participants to evaluate the in-service. (2 points)
The oral portion will include: (5 points- Indicator of Achievement=4 points) A 10-minute presentation if you are presenting alone and a 20 minute presentation if you are presenting as a team. You will present a brief overview of your entire in-service and one portion of the in-service directly related to AAC in its entirety. Please feel free to have handouts, use overheads, or whatever else would be needed to give the class a sense of your topic. Grading will be based on: A. Rate of speech, poise, and appropriate eye contact (1 point) B. Overall demonstration effect, e.g. organization, use of materials, overheads, AAC, etc (2 points) C. Ability to sustain interaction with audience (2 points) STAY WITHIN THE TIME LIMIT OR POINTS WILL BE SUBTRACTED. Any topic in the field of AAC may be considered, but I need to know the topic you are addressing by 9/29/09. A rough outline of your topic will be due by 11/3/09. Some websites that may be helpful in designing effective in-service trainings: http://enhancinged.wgbh.org/formats/person/wkshpplanning.html http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm
IMPORTANT INFORMATION: If any assignment is turned in late, two points will be deducted for each day it is late. You have been given complete information regarding your assignments to allow you to plan your workload accordingly. If you have an unexpected situation or emergency that may affect your ability to complete an assignment on time, call me immediately! I know life can change quickly. IV. Class Meetings: Green = online classes Topic Reading/Assignment 9/1-Historical Readings: Beukelman, D. & Mirenda, P. (2005). Augmentative and alternative communication: Perspective; Basic Supporting Children and Adults with Complex Communication Needs. (3rd edition). Baltimore, Principles; Goals MD: Paul H. Brookes Publishing Co., Preface pp. xi-xiii, Chapters 1, 9 & 17. and Uses; Family-Centered Fried-Oken, M. & Bersani, H., Eds. (2000). Speaking Up and Spelling It Out: Personal Essays on Care; Augmentative and Alternative Communication. Baltimore, MD: Paul H. Brookes Publishing Who Uses AAC? Company. Chapter 6 – Tara M. McMillen
4
Augmentative and Alternative Communication: Knowledge and Skills for Service Delivery. (2001). ASHA Supplement No. 22. 97-106.
Bill of Rights. National Joint Committee for the Communication Needs of Persons with Severe 9/8- Principles of Assessment
Disabilities. http://professional.asha.org/njc/ Click on “Bill of Rights Readings: Beukelman & Mirenda, Chapter 6 Fried-Oken & Bersani, Chapter 21 –Chris Featherly Mar, Harvey. "Consumer Test" of Assessment Outcomes.
Position Statement on Access to Communication Services and Supports: Concerns Regarding the Application of Restrictive “Eligibility” Policies. National Joint Committee for the Communication 9/15- Symbols & Language Learning
Needs of Persons with Severe Disabilities. http://professional.asha.org/njc/ Click on “Position Statement” Readings: Beukelman & Mirenda, Chapter 3 (pp. 35-67) & Chapter 12
Drager, K., Postal, V. Carroulus, L., Castellano, M., Gagliano, C. & Glynn, J. (2006). The Effect of
Aided Language Modeling on Symbol Comprehension and Production in 2 Preschoolers with Autism. American Journal of Speech-Language Pathology, 15 (2), 112-125.
Watch online: AAC Interventions to Maximize Language Development for Young Children by Janice Light, PhD, Department of Communication Sciences and Disorders, Penn State University. 9/22 - Messaging & Vocabulary Selection
http://aac-rerc.psu.edu/index-16147.php.html Readings: Beukelman & Mirenda, Chapter 2 Fried-Oken & Bersani, Chapter 19- Gail M. Grandy, Chapter 28- Gordon W. Cardona Hunt-Berg, M. (2001). Gestures in Development: Implications for Early Intervention in AAC. Perspectives in AAC, 4-6.
9/29 - Message Encoding and Rate Enhancement, Message Input & Output
Light, J. & Drager, K. (2004). Re-thinking access to AAC technologies for young children: Simplifying the learning demands. Perspectives in AAC, 13(1), 5-12. Readings: Beukelman & Mirenda, Chapter 3- pp.67-80, Ch.4, p. 101-110.
10/6 – Seating & Motor Development/ Alternative Access
Readings: Beukelman & Mirenda, Chapter 4-pp.81-101; Chapter 7, p. 159-178 (Stop at Direct
Guest Speaker – Karen Downey, OTR
Hunt, P. et.al. (2002). Collaborative Teaming to Support Students with Augmentative and Alternative Communication Needs in General Education Classrooms. AAC, 18(2), 20-35.
10/13 – Alternative Access (cont.) /Assessment of Specific Capabilities 10/20 - Assessment of Specific
Selection)
Fried-Oken & Bersani, Chapter 23- Mike Ward
Sonnenmeier, R., McSheehan, M. & Jorgensen, C. (2005). A Case Study of Team Supports for a
Student with Autism’s Communication and Engagement within the General /education Curriculum: Preliminary Report of the Beyond Access Model. AAC, 21(2), 101-115. Readings: Beukelman & Mirenda, Chapter 7, p. 178- 218 (Begin at Direct Selection) Fried-Oken & Bersani, Chapter 13- Laurence and Terry Thompson Gossens, C. (1989). Aided communication intervention before assessment: A case study of a child with cerebral palsy, AAC, March, 14-26.
Readings:
Edelman, S., Lashbrook, P., Carey, A., Kelly, D., King, R.A., Roman-Lantzy, C. & Cloninger, C.
5
Capabilities
10/27 - DecisionMaking & Implementation Strategies 11/3 Implementation Strategies
(2006). Cortical Visual Impairment: Guidelines & Educational Considerations. Deaf-blind Perspectives, 13 (3), 1-4. Rowland, C. (2005). But what can they do? Assessment of communication skills in children with severe and multiple disabilities. Perspectives in AAC, 14(1), 7-12. Readings: Beukelman & Mirenda, Chapter 8 & 10 Mirenda, P. (2008). A Back Door Approach to Autism and AAC, AAC, 24(3), 220 – 234.
Readings: Beukelman & Mirenda, Chapter 11
Fried-Oken & Bersani, Chapter 11- Spenser Houston Dowden, P. (1997). Augmentative and alternative communication decision-making for children with severely unintelligible speech. AAC, 48-58. For Teaching Functional Skills- source unknown
11/10 Implementation Strategies
Kent-Walsh, J. & McNaughton, D. (2005). Communication Partner Instruction in AAC: Present Practices and Future Directions. AAC, 21(3), 195-204. Readings: Beukelman & Mirenda, Chapters 15 & 16 Fried-Oken & Bersani, Chapter 14- William Rush Lasker, J. (2003). AAC Decision-making for clients with aphasia: A case study. Speak Up! A Newsletter of the USSAAC, 18(4), 5-7. Lasker, J.P., Garrett, K.L., & Fox, E.L. (2007). Severe aphasia . In D. Beukelman, K. Garrett, Ph.D., & K. Yorkston (Eds.), Augmentative communication strategies for adults with acute or chronic medical conditions. Baltimore, MD: Paul H. Brookes Publishing Rackensperger, T., Krezman, E., McNaughton, D., Williams, M., and D’Silva, K. (2005). When I
11/17 – Problem Behavior/Funding Speech Generating Devices (SGD)
first got It, I wanted to Throw It off a Cliff”: The Challenges and Benefits of Learning AAC Technologies as Described by Adults who use AAC. AAC, 21(3), 165-186. Readings: Bopp, K., Brown, K. & Mirenda, P. (2004). Speech-Language Pathologists’ roles in the delivery of positive behavior supports for individuals with developmental disabilities. American Journal of Speech-Language Pathology, 13(1), 5-19.
Mirenda, P & Brown, K. (2007). Supporting Individuals With Autism and Problem Behavior Using AAC. Perspectives on Augmentative and Alternative Communication, 16, 26-31. DisDAT- Disability Distress Assessment Tool http://www.mencap.org.uk/displaypagedoc.asp?id=1477 A Guide to Medicaid Funding for Communication Evaluations and Devices http://www.ddas.vermont.gov/ddas-publications/publications-dds/publications-dds-documents/ddspublications-communication/medicaid-funding-manual-w-appendices http://www.aac-rerc.com/ - info on Medicare funding
11/25- NO CLASS 12/1 & 12/8 INSERVICE PROJECTS
HAPPY THANKSGIVING!! Final Project Presentations
Websites of interest: www.ussaac.org
www.isaac-online.org www.asha.org
6
Code of Academic Integrity Policy Statement All academic work (e.g., homework assignments, written and oral reports, creative projects, performances, in-class and take-home exams, extra-credit projects, research, theses and dissertations) must satisfy the following four standards of academic integrity: 1. All ideas, arguments, and phrases, submitted without attribution to other sources, must be the creative product of the student. Thus, all text passages taken from the works of other authors must be properly cited. The same applies to paraphrased text, opinions, data, examples, illustrations, and all other creative work. Violations of this standard constitute plagiarism. 2. All experimental data, observations, interviews, statistical surveys, and other information collected and reported as part of academic work must be authentic. Any alteration, e.g., the removal of statistical outliers, must be clearly documented. Violations of this standard constitute fabrication. 3. Students may only collaborate within the limits prescribed by their instructors. Students may not complete any portion of an assignment, report, project, experiment or exam for another student. Students may not provide information about an exam (or portions of an exam) to another student without the authorization of the instructor. Violations of this standard constitute collusion. 4. Students must adhere to the guidelines provided by their instructors for completing coursework. For example, students must only use materials approved by their instructor when completing an assignment or exam. Students may not present the same (or substantially the same) work for more than one course without obtaining approval from the instructor of each course. Violations of this standard constitute cheating. Reason for the Policy The University should provide an environment that encourages all students (undergraduate, medical, graduate and continuing education) to learn, create, and share knowledge in a responsible manner. Standards of academic integrity are necessary for evaluating the quality of student work in a fair manner. Definitions
Academic dishonesty: failure to abide by the four standards of academic integrity stated in this Code. University Integrity Council: a group of faculty and students who serve the University as adjudicators of violations of academic integrity. NOTE: The above items were taken from The Center for Student Ethics and Standards web site. It is your obligation to review the complete information regarding academic honesty provided by university’s Center for Student Ethics and Standards. A full description of policies and procedures regarding academic integrity can be found at their web site http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf. STUDENTS WITH DISABILITIES: Students requiring accommodations for completing assignments and/or gaining the most they can from the coursework should speak with the course instructor no later than the second week of classes. It is the responsibility of all students seeking disability accommodations to self-identify by contacting the appropriate Certifying Office and supplying adequate and comprehensive documentation of the disability. Students are encouraged to self-identify as early as possible. Accommodations cannot be made retroactively ACCESS Office: http://www.uvm.edu/~access/ RELIGIOUS HOLIDAYS Students have the right to practice the religion of their choice. Students should submit in writing to the instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Students who miss class work for the purpose of religious observance should make arrangements with the course instructor to make up any work that they might miss.
7
Office Hours: By appointment in person or online
Phone: M-TH either 802-656-0200 or 802-656-1915 (I move between two offices at UVM). Fridays, and evenings until 8:00 pm, call me at home at 802-482-3760. E-mail: Please use Blackboard messages to communicate with me about this course once the Blackboard course is available. Do not use UVM email. If there is an emergency, please call me. I. Course Objectives Students will demonstrate competency in the following areas of Augmentative Communication (AAC): 1.
An awareness of the educational, vocational and social needs of the individual with communication challenges and the importance of building a team to address AAC needs. (ASHA Standard III-C, III-E; VT Standard 2: Professional Knowledge, Principles 2,3; VT Standard 3, Principle 10).
2.
Understanding of family-centered practice. (ASHA Standard III-D; VT Standard 4: Advocacy, Principles 11, 12).
3.
Knowledge of multi-component communication systems, including no-tech, light-tech, and high-tech systems. (ASHA Standard III-C; VT Standard 2: Professional Knowledge, Principle 9).
4.
Ability to identify individuals who would benefit from an AAC system. (ASHA Standard III-D, VT Standard 2: Professional Knowledge, Principle 7).
5.
An understanding of the basic strategies, adapted tests, and techniques used throughout the assessment and intervention process. (ASHA Standard III-D, IV-G1c, d; VT Standard 2: Professional Knowledge, Principles 4,5,6,7,8; VT Standard 4: Accountability, Principles 15, 16).
6.
Basic understanding of proper seating/positioning and its effect on AAC users. (ASHA Standard III-C; VT Standard 2: Professional Knowledge, Principle 2).
7.
Knowledge of a process for vocabulary selection and development of language-based communication boards. (ASHA Standard III-D, IV-G-2c; VT Standard 2: Professional Knowledge, Principles 4,8).
8.
Knowledge of the process involved in seeking funding for AAC systems. (ASHA Standard III-G; VT Standard 4: Advocacy, Principle 13).
9.
Familiarity with several dedicated communication devices and Boardmaker software to enhance communication and academic opportunities for AAC users. (ASHA Standard IV-G2e; VT Standard 2: Professional Knowledge, Principle 4; VT Standard 5: Accountability, Principle 14).
II. Required Texts – Available at UVM Bookstore • Beukelman, D. & Mirenda, P. (2005). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs. (3rd edition) Baltimore, MD: Paul H. Brookes Publishing Company. Fried-Oken, M. & Bersani, H., Eds. (2000). Speaking Up and Spelling It Out: Personal Essays on Augmentative and Alternative Communication. Baltimore, MD: Paul H. Brookes Publishing Company. (out of print) Additional Readings - Available on-line through Bailey Howe Reserve Desk. To access go to http://voyager.uvm.edu on your computer. Click on Course Reserves. Then type cmsi 284 and/or favro at next prompt. When you see the list of titles, click on the title. To access you will need to type your name and password (may be the last seven digits of your UVM ID). You may need to install Adobe Acrobat Reader on your computer at home, but it will prompt you through the process. On-campus computers will be able to read documents automatically. DO NOT PRINT OUT ARTICLES ON PRINTERS IN POMEROY. Go to a pay per page printer on-campus.
1
**This syllabus is subject to change; however, every change will be discussed with the class and sufficient advance notice given to accommodate these changes.
III. Requirements Readings and Participation 1. Students are expected to attend all classes and actively participate in class discussions during face to face, webstreamed and online classes. 2. It is the responsibility of the student to inform the instructor regarding the reason for absences from class. 3. Students are expected to check email at least four times/ week for communications from the instructor and other learners in class. 4. Students are expected complete readings prior to class and be ready to relate the assigned readings and any questions to the topic of discussion. 5. Required readings are listed under each week’s topic in the syllabus. Any additional required readings will be announced and provided two weeks prior to each class. 6. Students are expected to be respectful of their peers and instructors in their comments during class and all online communications. 7. Students are expected to maintain confidentiality regarding any discussion of clinical cases used in class. 8. Instructor will also demonstrate respect for the viewpoints of students and will provide timely and responsive feedback. GRADING:
100-99 points 94-100 points 93-90 points 89-87 points
A+ A AB+
86-84 points 83-80 points 79-75 points below 75
B BC F
If any assignment is turned in late, two points will be deducted for each day it is late. NOTE: The Department of Communication Sciences is committed to excellence in education as outlined by the New England
Association of Schools and Colleges (NEASC). To this end, all graduate CMSI Majors must meet assignments with a minimum score of 80%. The points needed to meet this "Indication of achievement" is listed with each assignment.Those who do not achieve this criterion will need to take an alternate exam and meet this minimum competency.
Assignments Ongoing: Discussion Boards (25 points- Indicator of Achievement = 20 points) Each week question(s) will be posted on a discussion board related to the week’s readings, a familycentered thought &/or a website exploration. Students will need respond to the questions by Thursday or each week and respond to comments of three other students by Sunday of each week. Detailed instructions are on Blackboard. AAC Software Labs – Due no later than 12/8/09. (10 points -Indicator of Achievement = 8 points) (ASHA Standard III-D, IV-G2e & c; VT Standard 2: Professional Knowledge, Principle 4, 8; VT Standard 5: Accountability, Principle 14) To complete this assignment, you will need access to Boardmaker software, preferably v.6. If you only have v.5, please let me know. You will also need to download software for some labs. If you'd rather not do that and you can get to campus, you may use computers in our graduate student computer lab. These computers have the software downloaded and ready to go. Contact me if you want to use our lab computers so we can discuss access. Boardmaker Speaking Dynamically Pro/Symbolator ECO-14 Say-It-Sam! software Dynavox Series 5 Software
2
Due 10/6/09: PARTICIPATION INVENTORY ASSIGNMENT (20 points-GR/CE - Indicator of Achievement = 16 points) (ASHA Standard III-D, IV-G1c, d; VT Standard 2: Professional Knowledge, Principles 4, 5, 6, 7, 8; VT Standard 4: Accountability, Principles 15, 16). You will need to observe a child or adult who communicates differently during a group activity. The individual does not necessarily need to have an AAC system or be a candidate for one. They need only to have some difference in their communication. This will require you to find a site to do this observation. I can help with this if needed. Choose the individual who will be observed and with the staff and/or family, define one or two (at most) targeted activities for observation. The areas should relate to communication and be of concern to the team. Do not choose an activity in which the individual is participating at the same level as peers. This observation can take from 30 minutes to an hour and a half. Some folks have observed longer; you should observe long enough to complete the assignment. Observe the targeted person and one peer during the targeted activities. Using the form provided (adapted from pg.140 in your textbook, complete the Participation Inventory based on your observation. Use the directions on pages139-142. Identify the types of barriers (opportunity or access) on the form and then write a brief note describing what type of opportunity or access barriers you think might be involved and a strategy to deal with each barrier identified. Grading: Complete identifying information (1point) Activity/Standards Inventory Form completed fully (3 points) Accurate barrier identification (6 points) Strategy to address each barrier (10 points) Due 10/27/09: ASSESSMENT PLAN (15 points-GR/CE-Indicator of Achievement=13.5 points) (ASHA Standard III-D, IV-G1c, d; VT Standard 2: Professional Knowledge, Principles 4, 5, 6, 7, 8; VT Standard 4: Accountability, Principles 15, 16). You will be given two case histories on Blackboard; one for a child and one for an adult. Choose one and complete the child or the adult assessment (not both!). You will design an assessment based on a set of three questions which are provided. Due 12/1 & 12/8/09: Final Project (30 points- See Indicator of Achievement below) (ASHA Standard III-C, III-D, VT Standard 2: Professional Knowledge, Principle 2, 3, 4). This assignment is designed to give you the experience of creating an in-service training to share some of the information you have learned in this course with colleagues. Professionals are often asked to provide an in-service training as part of their job. Think of an AAC topic you might actually use now or in the future in your work setting. Your topic should be an area of interest you would like to explore further (e.g. a specific AAC topic, technique, population, or device). Your audience can be children, parents, families, teachers, SLPs, related service providers, school/agency board members, anyone! You may work alone, or in a team of two, to prepare the in-service. Most in-services are one hour to an hour and a half in length and the most effective in-services are not lectures. They include opportunities and activities designed to foster interaction with the information you are sharing. Think how you learn best, be creative and have fun! The project includes written and oral components. Each is graded separately. The written portion includes: (25 points- Indicator of Achievement=20 points) A.
A cover sheet that contains: (1 point) who you are addressing as your targeted audience, the equipment required (AV as well as AAC) a statement of purpose with a list of learning objectives for participants to achieve
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an outline of the in-service content please provide a copy of this cover sheet to each of your classmates B.
Description of the content to be taught with references cited that support the information you are providing. (Use APA style – see http://owl.english.purdue.edu/owl/resource/560/01/ for details). The description can be completely written out or be in a “text rich” outline. This needs to be thorough enough for me to get a sense of what you would be saying/doing in the entire in-service. Pretend I am sick and can only read the in-service rather than attend it. Typically a PowerPoint presentation will not substitute for this written piece. (18 points)
C.
Description of teaching strategies that you will use to support learning and that address adult learning styles. (3 points)
D.
Include copies of handouts, paper copies of overheads/PowerPoint slides or other supplemental pieces (e.g. communication boards) that you would use during the in-service. A reference page is expected. Please provide a copy of the reference page to each class member as a handout when you present. (1 point).
E.
Design an evaluation tool for the participants to evaluate the in-service. (2 points)
The oral portion will include: (5 points- Indicator of Achievement=4 points) A 10-minute presentation if you are presenting alone and a 20 minute presentation if you are presenting as a team. You will present a brief overview of your entire in-service and one portion of the in-service directly related to AAC in its entirety. Please feel free to have handouts, use overheads, or whatever else would be needed to give the class a sense of your topic. Grading will be based on: A. Rate of speech, poise, and appropriate eye contact (1 point) B. Overall demonstration effect, e.g. organization, use of materials, overheads, AAC, etc (2 points) C. Ability to sustain interaction with audience (2 points) STAY WITHIN THE TIME LIMIT OR POINTS WILL BE SUBTRACTED. Any topic in the field of AAC may be considered, but I need to know the topic you are addressing by 9/29/09. A rough outline of your topic will be due by 11/3/09. Some websites that may be helpful in designing effective in-service trainings: http://enhancinged.wgbh.org/formats/person/wkshpplanning.html http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm
IMPORTANT INFORMATION: If any assignment is turned in late, two points will be deducted for each day it is late. You have been given complete information regarding your assignments to allow you to plan your workload accordingly. If you have an unexpected situation or emergency that may affect your ability to complete an assignment on time, call me immediately! I know life can change quickly. IV. Class Meetings: Green = online classes Topic Reading/Assignment 9/1-Historical Readings: Beukelman, D. & Mirenda, P. (2005). Augmentative and alternative communication: Perspective; Basic Supporting Children and Adults with Complex Communication Needs. (3rd edition). Baltimore, Principles; Goals MD: Paul H. Brookes Publishing Co., Preface pp. xi-xiii, Chapters 1, 9 & 17. and Uses; Family-Centered Fried-Oken, M. & Bersani, H., Eds. (2000). Speaking Up and Spelling It Out: Personal Essays on Care; Augmentative and Alternative Communication. Baltimore, MD: Paul H. Brookes Publishing Who Uses AAC? Company. Chapter 6 – Tara M. McMillen
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Augmentative and Alternative Communication: Knowledge and Skills for Service Delivery. (2001). ASHA Supplement No. 22. 97-106.
Bill of Rights. National Joint Committee for the Communication Needs of Persons with Severe 9/8- Principles of Assessment
Disabilities. http://professional.asha.org/njc/ Click on “Bill of Rights Readings: Beukelman & Mirenda, Chapter 6 Fried-Oken & Bersani, Chapter 21 –Chris Featherly Mar, Harvey. "Consumer Test" of Assessment Outcomes.
Position Statement on Access to Communication Services and Supports: Concerns Regarding the Application of Restrictive “Eligibility” Policies. National Joint Committee for the Communication 9/15- Symbols & Language Learning
Needs of Persons with Severe Disabilities. http://professional.asha.org/njc/ Click on “Position Statement” Readings: Beukelman & Mirenda, Chapter 3 (pp. 35-67) & Chapter 12
Drager, K., Postal, V. Carroulus, L., Castellano, M., Gagliano, C. & Glynn, J. (2006). The Effect of
Aided Language Modeling on Symbol Comprehension and Production in 2 Preschoolers with Autism. American Journal of Speech-Language Pathology, 15 (2), 112-125.
Watch online: AAC Interventions to Maximize Language Development for Young Children by Janice Light, PhD, Department of Communication Sciences and Disorders, Penn State University. 9/22 - Messaging & Vocabulary Selection
http://aac-rerc.psu.edu/index-16147.php.html Readings: Beukelman & Mirenda, Chapter 2 Fried-Oken & Bersani, Chapter 19- Gail M. Grandy, Chapter 28- Gordon W. Cardona Hunt-Berg, M. (2001). Gestures in Development: Implications for Early Intervention in AAC. Perspectives in AAC, 4-6.
9/29 - Message Encoding and Rate Enhancement, Message Input & Output
Light, J. & Drager, K. (2004). Re-thinking access to AAC technologies for young children: Simplifying the learning demands. Perspectives in AAC, 13(1), 5-12. Readings: Beukelman & Mirenda, Chapter 3- pp.67-80, Ch.4, p. 101-110.
10/6 – Seating & Motor Development/ Alternative Access
Readings: Beukelman & Mirenda, Chapter 4-pp.81-101; Chapter 7, p. 159-178 (Stop at Direct
Guest Speaker – Karen Downey, OTR
Hunt, P. et.al. (2002). Collaborative Teaming to Support Students with Augmentative and Alternative Communication Needs in General Education Classrooms. AAC, 18(2), 20-35.
10/13 – Alternative Access (cont.) /Assessment of Specific Capabilities 10/20 - Assessment of Specific
Selection)
Fried-Oken & Bersani, Chapter 23- Mike Ward
Sonnenmeier, R., McSheehan, M. & Jorgensen, C. (2005). A Case Study of Team Supports for a
Student with Autism’s Communication and Engagement within the General /education Curriculum: Preliminary Report of the Beyond Access Model. AAC, 21(2), 101-115. Readings: Beukelman & Mirenda, Chapter 7, p. 178- 218 (Begin at Direct Selection) Fried-Oken & Bersani, Chapter 13- Laurence and Terry Thompson Gossens, C. (1989). Aided communication intervention before assessment: A case study of a child with cerebral palsy, AAC, March, 14-26.
Readings:
Edelman, S., Lashbrook, P., Carey, A., Kelly, D., King, R.A., Roman-Lantzy, C. & Cloninger, C.
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Capabilities
10/27 - DecisionMaking & Implementation Strategies 11/3 Implementation Strategies
(2006). Cortical Visual Impairment: Guidelines & Educational Considerations. Deaf-blind Perspectives, 13 (3), 1-4. Rowland, C. (2005). But what can they do? Assessment of communication skills in children with severe and multiple disabilities. Perspectives in AAC, 14(1), 7-12. Readings: Beukelman & Mirenda, Chapter 8 & 10 Mirenda, P. (2008). A Back Door Approach to Autism and AAC, AAC, 24(3), 220 – 234.
Readings: Beukelman & Mirenda, Chapter 11
Fried-Oken & Bersani, Chapter 11- Spenser Houston Dowden, P. (1997). Augmentative and alternative communication decision-making for children with severely unintelligible speech. AAC, 48-58. For Teaching Functional Skills- source unknown
11/10 Implementation Strategies
Kent-Walsh, J. & McNaughton, D. (2005). Communication Partner Instruction in AAC: Present Practices and Future Directions. AAC, 21(3), 195-204. Readings: Beukelman & Mirenda, Chapters 15 & 16 Fried-Oken & Bersani, Chapter 14- William Rush Lasker, J. (2003). AAC Decision-making for clients with aphasia: A case study. Speak Up! A Newsletter of the USSAAC, 18(4), 5-7. Lasker, J.P., Garrett, K.L., & Fox, E.L. (2007). Severe aphasia . In D. Beukelman, K. Garrett, Ph.D., & K. Yorkston (Eds.), Augmentative communication strategies for adults with acute or chronic medical conditions. Baltimore, MD: Paul H. Brookes Publishing Rackensperger, T., Krezman, E., McNaughton, D., Williams, M., and D’Silva, K. (2005). When I
11/17 – Problem Behavior/Funding Speech Generating Devices (SGD)
first got It, I wanted to Throw It off a Cliff”: The Challenges and Benefits of Learning AAC Technologies as Described by Adults who use AAC. AAC, 21(3), 165-186. Readings: Bopp, K., Brown, K. & Mirenda, P. (2004). Speech-Language Pathologists’ roles in the delivery of positive behavior supports for individuals with developmental disabilities. American Journal of Speech-Language Pathology, 13(1), 5-19.
Mirenda, P & Brown, K. (2007). Supporting Individuals With Autism and Problem Behavior Using AAC. Perspectives on Augmentative and Alternative Communication, 16, 26-31. DisDAT- Disability Distress Assessment Tool http://www.mencap.org.uk/displaypagedoc.asp?id=1477 A Guide to Medicaid Funding for Communication Evaluations and Devices http://www.ddas.vermont.gov/ddas-publications/publications-dds/publications-dds-documents/ddspublications-communication/medicaid-funding-manual-w-appendices http://www.aac-rerc.com/ - info on Medicare funding
11/25- NO CLASS 12/1 & 12/8 INSERVICE PROJECTS
HAPPY THANKSGIVING!! Final Project Presentations
Websites of interest: www.ussaac.org
www.isaac-online.org www.asha.org
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Code of Academic Integrity Policy Statement All academic work (e.g., homework assignments, written and oral reports, creative projects, performances, in-class and take-home exams, extra-credit projects, research, theses and dissertations) must satisfy the following four standards of academic integrity: 1. All ideas, arguments, and phrases, submitted without attribution to other sources, must be the creative product of the student. Thus, all text passages taken from the works of other authors must be properly cited. The same applies to paraphrased text, opinions, data, examples, illustrations, and all other creative work. Violations of this standard constitute plagiarism. 2. All experimental data, observations, interviews, statistical surveys, and other information collected and reported as part of academic work must be authentic. Any alteration, e.g., the removal of statistical outliers, must be clearly documented. Violations of this standard constitute fabrication. 3. Students may only collaborate within the limits prescribed by their instructors. Students may not complete any portion of an assignment, report, project, experiment or exam for another student. Students may not provide information about an exam (or portions of an exam) to another student without the authorization of the instructor. Violations of this standard constitute collusion. 4. Students must adhere to the guidelines provided by their instructors for completing coursework. For example, students must only use materials approved by their instructor when completing an assignment or exam. Students may not present the same (or substantially the same) work for more than one course without obtaining approval from the instructor of each course. Violations of this standard constitute cheating. Reason for the Policy The University should provide an environment that encourages all students (undergraduate, medical, graduate and continuing education) to learn, create, and share knowledge in a responsible manner. Standards of academic integrity are necessary for evaluating the quality of student work in a fair manner. Definitions
Academic dishonesty: failure to abide by the four standards of academic integrity stated in this Code. University Integrity Council: a group of faculty and students who serve the University as adjudicators of violations of academic integrity. NOTE: The above items were taken from The Center for Student Ethics and Standards web site. It is your obligation to review the complete information regarding academic honesty provided by university’s Center for Student Ethics and Standards. A full description of policies and procedures regarding academic integrity can be found at their web site http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf. STUDENTS WITH DISABILITIES: Students requiring accommodations for completing assignments and/or gaining the most they can from the coursework should speak with the course instructor no later than the second week of classes. It is the responsibility of all students seeking disability accommodations to self-identify by contacting the appropriate Certifying Office and supplying adequate and comprehensive documentation of the disability. Students are encouraged to self-identify as early as possible. Accommodations cannot be made retroactively ACCESS Office: http://www.uvm.edu/~access/ RELIGIOUS HOLIDAYS Students have the right to practice the religion of their choice. Students should submit in writing to the instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Students who miss class work for the purpose of religious observance should make arrangements with the course instructor to make up any work that they might miss.
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