Chapter 5 - Principles of Assessment

Question 1

Assessment Models (2):

Answer 1

1) Candidacy Model

2) Communication Participation Model

Question 2

Candidacy Model -

Answer 2

is the person a candidate for AAC intervention.

In the early stages of AAC a person was often considered not to be an appropriate candidate if they were too cognitively impaired, too old, too young, etc.

Question 3

Communication Participation Model –

Answer 3

This chapter focuses on this model in meeting the needs of the individual

Question 4

Phases of Assessment:

Phase 1

Answer 4

• Referral for AAC assessment. Recognize that AAC intervention may be needed and locate SLP to do the assessment.

Question 5

Phases of Assessment:

Phase 2

Answer 5

– Initial assessment and intervention for today. Look at individual’s existing needs & capabilities.

Question 6

Phases of Assessment:

Phase 3

Answer 6

– Detailed Assessment for Tomorrow- Develop complex system that will provide communication for individual for now and in the future.

Question 7

Phases of Assessment:

Phase 4

Answer 7

– Follow-Up Assessment –involves periodic checking to see if the communication system is still meeting the needs of client and if the system needs repair, etc.

Question 8

Principles that make up this Communication Participation model:

• With assessment
• What’s the purpose?
• ID barriers

Answer 8

1) Assessment is not a one-time process. Assess to meet today’s needs, then tomorrow’s and tomorrow’s, and tomorrow’s.

2) The purpose of an AAC intervention is to facilitate meaningful participation in daily life activities.

3) The mere provision of an AAC system is often not enough. Thus, identification of actual or potential opportunity/access barriers is a critical component of the assessment process.

Question 9

Conduct a Participation Inventory

Answer 9

1) Identify the participation pattern of peers - select a peer of approximately same age and gender. Observe and document this person’s participation in specific activities. (page 112).

2) Indicate level of participation of peer:
- - Independent
- - Independent with setup
- - Requires verbal or physical assistance

3) Asses participation effectiveness of the person with CCN.

Question 10

Identify participation barriers

Two types of barriers:

Answer 10

1. Opportunity barriers

2. Access barriers

Question 11

1. Opportunity barriers -

Answer 11

these are barriers that are put there by other people - not the AAC user. It may be that the attitudes of the communication partners are such that they discourage communication.

Question 12

2. Access barriers -

Answer 12

barriers due to the capabilities of the user or of his support system. Example is when there is no AAC system or not one that is at his present level of functioning.

Question 13

5 types of opportunity barriers to assess:

Answer 13

1. Policy barriers
   a. segregation policies – laws/rules that rule the situation the AAC user is in. Ex. – kids can’t qualify for AAC services till certain age.

b. “limited use” policies – AAC systems limited to being used at school.

2. Practice barriers – Procedures common in work/school environment but not legislated.
3. Attitude barriers – Ex.- teacher may not want AAC user in classroom.
4. Knowledge barriers – lack of information by others, not the AAC user.
5. Skill barriers-Facilitators/assistants who lack necessary skills/training.

Question 14

Access barriers to be assessed (3):

Answer 14

First, assess current communication -how the person is communicating at the present. Even though we may not think the person is communicating, they are. You need to figure out how they are doing it. Page 118 – Chart of current communication techniques.

Second, assess potential to increase natural abilities and/or increase natural speech. Here you look at the levels of use of functional speech. Is it through just vocalizations, or words, sentences, etc. Do they have breakdowns in trying to communicate?
MUSS – Meaningful Use of Speech Scale – page 120

Third, assess potential for environmental adaptations. Can you change the environment to make it more AAC user friendly. You may need to just move things around or you may need to actually change structures.

Question 15

Assess potential to use AAC systems. Three profiles are taken to do this: (3)

Answer 15

1. Operational requirements profile - identify which AAC device/system would be appropriate.
2. constraints profile - need to look at:

a. preferences of user and family in regard to these issues:
systems portability, durability and appearance
time and skills needed to learn the system
quality and intelligibility of synthetic speech output
the “naturalness” of the communication exchange achieved through the system.

b. Preferences and attitudes of other communication partners.

c. Abilities of communication partners and facilitators

d. Funding
3. Capabilities Profile – discussed in next section.

Question 16

Points to remember: (2)

Answer 16

Everyone can communicate. Everyone does communicate.

Technology alone does not make a competent communicator any more than a piano makes a musician or a basketball and a hoop make an athlete.

Question 17

Communication Needs Model

    The goals of the communication needs  model are:

Answer 17

1. document the needs of the patient - look at what their needs are, then
2. determine which needs aren’t currently met, then
3. reduce the number of unmet needs