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Presenter(s)
Mary Ann Lowe, Ed.S., CCC-SLP
Program Instructor
42 SW 13th Avenue
Boca Raton, FL 33486
(954) 262-7708
FAX: (954) 262-3940
Email: lowem@nova.edu
This presentation will provide information for service providers to accurately document augmentative and alternative communication (AAC) systems used by individuals as those systems evolve over time.
This project was created in partial fulfillment of the requirements for the degree of Doctor of Speech-Language Pathology at Nova Southeastern University. Documentation of clinical/educational issues for individuals with AAC needs is problematic both for the professionals writing the reports, and the families trying to make sense of the reports they receive. First, it is difficult to describe and document different aspects of using AAC with students/clients who have severe communication impairments. There are three main issues relating to difficulties in adequately describing (a) important student/client characteristics, (b) AAC tools and strategies, and (c) skill level and progress. Furthermore, documents intended to convey this information are generally lengthy and complex, making it likely that the intended audience (e.g., parents, teachers) fail to read or understand parts of the document. Assessment of AAC progress is often difficult to document due to the limited capabilities of the written output. Specific AAC systems are tailored to individual clients and may range from a low-tech manual communication book to a sophisticated hi-tech device with specialized access techniques. As clients transition to new opportunities, it is difficult to show documentation of progress or visually capture specific device set-up for replication.
The entity of a portfolio is used for many purposes including collecting information and artifacts in a systematic and organized way to evidence and monitor the growth of an individual's knowledge, skills, attitudes, and potential in a specific subject or skill area (Paulson, Paulson, & Meyer, 1990). Arter and Spandel (1992) suggested that portfolios, "should be continuous, capture a rich array of what students know and can do, involve realistic contexts, communicate to students and others what is valued, portray the process by which work is accomplished, and be integrated with instruction" (p.36). Portfolios can also be utilized as a functional assessment during speech-language evaluations and assessments, transition of students as they matriculate through the educational system, and the inclusion of students' in regular education classes. In some situations, portfolios are considered to have assets, such as depth and quality of information, not present in other forms of measurement of documentation. These artifacts, where the individuals who use AAC is the focal point of the collection of information, may contain documents that can be described and examined through numerous mediums (e.g., drawings, pictures, written expression).
Portfolios are used in a variety of fields related to education and for individuals with disabilities. In the field of education, for example, portfolios have been used at all age levels and for a variety of reasons. Less is known about the use of portfolios in the area of speech and language. In Kratcoski's (1998) article, she discussed guidelines for the use of portfolios for conducting various types of speech-language evaluations and assessments in school settings. The focus for an evaluation was to determine the presence of a disorder and to determine the services that were needed. The focus of the functional assessment was to determine intervention goals and to develop a reflection profile of the strengths and needs of the learner.
For individuals with communication challenges, the speech-language pathologists' documentation of clinical/educational issues serves many critical functions. Such documentation is used to (a) inform families of relevant issues, (b) obtain funding for services, and (c) convey important programmatic information to a wide variety of professionals serving these individuals. Current methods of clinical/educational documentation, such as progress charts and reports, are inadequate for individuals who use AAC. This is due to several factors. One problem is that the information is not easily conveyed in written form. In AAC, some information is better presented visually as opposed to linguistically. Visual illustration of the no tech communication that is used (e.g., signs, gestures, signals), representational and organizational system used for the presentation of vocabulary on a low or high tech communication system, the form of accessing (e.g., direct or indirect access), the switch or device mounting, or other required assistive technology. Secondly, written reports, which do provide adequate detail on the individual's AAC system are generally lengthy and complex, making them difficult and time consuming to digest. These reports are often not meaningful to the target audience (e.g., families, other professionals). They are often difficult to read, especially when medical and educational terminology is used.
Electronic portfolios have not been used for individuals who use AAC. Portfolios can be an asset to documenting numerous areas of education through the collection of information and artifacts. The portfolio can be integrated into the evaluation and report writing process for individuals who use AAC. Specific benefits may include changes in academic performance over time, documentation of achievement of specific curricular objectives, details of everyday functioning, the student's behavior, particular things regarding a voice output communication aid (VOCA), and the student's likes and dislikes. This in turn, provides an excellent opportunity for families, educators, and therapists to share information and artifacts, which would enhance a portfolio for individuals who use AAC.
A manual was developed containing support materials to assist service providers to create similar electronic portfolios for individuals who use AAC. The manual contains suggestions of materials and artifacts to include in an electronic portfolio. Criteria for inclusion of artifacts are included. Six electronic portfolios were developed for individuals who use AAC to demonstrate the process of selecting artifacts for inclusion in an electronic portfolio. The manual and portions of the electronic portfolios will be shared.
References:
Arter, A. J., & Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Education Measurement: Issues and Practices, Spring, 36-44.
Kratcoski, A. (1998). Guidelines for using portfolios in assessment and evaluation. Language, Speech, and Hearing Services in Schools, 29(January), 3-10.
Paulson, L., Paulson, P. R., & Meyer, C. (1990). What makes a portfolio a portfolio? Portland, OR: Multnomah, ESD
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