Observation of Learning and Learning Style as an Assessment Technique in Augmentative and Alternative Communication BRUCE R BAKER

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Observation of Learning and Learning Style as an Assessment Technique in Augmentative and Alternative Communication, BRUCE R BAKER

A critique of standardised tests widely used by Ed Psychs & SLTs versus more effective techniques used by AAC professionals. "To the outside observer, the Alabama evaluation seems to be focusing on a different child... assessment gives us a child with severe disabilities who had benefited little from years of clinical intervention..." The second... painted a different picture. How does a clinician used these disparate results? Read the full paper.

Age:	13 years, 8 months	vs.
Vision and hearing:	Could not screen
Bayley Scales of Infant Development:	MA (Mental Age) 27-30 months
Developmental test of Visual Motor Intergration:	VMI 4.3 years
Goodenough Draw-A-Person test:	3 years, 9 months
Oral Motor:	Vowels only - mostly distorted Tongue movement - "Totally Inadequate" No Palate movement
Peabody Picture Vocabulary Test:	Age Equivalent 5.11
Test of Auditory Comprehension of Language - Revised	Age in Months
Word Classes	43-46
Grammatical Morphemes	28-30
Elaborated Sentences	36-39
Total Score	37-38
Brigance Diagnostic Inventory of Early Development:	Estimated Development Age 4.3 -4.4 years
Vineland Adaptive Behavior Scales:	*Standard Score 25*
Domain	Age Equivalent (years)
Communications	2.11
Daily Living Skills	3.1
Socialization	2.2
Leiter International Performance Scale:	IQ 26-31, MA 4.2 - 4.3 years

Inferences About Cognitive / Linguistic Ability	Markers, Which Support
Attention	Visual attention was adequate to work with a 128 location overlay Worked for periods of 45 minutes with verbal redirection
Learning curve	Used Clear and Speak Display with single demonstrations of each Evidenced incidental learning
Memory	Recalled 28 symbol sequences No evidence of proactive or retroactive interfeence Recalled symbol sequences with greater than a 24 hoour delay
Prediction	Made logical icon choices based on language function & meaning
Flexibility	Used one icon to represent several concepts Used several icons to represent one concept Switched from one vocabulary set to another as contexts were changed
Sequencing	Used two symbol sequences across categories with prompts for order
Pragmatics	Established eye contact after accessing Speak Display Took turns in conversation Maintained topic Sustained conversation Used age appropriate language via the voice ouptput device Exhibited sense and appreciation of humour
Problem Solving	Created new sequences by combining previously used icons with other logical icons Applied previously learned inoformation to a novel context
Self Evaluation	Recognised and repaired access errors Requested assistance appropriately Self-reinforced successes