AAC Device Trial DAGENHAM PARK C OF E SCHOOLPROLOQUO2GO

Jayne Kinghorn, Speech and Language Coordinator3rd June 2014

Preparation • Teacher comments of student communication preferences

• Functional targets for student aims and outcomes prepared by SLT/School

• Separate training sessions provided for Special Support Assistants and teachers – x1 hour

• Monday Morning School Briefing - Use of existing lines of communication

• Tick box sheet for SSA’s to record student usage of IPod

• Final Report with data

“Practise Makes Perfect…....” Trial 1 x4 weeks

Peer reactions

Break time opportunities for data collection

Student voice

• Teacher comments of student communication preferences

Drama Teacher Julia rarely begins a conversation with me she often speaks to 2 girls. She will use gestures to be understood but isn’t keen on using her white board for communication.

English SEN Teacher

Julia contributes and is eager to participate and will communicate. She also seems to express her frustrations with communication much more. (than in maths)

Art Teacher Julia does not spontaneously begin conversations with me however she does on occasions communicate with others on her table.

DT Teacher Julia sits with Kaitlyn….. I find it very difficult to always understand her (Julia) but Kaitlyn usually helps me out.

PE Teacher Julia will gesture at me about how she feels with thumbs.

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2

3

4

5

Some Teacher Comments Received Trial 1

Week LessonsDate ………………… Target

1 

A B C D E

2 

A B C D E

3 

A B C D E

4 

A B C D E

5 

A B C D E

Mon    

    

                                               

Tues    

    

                                               

Wed    

    

                                               

Thurs    

    

                                               

Fri    

    

                                               

Student Targets for Trial

A. Volunteer an answer/question or statement

B. Start a conversation using the device

C. Device used listener to meet listener’s need

D. Device used in discussion with peer

E. Device used in discussion with adult

= Number of Times Device Used in Lessons over x4 Weeks

A B C D E

OutcomesMore time for the trial

Creative sabotage

Role play activities to be used in second trial

Record times AAC is used when there is a break down in communication

In the event of Julia being supplied with a device who will be responsible for loading key words on with symbols and keeping the device charged?

Trial 2

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 410

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4

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12

AAC Use Frequency Chart

Volunteer an answer or question or statement Start a conversation using the deviceDevice used when message is not understood by listener Device used in discussion with a friendDevice used in discussion with an adult

Tim

es A

AC U

sed

in L

esso

ns

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 81

Dagenham Park C of E School Pupil Voice Interview

Julia Markowska 4th April 2014

Student Views Using ACC Device

1) What do you like most about the AAC device?

“Text to speak, I like, sometimes when I’m writing I don’t know how to spell so I use it.” (IPod)

2) Using the usefulness line as a guide how useful has the AAC device been to you in lessons?

0 1 2 3 4 5 6 7 8 9 10

Not useful at all Useful sometimes very useful all the time

3) When is it most useful for you to use the IPod?

“It is when I’m talking to my friends and at break times. Teachers don’t always tell me to use the IPod and they don’t say when they don’t understand me, I can tell, then I use my IPod. It is better if they say they don’t understand. I have got used to using it.”

4) Would it be helpful to you if the school bought you an AAC device and would you want an AAC if you were offered one?

“Yes”

5) What else do you like about the IPod?

“It is nice, I can talk quickly and say long words”

Dagenham Park C of E School Pupil Voice Interview

Julia Markowska 4th April 2014

Student Views Using ACC Device

1) What do you like most about the AAC device?

“Text to speak, I like, sometimes when I’m writing I don’t know how to spell so I use it.” (IPod)

2) Using the usefulness line as a guide how useful has the AAC device been to you in lessons?

0 1 2 3 4 5 6 7 8 9 10

Not useful at all Useful sometimes very useful all the time

3) When is it most useful for you to use the IPod?

“It is when I’m talking to my friends and at break times. Teachers don’t always tell me to use the IPod and they don’t say when they don’t understand me, I can tell, then I use my IPod. It is better if they say they don’t understand. I have got used to using it.”

4) Would it be helpful to you if the school bought you an AAC device and would you want an AAC if you were offered one?

“Yes”

5) What else do you like about the IPod?

“It is nice, I can talk quickly and say long words”

Appropriate Use

Making the most of the AAC Device

Lessons Learned RECORD KEEPING

Keep it simple but thorough

Take time to set the trial up properly

Make sure key people are in the know

Have clear lines of roles and responsibility to ensure accurate data

Remember not everyone will share your enthusiasm to get involved – be creative

There’s a lot of donkey work involved

KEEPING LONG TERM GOALS IN FOCUS

What were we aiming for?

Where do we go from here?

What about funding?

What about post 16 and transition to college?