RERC II Institute on Disabilities Temple University

www.aac-rerc.com

RERC IIRERC IIInstitute on DisabilitiesInstitute on Disabilities

Temple UniversityTemple University

Partner: Diane Nelson Bryen

www.aac-rerc.com

Overview QuestionsOverview Questions

What we said we would do?What we are doing?What we are changing and why?Where are we now?What else do we want to do and why?What will be the impact to the field?

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What We Said We Would DoWhat We Said We Would Do

R1-C: Specialized AAC Vocabulary

D6: ACOLUG

T3: ACETS Online Through E-Coaching

Technology & Policy Watch

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R1-C: Specialized AAC R1-C: Specialized AAC VocabularyVocabulary

Develop Adult -valued vocabulary sets for 6 contexts:College lifeManaging personal assistanceDating,intimacy, and sexualityParentingSocial networkingVictimization and the criminal justice system

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Temple University Team

Diane Nelson BryenRosangela Boyd (replacing Allison Carey)Kevin CohenLindsey Blundey (graduate student)

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Advisory panel Beverly Frantz (Victim Assistance Counselor) Fiona Givens (AAC user and attorney) Barbara Collier (AAC professional) Panels of AAC users and experts in context areas

Collaborations with partners Sarah & Dissemination Team

Technical partners Mayer-Johnson Dynavox (pending)

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What are we doing? Where are we now?

IRB approved (compliance with NIDRR) Refined protocol/procedures Developed website and model for vocabulary

prototypes. See employment vocabularyhttp://aacvocabulary.com/ Established 3 listservs (AAC users, nondisabled peers,

experts) Begun first vocabulary development process: College Life

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Initial Observations/Impact/Questions? 6 new vocabulary sets - adult, socially valued roles Impact on device manufacturers? Impact on parent? Teachers? Clinicians?

Already requests for additional vocabulary sets (e.g., patient/physician communication)

Added an expert panel for each of the adult contexts and started recruiting them

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Dissemination

Article by Johanna Swartz for Alternatively Speaking.

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Questions ??

Suggestions ??

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D6: ACOLUGD6: ACOLUG

Maintain and support the international listserv - ACOLUG

Improve communication between the AAC user community and the RERC - both provide information to the AAC community about the activities of the RERC and solicit input from the AAC community to the activities of the RERC.

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Temple University Team Diane Nelson Bryen Kevin Cohen Tracy Rackensberger

Collaboration with partners Dissemination team Feedback and input from all partners

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What are we doing?

Where are we now? Listserv active (24 hours, 7 days each week) Membership - 450

Nationwide, international (e.g., Canada, UK, Australia, SA) AAC users,family members,SLPs, teachers, students,

manufacturers, policy makers and advocates RERC/ACOLUG Liaison hired, trained, and working

First project posting and feedback completed Bi-monthly postings scheduled with follow-up feedback to partners

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Initial findings and observations

Subscribers - 450 Postings - Since November, 2003 - more than 2500 postings Average different topics/month - 24 topics Most frequent topics

Independent living and PAS, autism & AAC, AAC, conferences, finding a good AAC/AT professional, “help,” medical/dental issues & AAC, school and college, employment, cell phones, people 1st language, device-specific, teaching AAC, and LATELY - the RERC.

RERC postings Technology Transfer

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D6: ACOLUGD6: ACOLUG Feedback from Technology & Policy Watch

Technology Priorities? Better screen for devices/better display in different lightings Better interconnectivity with computers and other devices More natural voices Longer lasting batteries Devices that are more rugged and weather proof Better cell phone integration

Policy priorities? People need to see effective use of AAC devices while they are

learning Better and standardized provision of supports and services Society acceptance issues AAC as a foreign language in college/high school (As with ASL)?

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Dissemination

One presentation at an international conference in South Africa - 250 people.

Paper accepted for ISAAC 2004

One article planned for publication

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Questions?

Suggestions?

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T3: ACETS OnlineT3: ACETS Online

Provide two 9-month training programs with 10 AAC users throughout the US who have literacy and communication skills and who area committed to finding employment.

Based on ACETS Online (RERC I), refine and utilize Person-centered Employment Planning and Online information technologies (I.e., websites, email, Listserv, instant messaging) to improve employment-related skills (technical and job searching skills, social networking skills, and employment experiences.

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Temple TeamDiane Nelson BryenKevin Cohen1/2 time graduate extern

CollaboratorsSmall Business Development CenterPennsylvania Office of Vocational

Rehabilitation

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What are we doing?Where are we now?

IRB approved (compliance with NIDRR)Finished the ACETS curricula (being

formatted for print and electronic publicationFinished draft #3 of outcomes article Postponing start of ACETS Online II until

2004-05

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T3: ACETS OnlineT3: ACETS OnlineInitial findings/observations

ACETS Online goals attained, YET limited employment outcomes

Employment skills improved Social Networks remained relatively limited Limited improvement in employment-related

experiences Limited time spent on employment-related activities

(less than 2-3 hours per week). Changing expectations for ACETS training Still hold promise for ACETS Online & e-coaching

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Dissemination

Curriculum Guide completed; being formatted for publication

Article on ACETS Online in progress

Presentations - 2 at (inter)national conferences (CSUN & South Africa); 1 presentation accepted for ISAAC 2004

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Questions?

Suggestions?

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Technology & Policy WatchTechnology & Policy Watch

Focus on Web Access and Cell phones

Policy Issues Cell phones and AAC devices Web accessibility

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Temple Team Diane Nelson Bryen

RERC Partners Frank DeRuyter, Kevin Caves, David Buekelman, Howard

Shane Advisory & Collaboration

FCC Commissioner, Kathleen Abernathy Mark Friedman & WC3 WebAim, Inc.

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What are we doing? Where are we now?

Monitoring cell phone development and universal design Continuing to work with FCC - ensure access features in cell phones and

usability of cell phone service Disseminating information about cell phones to AAC users Providing input to WC3 on accessibility of the WWW Developed a white paper and repair tool in collaboration with WebAim for

Web Access and AAC. Monitoring statewide policy for AAC access for people with mental

retardation. Developed a model “Bulletin” for communication access for people who are nonspeaking who are served by the PA Office of Mental Retardation

Surveying all licensed SLPs in Pennsylvania about their current practice, knowledge, and skills in AAC with people with SCN.

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Dissemination

Publications 2 articles in cell phones (ISAAC Bulletin and AT) 2 articles either in press or in progress on cell phone use by people

with significant communication disabilities (e.g., AAC) Article and repair tool on AAC and the use of the WWW (will appear

on RERC web site) Statewide Bulletin on Communication Access being reviewed by the

Office of Mental Retardation

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Questions?

Suggestions?

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Formative Review ImperativesFormative Review Imperatives

Consumer Involvement 1 paid staff member 10 to 20 AAC users paid as consultants ACOLUG membership of AAC users and family members

Diversity 33% of research team

Student Training 2 graduate students involved in research 20 additional graduate students involved in training 75 engineer students received awareness training

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Formative Review ImperativesFormative Review Imperatives

Presentations 2 presentations (CSUN, Temple University Engineering)

Publications AS issue with Sarah & Michael ACETS Training Curriculum Cell Phone & AAC article in press AT and ISAAC Bulletin Web Access and AAC to be posted on Website Two manuscript in progress

ACETS online Cell phone use and people with ID

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Formative Review ImperativesFormative Review Imperatives Technical ImperativesTechnical Imperatives

Engineering - Collaboration with Engineering Department for senior

design projects Presentations on Universal Design to all junior and senior

year students in engineering Federal Communications Commission

Impact on Cell phone companies

Products / Tech transfer Vocabulary symbol sets with Mayer-Johnson ACETS curriculum WC3 standards

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DisseminationDissemination

Questions for Dissemination Team and for postings on ACOLUG:

What adult-valued vocabulary sets are needed in addition to the one’s being considered?

What topics of conversation are most difficult for you to engage in due to vocabulary constraints?

What else might the RERC do to encourage manufacturers to include adult-oriented vocabulary in their communication devices?

What are the greatest barriers to using the web?

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HousekeepingHousekeepingBudget In-Kind/Leveraged*$90,000 $16,876

Personnel 53,824 7,876Student RA 12,862 4,000

Equipment 0 5,000Supplies 480

Travel & Reg. 1,550

ParticipantPayments/PAS 2,500

Indirect 26% *$150,000 is additional leveraged resources

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This work is funded by the National Institute on Disability This work is funded by the National Institute on Disability and Rehabilitation Research of the U.S. Department of and Rehabilitation Research of the U.S. Department of

Education, under grant number H133E030018. The Education, under grant number H133E030018. The opinions contained in this presentation are those of the opinions contained in this presentation are those of the grantee and do not necessarily reflect those of the U.S. grantee and do not necessarily reflect those of the U.S.

Department of Education.Department of Education.

Documents

RERC II Institute on Disabilities Temple University