Using CODES Using CODES Collaboratively to Collaboratively to

Support Children and Support Children and Young People to Young People to Communicate Communicate

EffectivelyEffectivelyCommunication Matters 2014Communication Matters 2014

Keycomm - Lothian Keycomm - Lothian Communication Technology Communication Technology

ServiceService

““Successful and effective Successful and effective communicator”communicator”

• What does this mean?What does this mean?

• What is important?What is important?

……Vocabulary size vs. functional use?Vocabulary size vs. functional use?

……How many times a day?How many times a day?

……single words vs. sentencessingle words vs. sentences

Beukelman and MirendaBeukelman and Mirenda

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

Want to focus on communication not Want to focus on communication not equipment!equipment!

The CODES FrameworkThe CODES Framework• Gets away from focus on equipment back to Gets away from focus on equipment back to

communication communication • Collaborative and joint working is at the heart of Collaborative and joint working is at the heart of

the frameworkthe framework• MultipurposeMultipurpose• Focus for joint planningFocus for joint planning• Record progress of AAC UserRecord progress of AAC User• Identify appropriate targets for learningIdentify appropriate targets for learning• Not an assessment tool but a record of the Not an assessment tool but a record of the

individual’s communication achievements over timeindividual’s communication achievements over time• Planning for today and tomorrow’s communication Planning for today and tomorrow’s communication

needsneeds

CODESCODES

•C=CompetencyC=Competency•O=OpportunitiesO=Opportunities•D=Driving communication D=Driving communication

forwardforward•E=EngagementE=Engagement•S=Skill AcquisitionS=Skill Acquisition

Cracking the Code to Cracking the Code to Communication through AAC!Communication through AAC!

Janice Light’s Theory of Janice Light’s Theory of Communicative Competence Communicative Competence

(1989, 2007, 2014)(1989, 2007, 2014)

Occupational Occupational ModelModel(Hagendorn,1996)(Hagendorn,1996)

• Environment and participation modelEnvironment and participation model• Focus on individual becoming as Focus on individual becoming as

independent as possibleindependent as possible• Intervention aimed at modifying one’s Intervention aimed at modifying one’s

environment to promote opportunities environment to promote opportunities • Maximising person’s independence and Maximising person’s independence and

potential through skill acquisition potential through skill acquisition • Intervention more effective if taken place Intervention more effective if taken place

in natural environmentin natural environment

Contents of the CODES Contents of the CODES FrameworkFramework

• The Codes Competency Quick look viewThe Codes Competency Quick look view• The Codes Competency Joint Planning Sheets The Codes Competency Joint Planning Sheets • Communication Competency Definitions Communication Competency Definitions • School/centre questionnaire School/centre questionnaire • AAC user questionnaire- motivation and AAC user questionnaire- motivation and

resilience resilience • Cracking the C.O.D.E.S posterCracking the C.O.D.E.S poster• ReferencesReferences• Guidelines for useGuidelines for use

Case Study: Jay October Case Study: Jay October 2009 2009

• 9 years old9 years old• Physical disabilityPhysical disability• Non verbalNon verbal• Tech 8Tech 8• Using device for 12 monthsUsing device for 12 months• Attends special school for children Attends special school for children

with complex needswith complex needs

Identified targets for next 5 Identified targets for next 5 monthsmonths

• Operational- work with OT on Operational- work with OT on Techtalk 32 with integral keyguard Techtalk 32 with integral keyguard isolated finger pointingisolated finger pointing

• Linguistic-To use verbs (action Linguistic-To use verbs (action words), to use adjectives, To use words), to use adjectives, To use starter phrases for sentence buildingstarter phrases for sentence building

• Social roles-to initiate communicationSocial roles-to initiate communication• 12 months later reviewed…12 months later reviewed…

And then…And then…

• Upgrade to a dynamic display device with 20 Upgrade to a dynamic display device with 20 location keyguardlocation keyguard

• Operational-turning on, turning off, navigation Operational-turning on, turning off, navigation • Social Roles-Messenger-delivering messages Social Roles-Messenger-delivering messages

between classes, Directing others outside between classes, Directing others outside classclass

• Social Interaction-Tell jokes/riddles, using Social Interaction-Tell jokes/riddles, using Social Greetings, Asking questions, Gaining Social Greetings, Asking questions, Gaining attentionattention

• Environment-at home, choosing activities and Environment-at home, choosing activities and telling people whether he liked it, out of class telling people whether he liked it, out of class activities such as tuck shop.activities such as tuck shop.

What’s next?What’s next?

• Trial loan of an iPad 2 with Trial loan of an iPad 2 with Proloquo2go Proloquo2go

• Opportunities for Presenting and Opportunities for Presenting and Directing othersDirecting others

• Continue activities for asking Continue activities for asking questionsquestions

• To tell jokes to a variety of listenersTo tell jokes to a variety of listeners• Continue to expect more information Continue to expect more information

to elaborate on a topic/conversationto elaborate on a topic/conversation

Life long learningLife long learning

• Developing skills will benefit them in Developing skills will benefit them in the real worldthe real world

• Providing building blocks for Providing building blocks for resilience and independence resilience and independence

• Encourages participation and having Encourages participation and having a major role in the direction of lifea major role in the direction of life

• More clients living in independent More clients living in independent accommodation accommodation

School /centre School /centre questionnairequestionnaire

• To address external barriers within To address external barriers within school/centreschool/centre

• PolicyPolicy• PracticePractice• AttitudeAttitude• Skill and knowledgeSkill and knowledge

AAC User QuestionnaireAAC User Questionnaire

•Resilience/PerseveranceResilience/Perseverance•ConfidenceConfidence•AttitudeAttitude•MotivationMotivation

Benefit and ImpactBenefit and Impact• Provides evidence for progress for parents Provides evidence for progress for parents

meetings, reviewsmeetings, reviews• Justifies purchasing a systemJustifies purchasing a system• Keeps facilitators offering new opportunities Keeps facilitators offering new opportunities • Structured tool to support setting appropriate Structured tool to support setting appropriate

and ambitious targets and long term planningand ambitious targets and long term planning• Gets things started and up and runningGets things started and up and running• Provides a focus for teachers to integrate Provides a focus for teachers to integrate

communication into the classroomcommunication into the classroom• Shared language between professionals Shared language between professionals • Gets away from focus on equipment back to Gets away from focus on equipment back to

communication communication

Initial FeedbackInitial Feedback

• Since implementation- changes in schools Since implementation- changes in schools • Children are given more opportunities to use Children are given more opportunities to use

communication skillscommunication skills• Variety of opportunities being offered such as Variety of opportunities being offered such as

telephone use for a 7 year old to speak to telephone use for a 7 year old to speak to father in the armed forces, Social games time, father in the armed forces, Social games time, children calling out the names for bus arrival children calling out the names for bus arrival at end of dayat end of day

• Teachers are taking ownership of Teachers are taking ownership of communication, seeing teaching communication, seeing teaching communication as integral part of curriculumcommunication as integral part of curriculum

• SustainabilitySustainability

Feedback Forum Nov Feedback Forum Nov 20132013

• Links to IEP targets and monitor Links to IEP targets and monitor progression.progression.

• Gives feedback to parents – to Gives feedback to parents – to demonstrate progress.demonstrate progress.

• Tool that promotes joint working with Tool that promotes joint working with teachers and SLTs.teachers and SLTs.

• Encourages functional communication.Encourages functional communication.• Highlights opportunities to build new Highlights opportunities to build new

skills.skills.

Next StepsNext Steps

• CODES for Parents and CarersCODES for Parents and Carers• To develop Teachers’ Activity To develop Teachers’ Activity ToolkitToolkit• To develop a Communication To develop a Communication

Partner Section of CODESPartner Section of CODES• To expand the participation and To expand the participation and

environment sectionenvironment section• License in Australia License in Australia

CODES for CODES for parents/carersparents/carers

• Trial workshop for parents/carers ran Trial workshop for parents/carers ran in September 2014.in September 2014.

• Focussed on the areas of social Focussed on the areas of social competence, and generating practical competence, and generating practical ideas for AAC use at home.ideas for AAC use at home.

• Feedback was very positive.Feedback was very positive.• Parents enjoyed the opportunity to Parents enjoyed the opportunity to

meet each other and share ideas and meet each other and share ideas and experiences.experiences.

CODES for parentsCODES for parents

• Introduction to Introduction to terms and the terms and the conceptsconcepts

• EngagedEngaged• Empowered to be Empowered to be

involvedinvolved• More involved in More involved in

meetings with the meetings with the school Therapistschool Therapist

Parents using the CODES Parents using the CODES framework at homeframework at home

• ““I knew that we were working on J using I knew that we were working on J using questions – we talked about playing questions – we talked about playing guessing games with the Speech and guessing games with the Speech and Language Therapist. So J spent Language Therapist. So J spent Christmas morning guessing what was Christmas morning guessing what was in all the presents – he loved it!”in all the presents – he loved it!”

• ““We worked on pressing ‘like’ or ‘don’t We worked on pressing ‘like’ or ‘don’t like’ on the NovaChat… now she says it like’ on the NovaChat… now she says it verbally!”verbally!”

Teacher’s ToolkitTeacher’s Toolkit

• A companion to the C.O.D.E.S. A companion to the C.O.D.E.S. FrameworkFramework

• Matches C.O.D.E.S competencies to Matches C.O.D.E.S competencies to example “I can” statements and CfE example “I can” statements and CfE Experiences and Outcomes.Experiences and Outcomes.

• Practical ideas for activities to Practical ideas for activities to support achieving targetssupport achieving targets

CODES Teachers’ ToolkitCODES Teachers’ Toolkit

Now in draft form – come and see our poster during the coffee break!

Impact within LothianImpact within Lothian

MORE children talking about MORE children talking about MORE things in MORE MORE things in MORE

environments with MORE environments with MORE peoplepeople

MOMENTUMMOMENTUM

Coming SoonComing Soon

New dedicated website forNew dedicated website for

C.O.D.E.SC.O.D.E.S

Watch this space!Watch this space!

Keycomm Lothian Keycomm Lothian Communication Communication

Technology ServiceTechnology Service

www.keycomm.weebly.com

0131 311 71300131 311 7130