Assistive Technology Accommodating Students with Communication and Learning Deficits

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Assistive Technology Accommodating Students with
Communication and Learning Deficits

• Evita B Nepal-Naraine

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Technology Utilized

• NAME Picture Exchange Communication System
  (PECS)
• via VOCA (voice output communication
  aid)
• MANUFACTURER Mayer-Johnson (Boardmaker)
• DESCRIPTION System which assist and promote
  students communication skills
• PLATFORM students with various communication or
  learning disabilities.
• PRICE 899.99-1000.00 or more per instrument

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Why do students with disabilities need technology?

• Students that are in special education need
  technology due to their different learning styles
  and need of alternate teaching methods.
• Students who have a lack of communications
  skills/social skills and learning disabilities
  can be helped by being taught to use the PECS
  (picture exchange communication system).

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Picture Exchange Comm. System or Pyramid
Educational Products

• This system was developed to help students with
  autism and developmental disabilities who are
  nonverbal or have limited verbal communication.
  PECS may also be used in conjunction with a voice
  output communication device.
• Students that cannot communicate and are low
  cognitive functioning are the most appropriate
  candidates to utilize this tool. Students with
  various types of deficits may use this tool as
  well.
• Some students may be taught how to use technology
  VIA THE SIX PECS PHASES, but some students may
  not COMPREHEND due to their disability or may not
  reach the last stages of the program. However,
  it is acknowledged through research that students
  have the capability to communicate more than they
  did before.

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SIX PHASES OF PECS before using Voice output
communication aid (VOCA).

• PHASE 1- Discover students likes through
  motivation. Identify what the child wants. Find
  the things that they will "ask" for (a toy). In
  this phase, two teachers is mandatory. Verbal
  confirmation is given by the first adult and the
  second teacher should slowly back off, working
  towards the child independently reaching for the
  picture and handing it to the first teacher. The
  goal here is for the child to initiate
  communication.
• PHASE 2 - Independently make a request, child
  also begins expanding his vocabulary of symbols,
  requesting different reinforcing objects or
  activities. At this time only one picture should
  be offered as a choice.
• PHASE 3- The teacher asks the child to chose
  between several item, working toward making
  personal choices. The teacher may begin by
  asking, "What do you want?" but this should be
  quickly faded out so the child will make choices
  spontaneously. If the child finds it difficult
  to chose between too many pictures, reduce the
  number of choices to 2 or 3, and work towards a
  larger number.
• STAGE 4- requests for a variety of items, to
  different people, the program begins to focus on
  sentence structure The child will start combining
  a picture for "I want" with a picture of the
  requested item or activity. The two pictures will
  be attached to a sentence strip and the entire
  strip would be exchanged with the communicative
  partner for the pictured item or activity.
• STAGE 5 AND 6 - The child will start combining a
  picture for "I want" with a picture of the
  requested item. It challenges learners to build
  questions using sentence strips, starters and
  pictures. Students are taught to comment on the
  world around them by responding to questions such
  as "what do you hear?" "what do you see?, which
  is most complex.
• Students may not complete the program fully. If
  they do, it may take weeks, months or years for
  them to learn and use it effectively. After these
  steps, tools utilized as assistive technology can
  then be used.

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Students who need technology using PECS viaVOCA.

• Disabilities / Mental retardation down
• Autism
• ADD / ADHD AIDS/ HIV autism
• Palsy Deaf/ hearing impaired developmental
• BufidaTraumatic Brain injury
• Disorder Speech Disorders
• Alcohol Syndrome Sensory Integration

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Benefits of technology (VOCA) with specific
students needs

• Using PECS (VOCA) help students with the
  following
• Decrease negative behaviors that were caused by
  frustrations
• Increase availability for learning and
  interaction
• Increase relatedness and emotional closeness
• Build spoken language skills (this is not a
  direct outcome of PECS, but seems to occur as
  PECS skills increase).

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Information on VOCA

• If a VOCA is being considered, there are several
  issues to keep in mind
• Devices need batteries - a child is unable to use
  the communicate device if the batteries die.
  Extra batteries should be kept on hand.
• Devices break down and need service.
• Some devices require programming and can result
  in a tremendous amount of work.
• Devices need to be portable, as children need to
  communicate all the time, even while walking or
  riding in a car.
• The device should be sturdy, as children tend to
  be hard on equipment.
• VOCAs can be very expensive, costing thousands of
  dollars.
• Some devices may be too difficult or complicated
  for the child to operate.
• Once the method of AAC has been decided upon and
  the child is ready to begin using AAC, the next
  difficult task is teaching the child how to
  communicate with it. Determining how to teach AAC
  to a child must be highly individualized,
  however, the following are general teaching tips
  
• Both parents and teachers should work together in
  teaching the child to provide consistency and the
  opportunity to use AAC in different environments.
  
• Siblings and peers should use the same system
  while communicating with the child so that the
  use of AAC feels more natural.
• Formal instruction should occur frequently and
  for short periods of time.
• Teaching should occur in natural settings -
  places where the child feels at ease - and focus
  on communication skills that fit into the
  activities that take place within that
  environment.
• Respect the child and teach with compassion and
  humor. Children enjoy playing, so to keep their
  interest and attention, teaching sessions should
  be fun.
• Allow the child to experiment in
  non-communicative ways with his or her AAC. This
  is how children learn about and feel comfortable
  with their AAC.
• Begin using AAC around areas of interest to the
  child (food or toys).
• Children need control. Incorporate messages that
  allow the child to make a decision over what
  happens to him (i.e., selecting a video, where to
  go on an outing).

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Examples and pictures of PECS devices (VOCA)

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Voice output is produced and used in this format
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Using VOCA

• Way student will use technology with VOCA

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PECS Effectiveness with children with Autism
assessment of acquisition, speech, social
communicative and problem behavior.

• Article of effectiveness http//autism.healingthr
  esholds.com/research/using-the-picture-exchange-co
  mmu
• This article states that the
  picture-exchange communication system (PECS) can
  help improve speech and decrease problem
  behaviors in children with autism.
• This research report focused on three
  children with autism (3-12 years old). All three
  children were trained in PECS for 15 minutes, two
  times a week, over 7-11 weeks. Before, during,
  and after the training period, the children were
  videotaped during play sessions. These videotapes
  were scored by several different people, who
  counted the number of times the children spoke,
  the length of their sentences, the number of
  times they made eye contact, and instances of
  problem behavior. They also noted other measures
  of language and social behavior. The results
  showed that by the end of PECS training, each
  child improved in both the use of speech
  (including both speaking to others and responding
  when spoken to) and social behavior. Problem
  behaviors were also reduced after PECS training
  was complete, as compared to before the training
  period.

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Tools used for effectiveness (ACC)

• Augmentative/alternative communication (AAC) is
  any device, system or method of communication
  that can help individuals with communication
  difficulties to communicate more easily and
  effectively.
• Although AAC is often used to refer to formal
  communication devices and systems such as
  communication boards, voice output communication
  aids (VOCAs), or sign language, it can include
  less sophisticated means of communication, such
  as facial expressions, non-speech vocalizations,
  and gestures.

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Recommendations

• I would recommend VOCA to students with
  communication deficits any age group after the
  PECS tool is mastered.
• This device can be used in schools and in homes
  with their child.
• Teachers and family members should be trained how
  to use it and then they can utilize this type of
  assistive technology with their students or
  child.
• It is feasible due to the importance of children
  learning how to communicate with others and to
  have their needs met.
• Even though this tool is very expensive (1000
  per unit for a child), and that the system needs
  to be highly individualized and maintained,
  price should not matter because it effectiveness
  and benefits are immense.
• District may pay for assistive equipment if
  required and included in childs individualized
  Education Plan (iEP)