Communication Partner Augmentative Communication Training COPACT

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Communication Partner Augmentative Communication
Training (CO-PACT)

• Sarah Barber, Elisha Huskes, Jennifer Uhler,
• Susan M. Moore University of Colorado at
  Boulder
• Tracy Kovach The Childrens Hospital, Denver

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Challenges for Communication Partners

• Limited and/or unknown AAC system vocabulary
• AAC system unavailable for interaction
• Limited operational knowledge of AAC system
• (Murphy et al., 1996)

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Characteristics of Communication Partners

• Over use of yes/no questions
• Insufficient use of interactive strategies (e.g.,
  turn taking, wait time, open ended questions,
  etc.)
• Interest in communicative content
• ALL modes of communication unrecognized
• (Light et al., 1985a, b c)

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Effectiveness of Communication Partner Training

• Current research shows Communication Partner
  training effective in
• increasing positive communication behaviors of
  partners
• positively influencing the participation and
  language learner of the AAC user
• ( Patterson, 1991 http//www.hanen.org/research.h
  tml)

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Questions

• What is the most effective method(s) for
  Communication Partner training?
• What are the challenges associated with
  implementation of training methods?
• What is the effect of training on the child and
  their communication partners skills?

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3 Approaches to Communication Partner Training

• Self-Assessment
• Biblio-therapy
• Direct training

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Case Studies

• 3 Paraprofessionals
• 1 received self-assessment, biblio-therapy and
  direct training
• 1 received self-assessment and biblio-therapy
• 1 received self-assessment
• 3 Parents
• 1 received self-assessment, biblio-therapy and
  direct training
• 1 received self-assessment and biblio-therapy
• 1 received self-assessment

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Self-Assessment

• Completion of a self-assessment was used as a
  self-reflection tool.
• The communication partner rated their knowledge,
  skills and communicative competencies in working
  with children who use AAC.
• Rationale To heighten awareness of the skills
  and competencies necessary to be an effective
  communication partner.

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Biblio-Therapy

• Reading materials about the specific skills
  addressed (wait time, turn taking, communication
  temptations, and open ended questions) were
  provided.
• Rationale To provide participants with
  additional information and rationale for the
  skills being addressed.

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Videotape Analysis

• Focusing Communication Partners on targeted
  strategies (wait time, turn taking, open ended
  questions, and communication temptations).
• Videotape analysis of interaction and development
  of communication goals to be addressed
• Distribution of reading materials and completion
  of self-assessment
• Rationale To provide multi-model focus

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Documentation of Change

• Pre and post rating on Communication Partner
  Questionnaire
• Coding of Communication Partner and AAC user
  interactions using videotapes.
• Communication Partner anecdotes

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Outcomes

• The following trends were noted
• Change was demonstrated on specific skill and
  competency items related to interaction.
• Self-perceptions reflect an increase in
  knowledge about skills and competencies needed as
  a result of the self-assessment
• The most marked change in perception of
  knowledge, skills and competencies was noted
  following intervention using all 3 approaches

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Participant Quotes and Anecdotes

• Biblio-Therapy
• The articles were extremely helpful. I made
  copies of the articles for the rest of the paras
  and the special education teacher in my
  classroom.

• Videotape Analysis
• The participant in the training condition
  expressed a sincere gratitude regarding the
  gift we gave her by allowing her to step back
  and view herself interacting with her child.

• Self-Assessment
• Filling out the questionnaire made me aware of
  the variety of skills I needed to communicate
  effectively with an AAC user.

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Challenges in Implementation of Training Methods

• Scheduling
• Attendance
• Problems with Technology
• Participation
• Time (self-assessment)
• Coding (reliability)
• Other

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Future Directions

• Key Considerations
• There is a significant need for partner
  training in the schools and at home
• A more extensive study is necessary to
  determine which method of training is the most
  effective and efficient
• Future studies need to address previously
  mentioned challenges, and find effective ways to
  work around them.
• Determination of the feasibility of communication
  partner training across settings and partners.

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Bibliography
The Hanen Center Research. http//www.hanen.org/re
search.html. 5/18/00, 1230P.M.
Light, J., Collier, B., Parnes, P. (1985b).
Communication Interaction Between Young
Non-speaking Physically Disabled Children and
their Primary Caregivers Part 2
Communication Functions. Augmentive and
Alternative Communication, 1, 98- 107.
Light, J., Collier, B., Parnes, P. (1985a).
Communication Interaction Between Young
Non-speaking Physically Disabled Children and
their Primary Caregivers Part 1
Discourse Patterns. Augmentive and Alternative
Communication, 1, 74-83.
Light, J., Collier, B., Parnes, P. (1985c).
Communication Interaction Between Young
Non-Speaking Physically Disabled Children and
their Primary Caregivers Part 3-
Modes of Communication. Augmentive and
Alternative Communication, 5-133.
Murphy, J., Markova, I., Collins, S., Moodie.
(1996). AAC Systems Obstacles to
Effective Use. European Journal of Disorders of
Communication, 31, 31-44.
Patterson Sharp, S. (1991). The Effects of
Training the Speaking Peer Partners of an
Augmentative Communication Device User.
Indiana University Masters
Dissertation.