We’re always pleased to be able to share prAACtical strategies for gathering meaningful data. In today’s featured video, we learn from AAC SLP Jessica Conrad, an AT specialist with the Promoting Achievement through Technology and Instruction for all Students (PATINS) Project. Enjoy! Direct Link to Video – https://www.youtube.com/watch?v=-OPT4CEWDdw&list=PLFZe-wdPHOs6dXHc-ouvMdinCgg4qk0k9&index=9&t=487s&ab_channel=PATINSProject
72 Search Results for data collection
Last week, we posted about taking data on communication partners, something that can be very helpful when we are looking for ways to expedite the AAC user’s progress. Based on feedback from that post, we’re sharing a sample data collection form for this purpose. Do you have another idea for collecting data on the behavior of communication partners? We’d love to hear about it.
It’s exciting to see more and more teams on the road to implementing AAC in therapy and in the classroom. Often, though, our initial expectations for student progress don’t pan out. Consider these examples. Aleksander’s SGD has robust vocabulary that is customized specifically for him. He uses it consistently at snack and lunch time, but rarely uses it in other activities. Ariel uses her AAC app to ask for things, make comments, and answer questions but rarely goes beyond the single word level to express herself. Jayson had a PECS book for over a year and learned to request his favorite foods but not much else. His team switched Jayson over to a more robust AAC system, and while he learned to communicate for other reasons, he still doesn’t use his communication book very frequently unless he’s prompted to do so. Do these situations seem vaguely familiar? Helping AAC learners become... [Read More...]
As a rule, SLPs are pretty good about collecting data in their clinical work. Here are some of our prAACtical thoughts about data collection. 1. Don’t bite off more than you can chew. We’ve visited several programs where the client data filled a huge 3-ring binder. In some places, they logged the data daily, reviewed it frequently, and actually USED it to make programmatic decisions. If that works for you, great! But most programs only reviewed the data when they had to report it or prior to a visit by someone who might want to see and discuss those data. In those cases, the data really wasn’t serving it’s original purpose: to see how instruction might need to be tweaked for a client who was learning quickly, slowly, or not at all. The takeaway: Don’t collect more data than you’re prepared to review and put to use. 2. We should... [Read More...]
We’re reaching back into the archives today to spotlight some past posts. If you’re looking to tune up your IEP or data collection processes, these may be of interest. DATA COLLECTION Video: AAC Data Collection by Gail Van Tatenhove Data Collection for the Beginning AAC User: Essential Things to Measure to Expedite Progress 5 Things to Consider About Data Collection & AAC Realizing the Power of Data Logging THE IEP Aided AAC & the IEP How I Do It: AAC in the IEP PrAACtical Resources: AT & the IEP AAC & the IEP: 5 Resources to Explore 5 Reasons to Put AAC Training for Staff and Parents into the IEP How I Do It: Writing IEP Goals for Students Who Use AAC with Lauren Enders
Measuring progress is part of good therapy and instruction, but knowing how to address this in meaningful ways for AAC learners can be tricky. In today’s post, AAC expert Gail Van Tatenhove discusses the who, what, when, where, why, and how of AAC data collection for school-based teams. The video is part of the Power AAC initiative at PaTTAN. Many thanks to their wonderful AT Team and to Gail for this wonderful presentation. Handouts for this presentation can be downloaded here. You can see more videos and material from Gail in these previous posts.
Video of the Week: AAC in the Classroom for Students with Significant Disabilities – Implementation & Data Collection
Today, we head back to AbleNet University for the second part of AT specialist and consultant Kelly Fonner’s presentation on advancing the communication skills of students with the most significant disabilities. In this video, Kelly goes deeper into implementation issues and discusses strategies for meaningful data collection. Missed the first part? You can check that out here. Kudos to Kelly and AbleNet University for hosting this series and making these videos freely available. Direct Link to Video: https://www.ablenetinc.com/resources/wp-content/uploads/2015/03/Fonner-AAC-in-the-Classroom-for-Students-with-Significant-Disabilities-Implementation-and-Data-Collection-on-Low-Tech-AAC-and-Apps.mp4
We’re big fans of AAC devices and apps that help with data collection. When used with appropriate attention to confidentiality issues (e.g., client consent, etc.) they can help SLPs gather data on how language is used under real-world conditions. When the data are interpreted skillfully, these are wonderful clinical resources that can help us adjust our intervention plans to accelerate learning. – Many times, however, we’re also looking for data collection tools that are separate from the AAC tool itself. – Here are some ideas for forms and tools for collecting data that help us plan better intervention. – 1. The book How Do You Know It? How Can You Show It? Making Assistive Technology Decisions (Reed, Bowser, & Korsten, 2002) has a good overview of concepts in data collection in AT and helpful forms. You can get a PDF of that book here. 2. The blog Teaching Learners... [Read More...]
Got data? One of the interesting developments in AAC technologies over the past 5 years has been the increased availability of data collection features in SGDs and tools for analysis. From deciding what language skills to target in therapy to determine what, if any, changes to make to the language set-up, having good data is indispensable. Today, we return to learn from Saltillo’s webinar series about some of the ways to use data logging. Many thanks to the presenter, Amanda Hettenhausen, and Saltillo for making this video available. Direct Link to Video – https://www.youtube.com/watch?v=-sRxNIsLboM
Looking for guidance or support regarding middle and high school students who use AAC? Today, we are pleased to welcome back AAC SLP Ashley Larisey for another post in the AAC in Secondary School series. Ashley is an SLP at Community High School District 218 in Oak Lawn, Illinois. She is also an Adjunct Clinical Supervisor and Instructor at Saint Xavier University. In today’s post, she shares thoughts on progress monitoring for high school students who are learning to use AAC. You can view Ashley’s previous posts in this series here. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 5 Progress Monitoring Tips for Secondary Students Looking for guidance on meaningful progress monitoring for your high school/post-secondary students? Hopefully, these tips and accompanying resources will help guide you towards ensuring that your instruction is supporting your learner in reaching their communicative potential – beyond the formal educational years! Writing Meaningful Goals Ensuring that your progress monitoring... [Read More...]