A2 - Learning Partner-Assisted Scanning: Getting from Idea to Implementation with Children who have Complex Challenges
Presenters:
Linda J. Burkhart, Technology Integration Specialist, Private Consultant, USA
Gayle Porter, Cerebral Palsy Education Centre, Australia
John Costello, Children’s Hospital Boston, USA
Abstract:
Children who have severe physical and visual impairments along with complex communication needs, present some of the most difficult challenges for the teachers and therapists who work with them. Due to the complexity of their needs, these children may not spontaneously develop early communication behaviors that we generally rely on to inform our practice. First, they need exposure to methods of communication that they can learn to use and may need to be taught movements in order to expressively communicate. This results in an incongruence in the assessment-intervention process: We need to intervene in order to determine how the child can learn to communicate but, without clear information, where do we start?
This full day presentation will take a detailed look at the Dynamic Assessment Process to inform intervention with children who have complex physical, communication, and visual challenges and who may benefit from the introduction of partner-assisted communication strategies using Pragmatically Organized Dynamic Displays (PODDs). Videos and case examples will be used to illustrate the use of a dynamic, problem solving process and share a range of practical strategies to address frequently asked questions including:
- How does the team assess a child who does not yet have a means to communicate?
- What is partner-assisted scanning? How do you use it?
- What is a pragmatic organization dynamic display (PODD)?
- When do you introduce a partner-assisted scanning PODD communication system?
- What factors influence the decisions and options that are presented to the child and the specific design of the child’s partner-assisted scanning PODD?
- How much vocabulary should you start using?
- How do people use the system to model language?
- How do you teach the child to use it?
- What strategies will help others buy into the process and become effective communication partners for the child?
Workshop Level:
Introductory
Learner Outcomes:
Participants will be able to:
- Describe the challenges faced by therapists and teachers when assessing children who have severe physical and visual impairments along with complex communication needs and explain how a dynamic assessment process can be used to address this issue.
- Discuss the factors that influence the team in making decisions about the teaching/learning requirements and options presented to the child.
- Discuss practical strategies for teaching partner-assisted communication using a pragmatic organization dynamic display (PODD) communication book to children as well as their communication partners.
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