Assessing Student's Needs for Assistive Technology (ASNAT)

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Chapter 4 – Assistive Technology for Communication A CONTINUUM OF CONSIDERATIONS FOR ASSISTIVE TECHNOLOGY for Communication Communication board/book with pictures/objects/letters/words Eye gaze board/frame Simple voice output device Voice output device with levels Voice output device with icon sequencing Voice output device with dynamic display Device with speech synthesis for typing Assessing Students’ Needs for Assistive Technology (2000 98
Chapter 4 – Assistive Technology for Communication Assistive Technology for Communication The term augmentative alternative communication (AAC) or “aug. comm.” is often used when referring to the use of some means other than natural speech to communicate. This is a complex area with many variables. In beginning to understand it, let us look first at the various systems and devices that can be used to augment communication. Simple Communication Boards ♦ Communication boards consisting of objects or parts of objects, miniature objects, pictures, or graphic symbols, ♦ Communication boards may consist of one, a few, or many pictures. ♦ They may be of various sizes depending upon user ability. ♦ Various displays or arrangements may be used to increase “effectiveness” of communication interactions. ♦ They may be used as an AAC option for a young child or an individual with very limited vocabulary or as a back up to a more complex voice output device. ♦ Simple communication boards are also used for “aided language stimulation”. Aided language stimulation is the process in which the partner points to picture symbols on a simple communication board in conjunction with ongoing verbal language stimulation. ♦ Often individual communication displays are made for specific activities or to use in the community or in congested or noisy environments where a voice output device may not be effective. ♦ Picture communication symbols are often generated using software like Boardmaker from Mayer- Johnston, Inc. Images and clip art from other sources may also be used for picture communication systems. Examples: Object boards, communication wallets/books, displays created with single or multiple photos, symbols, etc. Back up: Make additional copies of the communication boards and keep a record of the vocabulary which is used on those boards in case the original boards get destroyed or lost. Eye Gaze Frame or Board This is a system where objects, pictures, or symbols are placed in such a way that the student can communicate by looking at the desired item. A vertical frame is frequently made out of PVC or CPVC pipe with the pictures or other items placed several inches apart around the frame. This allows a communication partner to sit facing the student and see very accurately where the student is looking as he gazes at the desired object or picture to communicate a choice or interest. WATI has designed and sells a clear acrylic eye gaze frame that is free standing and folds when not in use. Assessing Students’ Needs for Assistive Technology (2004) 99
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Chapter 9 - Documenting Assistive T
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Chapter 10 - Funding Assistive Tech
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Assistive Technology Vendor Table C
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Assistive Technology Vendor Table M
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Assistive Technology Vendor Table N
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Assistive Technology Vendor Table C
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Assistive Technology Vendor Table V
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Appendix Additional Vendors: Assess
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WATI Product Catalog WATI PRODUCT C
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WATI Product Catalog Assistive Tech
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WATI Product Catalog School Profile
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WATI Product Catalog Wisconsin Assi
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Assistive Technology Assessment For
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Assessing Student's Needs for Assistive Technology (ASNAT)

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