Assessing Student's Needs for Assistive Technology (ASNAT)

Chapter 4 – Assistive Technology for Communication
AAC intervention for this group is to provide a bridge for the development of speech and language
and a means to enhance participation and increase communicative competence.
♦ When a student does not have a means to communicate, create low tech opportunities using
real objects, pictures, or symbols, while investigating voice output devices as part of a
comprehensive augmentative communication assessment.
One does not have to start with expensive or high tech augmentative communication devices. Low tech
communication boards are not difficult to create and can begin to provide information on what effect
augmentative communication might have. Simple communication boards with pictures of the people in a
student’s environment can be made using the I-zone Instant Pocket Camera from Polaroid. It produces
small photographs that are 1” by 1 1/2” and have an adhesive backing. For students who may be ready to
use symbols, Boardmaker is a wonderful tool for educators or parents to create communication boards
about a variety of topics and activities.
If a student has not previously had any augmentative communication intervention, a comprehensive
AAC assessment needs to take place. This may be part of the process of assessing a student’s need for
various assistive technologies or it may be the only area of concern. In either case, standardized tools to
complete this type of assessment are few and seldom address all of the unique needs of the individual
student. Therefore, an AAC assessment is often completed by combining information collected through
standardized testing procedures, combined with interviews, observations, and a period of diagnostic
intervention, which includes trial use. The period of diagnostic intervention itself is complex and may
include trials with different devices or combination of devices. It is important to use all components of a
planned system within all routine environments with the child before large purchases are completed. In
fact, many funding sources require a trial period of use with the desired system before funding approval
is given.
Fortunately there is increased recognition of the importance of conducting an assessment of the need for
AAC as soon as it becomes apparent that a student’s speech and/or language is not developing at a
typical pace or is not meeting his/her communication needs. Many young children are now provided
AAC options in Birth to Three and Early Childhood programs. In the past, that intervention often would
have been delayed until mid elementary school. Beukelman and Mirenda (1992) suggest that if an AAC
system is not in place by the time a child begins first grade, the child will not be an active participant in
the regular education curriculum. We also recognize the fact that children who are unable to verbally
communicate are likely to be significantly environmentally disadvantaged when learning language.
Research in the areas of the brain, learning and language acquisition overwhelmingly emphasize the
importance of addressing the language needs of children at a very early age.
The questions provided in the communication section of the WATI Student Information Guide can help
the team begin to gather the necessary information in order to make an informed decision.
♦ When there is a question of whether or not the student is intentionally activating a switch,
consider using Every Move Counts.
Every Move Counts (Korsten, Dunn, Foss, & Francke, 1993) is a comprehensive sensory based
communication program. It includes assessment and intervention strategies to use with individuals who
are unable to use formal language systems.
Assessing Students’ Needs for Assistive Technology (2004) 103