Assessing Student's Needs for Assistive Technology (ASNAT)

Chapter 4 – Assistive Technology for Communication
The program was developed for individuals perceived as unable to communicate due to severe multiple
disabilities and who are functioning below the 18-month level in the area of communication. The
manual includes a specific assessment strategy to identify what sensory experiences (e.g. auditory,
visual, olfactory, tactile, gustatory, or vestibular) are affecting the individual, either positive or negative.
The Every Move Counts manual includes all record keeping forms, activities, and carry over materials to
then implement an intervention that begins at the student level. Almond, Boutilier, Frey, Korsten,
Nettleton, and Van Dusen (1999) report dramatic changes in the performance of their students using the
Every Move Counts program.
Korsten (1999) reports that infants under 4 months of age learn to associate their movements with a
consequent event. In fact, normally developing 3-month olds remember response-consequence
associations for at least one week and their learning can be reactivated for up to 3 weeks. However,
infants quickly lose interest in an environment they can never hope to control. Infants as old as 9 months
do not learn the connection between movement and consequence with a delay of more than 2 seconds.
This means that co-occurrence is essential in developing the concept that the world is controllable.
Infants and children with physical/sensory/multiple difficulties seldom, if ever, experience cooccurrences.
Research shows that as many as 10,000 co-occurrences need to be detected, associated and
remembered for a child to overcome early deprivation and learn that they can control their world.
♦ When a student does not seem to understand or anticipate a routine schedule or steps of
activities, use a concrete object or picture schedule.
A schedule using objects, parts of objects, pictures or symbols can be a useful tool to help a student
begin to understand and anticipate the events of the day or the steps of a specific activity. The items are
presented in the order in which they will occur (or need to be completed). They may be crossed out,
covered up, or put away as each one is completed. The I-zone Instant Pocket Camera is useful for
making picture schedules of the various locations or activities of the day. Boardmaker is also great for
creating schedules for a student who uses symbols.
♦ When a student does not attend to or use pictures or picture symbols, use Aided Language
Stimulation.
Aided Language Stimulation is a technique of directing the student’s attention to pictures or symbols
(perhaps when using a small flash light) to model the use of communication boards and increase a
student’s understanding of messages receptively. As the teacher or parent gives directions or asks
questions, she can model the use of the communication board shining the flashlight on the objects,
pictures, or symbols as she speaks, which helps the student understand what is being communicated.
Aided Language Stimulation can also be used when a student needs to build receptive vocabulary.
Students in the Alternative Language Group especially benefit from an environment where
communication partners use alternative language forms on a regular basis. We utilize Aided Language
Stimulation to accompany spoken language with graphic symbols when communicating with a child in
this group.
♦ When a student uses an augmentative communication board or device (or even their own
voice) to respond to communication, but rarely or never initiates communication, increase
communication opportunities through Environmental Communication Teaching.
Assessing Students’ Needs for Assistive Technology (2004) 104