Assessing Student's Needs for Assistive Technology (ASNAT)

Chapter 4 – Assistive Technology for Communication
Creating Communication Environments is adapted from Environmental Communication Teaching
(ECT), which was developed by Dr. George Karlan at Purdue University. Environmental
Communication Teaching is based on eliciting communication within natural environments (McCloskey
& Fonner, 1999). Creating Communication Environments (CCE) builds on the premise that
communication requires three components: activity in which participation and communication initiation
is required, an environment conducive to communication, and the utilization of effective communication
partners. Within the ECT and CCE trainings, cues, prompts, and feedback strategies are used to
encourage the use of age- and activity- appropriate communication. The prompt hierarchy listed below
is employed when target students do not exhibit the level of communication expected or desired. The
prompt hierarchy progresses from least (pause after environmental cue) to most directive (full model)
and provides a structure for the adults that encourages communication.
Prompt Hierarchy:
1. Environmental cue occurs to signal communication. Pause and be engaged with the student to
give him the opportunity to respond. If he responds, provide descriptive feedback.
2. If no response, ask the student an open-ended question, then pause. If he responds, provide
descriptive feedback.
3. If no response, provide the student with a partial prompt, then pause. If he responds, provide
descriptive feedback.
4. If no response, provide a prompt (e.g., a carrier phrase, the word’s initial sound) or request for
communication (e.g., “tell me what your need”). Pause. If he responds, provide descriptive
feedback.
5. If no response, provide the student with a full model of an appropriate response.
There are four specific building blocks of Creating Communication Environments. They are:
1. Expect all students to communication and develop a means for each student to communicate.
2. Arrange the environment (including communication partners as a part of that environment) to
increase the likelihood of communication.
3. Identify communication opportunities within natural routines through everyday activities.
4. Recognize and respond to the student’s communication initiations.
♦ When a student has limited access to vocabulary, increase the options for communication.
More communication vocabulary can be provided through multiple boards, multiple voice output
devices located strategically for specific activities, or the provision of a voice output device with levels,
dynamic display, or semantic compaction. See the continuum of Augmentative Communication Devices
and the section on Assistive Technology for Augmentative Communication earlier in this chapter. One
single message devices such as a BIGmack ® Communicator is not sufficient to meet the communication
needs throughout every activity of the day. If more ideas are needed for beginning communication,
Making Connections (Locke & Levin, 1999) is recommended.
♦ When the student has only had access to low tech boards, try voice output.
Even if a student is communicating effectively with low tech boards, he or she deserves the opportunity
to experience the power of voice output. You can’t call out to someone with a picture on a piece of
Assessing Students’ Needs for Assistive Technology (2004) 105