Communication Partner Augmentative Communication Training (CO-PACT)

1. Communication Partner Augmentative Communication Training (CO-PACT) Sarah Barber, Elisha Huskes, Jennifer Uhler, Susan M. Moore; University of Colorado at Boulder Tracy Kovach; The Children’s Hospital, Denver

2. Challenges for Communication Partners • Limited and/or unknown AAC system vocabulary • AAC system unavailable for interaction • Limited operational knowledge of AAC system (Murphy et al., 1996)

3. Characteristics of Communication Partners • Over use of “yes/no” questions • Insufficient use of interactive strategies (e.g., turn taking, “wait time,” open ended questions, etc.) • Interest in communicative content • ALL modes of communication unrecognized (Light et al., 1985a, b & c)

4. Effectiveness of Communication Partner Training Current research shows Communication Partner training effective in: • increasing positive communication behaviors of partners • positively influencing the participation and language learner of the AAC user ( Patterson, 1991; http://www.hanen.org/research.html)

5. Questions • What is the most effective method(s) for Communication Partner training? • What are the challenges associated with implementation of training methods? • What is the effect of training on the child and their communication partner’s skills?

6. 3 Approaches to Communication Partner Training • Self-Assessment • Biblio-therapy • Direct training

7. Case Studies • 3 Paraprofessionals ~ 1 received self-assessment, biblio-therapy and direct training ~ 1 received self-assessment and biblio-therapy ~ 1 received self-assessment • 3 Parents ~ 1 received self-assessment, biblio-therapy and direct training ~ 1 received self-assessment and biblio-therapy ~ 1 received self-assessment

8. Self-Assessment • Completion of a self-assessment was used as a self-reflection tool. • The communication partner rated their knowledge, skills and communicative competencies in working with children who use AAC. • Rationale: To heighten awareness of the skills and competencies necessary to be an effective communication partner.

9. 1 = least competent, 5 = most competent

10. 1 = least competent, 5 = most competent

11. Biblio-Therapy • Reading materials about the specific skills addressed (wait time, turn taking, communication temptations, and open ended questions) were provided. • Rationale: To provide participants with additional information and rationale for the skills being addressed.

12. 1 = least competent, 5 = most competent

13. 1 = least competent, 5 = most competent

14. Videotape Analysis • Focusing Communication Partners on targeted strategies (wait time, turn taking, open ended questions, and communication temptations). • Videotape analysis of interaction and development of communication goals to be addressed • Distribution of reading materials and completion of self-assessment • Rationale: To provide multi-model focus

15. 1 = least competent, 5 = most competent

16. 1 = least competent, 5 = most competent

17. Documentation of Change • Pre and post rating on Communication Partner Questionnaire • Coding of Communication Partner and AAC user interactions using videotapes. • Communication Partner anecdotes

18. Outcomes • The following trends were noted: ~ Change was demonstrated on specific skill and competency items related to interaction. ~ Self-perceptions reflect an increase in knowledge about skills and competencies needed as a result of the self-assessment ~ The most marked change in perception of knowledge, skills and competencies was noted following intervention using all 3 approaches

19. Biblio-Therapy ~ “The articles were extremely helpful. I made copies of the articles for the rest of the paras and the special education teacher in my classroom.” Videotape Analysis ~ The participant in the training condition expressed a sincere gratitude regarding the “gift” we gave her by allowing her to step back and view herself interacting with her child. Participant Quotes and Anecdotes • Self-Assessment • ~ “Filling out the questionnaire made me aware of the variety of skills I needed to communicate effectively with an AAC user.”

20. Challenges in Implementation of Training Methods • Scheduling • Attendance • Problems with Technology • Participation • Time (self-assessment) • Coding (reliability) • Other

21. Future Directions • Key Considerations ~ There is a significant need for partner training in the schools and at home ~ A more extensive study is necessary to determine which method of training is the most effective and efficient ~ Future studies need to address previously mentioned challenges, and find effective ways to work around them. • Determination of the feasibility of communication partner training across settings and partners.

22. Bibliography The Hanen Center: Research. http//www.hanen.org/research.html. 5/18/00, 12:30P.M. Light, J., Collier, B., Parnes, P. (1985b). Communication Interaction Between Young Non-speaking Physically Disabled Children and their Primary Caregivers: Part 2– Communication Functions. Augmentive and Alternative Communication, 1, 98- 107. Light, J., Collier, B., Parnes, P. (1985a). Communication Interaction Between Young Non-speaking Physically Disabled Children and their Primary Caregivers: Part 1– Discourse Patterns. Augmentive and Alternative Communication, 1, 74-83. Light, J., Collier, B., Parnes, P. (1985c). Communication Interaction Between Young Non-Speaking Physically Disabled Children and their Primary Caregivers: Part 3- Modes of Communication. Augmentive and Alternative Communication, 5-133. Murphy, J., Markova, I., Collins, S., & Moodie. (1996). AAC Systems: Obstacles to Effective Use. European Journal of Disorders of Communication, 31, 31-44. Patterson Sharp, S. (1991). The Effects of Training the Speaking Peer Partners of an Augmentative Communication Device User. Indiana University: Master’s Dissertation.