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Building an LMA Toolkit for Assessing Non-CONVENTIONAL COMMUNICATORS with Visual and Multiple Impairments

Learn about the purpose, process, and tools for conducting a Learning Media Assessment (LMA) for students with visual and multiple impairments. Discover strategies to assess sensory preferences, sensory efficiency, arousal states, auditory and tactile functioning, and learning materials and methods. Explore communication modes and literacy media assessment.

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Building an LMA Toolkit for Assessing Non-CONVENTIONAL COMMUNICATORS with Visual and Multiple Impairments

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  1. Building an LMA Toolkitfor assessing Non-CONVENTIONAL COMMUNICATORS withvisual and multiple impairments 2019 NMAER Conference February 1, 2019 Albuquerque, NM

  2. Loana Mason, Ed.D., COMS Kara Halley, Ed.D New Mexico State University Metropolitan State University loanam@nmsu.edukhalley@msudenver.edu

  3. Learning media assessment (LMA) purpose Braille Audio Print

  4. LMA Purpose Continued The LMA is a systematic and objective process for making “deliberate and informed decisions on the total range of instructional media needed to facilitate learning for students with visual impairments” (p. 2). Koenig & Holbrook, 1995

  5. THE TRADITIONAL LMA PROCESS Koenig & Holbrook, 1995

  6. Shifting Paradigms To achieve literacy, there must be reading. To achieve reading, it must be meaningful. To achieve meaningfulness, there must be communication. To achieve communication, there must be experience. To achieve experience, there must be opportunity. To achieve opportunity, there must be care and understanding. Laurie Hinzman National Center on Deafblindness, n.d.

  7. The Literacy-CommunicationConnection Receptive Expressive L I T C O M Cushman, 2016

  8. Literacy Definitions “The ability to communicate and derive meaning from a set of socially recognized symbols” (Cushman, 2016, p. 261) “No longer a set of particular skills, literacy refers to a status that accords people opportunities to communicate and… to have access to the information and technologies that make possible self-determined participation in… one’s communities and broader society.” (Copeland & Keefe, 2007, p. 1)

  9. THE Modified LMA PROCESS

  10. Tools for Assessing Sensory Preferences & Sensory Efficiency

  11. Sensory Efficiency: Guiding Questions • To which type of sensory information does the student attend? • What type of sensory information does the student ignore or get upset by? • When are the student’s optimal learning times, and what are the optimal learning conditions for the student? • Does the student engage in behaviors that interfere with optimal learning? If so, what is the personal incentive for these behaviors?

  12. How does the student currently use each of his/her senses in everyday environments to gather information and express wants/needs/ideas? • What are the advantages and limitations of the student’s preferred sensory modalities?

  13. Arousal State Profile/ Biobehavioral States: Parts II-IIIMillie SmithSensory Learning Kit/Teaching Students with Multiple Impairments

  14. ArousAl States Duration Position Stimuli Ambiance Interactions Partial Participation Extended States Extended States Smith, 1996 & 2005

  15. Sensory Learning SummaryMillie SmithSensory Learning Kit

  16. Use of Sensory ChannelsAlan Koenig & Cay HolbrookLearning Media Assessment

  17. Assessment of Auditory FunctioningMillie SmithTeaching Students with Visual & Multiple Impairments

  18. Hierarchy of Auditory Skills Smith, 1996

  19. Informal Checklist forListening Skills DevelopmentLizebeth BarclayLearning to Listen: Listening to Learn

  20. Functional Application of Tactual Skills AssessmentMillie SmithTeaching Students with Visual & Multiple Impairments

  21. Hierarchy of Tactile Skills Smith, 1996

  22. Motivational assessment ScaleMichael Delaney & Mark Durandhttp://r4analyzingbehavior.wikispaces.com/file/view/MAS.pdf

  23. Tools for Assessing Learning Materials & Methods

  24. Learning Materials & Methods: Guiding Questions • What behaviors conducive to learning can be used to replace counter-productive behaviors while also fulfilling sensory needs? • What does the student need in order to achieve, maintain, or extend arousal states conducive to optimal learning? • What are the requisite properties of “engaging” instructional materials and instructional methods?

  25. How has the student’s ability to gather and process information using his/her senses changed over time? • What are the priority learning objectives for the student? • What communication, literacy, and sensory-efficiency skills does the student need in order to master the priority learning objectives?

  26. SeLF-STIMULATION WORKSHEETMillie SmithSensory Learning Kit

  27. Sensory Response Record & Appetite/Aversion ListMillie SmithSensory Learning Kit

  28. Levels and Strategies GuideMillie SmithSensory Learning Kit

  29. Infused Skills AssessmentMillie SmithTeaching Students with Visual & Multiple Impairments

  30. Priority Learning OutcomesMichael Giangreco, Chigee Cloninger, & Virginia IversonCOACH: Choosing Outcomes and Accommodations for Children

  31. Functional Learning Media ChecklistAlan Koenig & Cay HolbrookLearning Media Assessment

  32. Tools for Assessing Communication Modes & Literacy Media

  33. Communication Modes & Literacy Media: Guiding Questions • Is the student a pre-symbolic or a symbolic communicator? • What literacy and communication skills does the student currently posses? • What literacy and communication skills does the student currently lack? • What media does the student use for functional literacy and functional communication tasks, and how effective is it?

  34. For non-symbolic communicators, what supports are needed to achieve the next level of communication? • If the student is a symbolic communicator, what types of symbols does (s)he recognize and comprehend? • How independently does the student use his/her preferred (or designated) symbol system(s)? • How fluently can a student communicate using his/her preferred (or designated) symbol system(s)? What supports are needed in to increase fluency, vocabulary, or comprehension?

  35. Communication MatrixCharity Rowlandhttps://communicationmatrix.org/

  36. Hierarchy of SKILLS PRE-SYMBOLIC • Pre-Intentional Behaviors • Intentional Behaviors • Unconventional Communication • Conventional Communication SYMBOLIC • Concrete Symbols • Abstract Symbols • Language • Readiness • Emergent • Developing • Advanced • Expanded COMMUNICATION LITERACY Browder & Spooner, 2014; Rowland, 2004; Wormsley, 2016

  37. Informal Assessment of Tactile Symbol Use or Picture AssessmentMillie SmithTeaching Students with Visual and Multiple Impairments

  38. Symbol and Referent AnalysisMillie SmithSAM: Symbols and Meaning

  39. Symbol Choice & Use LogsJane Korsten, Dixie Dunn, Teresa Foss, & Mary FranckeEvery Move Counts: Sensory-Based Communication Techniques

  40. Indicators of Readiness for a Functional Reading ProgramAlan Koenig & Cay HolbrookLearning Media Assessment

  41. Literacy Skills ChecklistNational Consortium on Deafblindnesshttp://literacy.nationaldb.org/files/7914/7672/3022/Literacy_Skills_Checklist_English.pdf

  42. Selection/Assessment of Functional Literacy MediaAlan Koenig & Cay HolbrookLearning Media Assessment

  43. Questions & Comments

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