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Communication Partner Augmentative Communication Training COPACT

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Title: Communication Partner Augmentative Communication Training COPACT


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 Childrens 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.h
    tml)

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 partners 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
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10
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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
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13
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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
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16
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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
Participant Quotes and Anecdotes
  • 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.
  • 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/re
search.html. 5/18/00, 1230P.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 Masters
Dissertation.
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