Keynote – Communication, Educational & Related Considerations, Part 2
Stephen Calculator’s keynote talk discusses communication and education for individuals with Angelman syndrome. He highlights the importance of authentic assessment, intervention in natural settings, and collaborative consultative models. Authentic assessment examines daily communication demands, while discrepancy analysis and dynamic assessment evaluate a child’s abilities within specific contexts. Skill retention and regression are observed to assess intervention effectiveness. Intervention should be conducted in natural settings, with a focus on discipline-free objectives. Collaborative consultative models involve training aides and professionals to administer programs in the child’s natural environment. Data is collected to monitor progress and inform intervention decisions. Systematic instruction for aides and self-determination for individuals are crucial. Natural supports and AAC apps are recommended to enhance communication. Parents are encouraged to advocate for their children’s educational needs. Ongoing research aims to enhance communication interventions and support for individuals with Angelman syndrome.
In this keynote talk, Stephen Calculator discusses various considerations related to communication and education for individuals with Angelman syndrome. He emphasizes the importance of authentic assessment, intervention in natural settings, and the use of collaborative consultative models. The talk also highlights the significance of self-determination, the selection of appropriate skills to teach, and the encouragement of natural supports.
Authentic assessment involves examining the communication demands and expectations of daily living. It focuses on a child’s ability to make choices under natural circumstances. One type of testing involves providing a series of trials where a child selects between bubbles and a block. The child’s response to indicate they don’t want bubbles anymore is reaching for the block.
Discrepancy Analysis and Dynamic Assessment
Discrepancy analysis is a way to assess a child’s abilities within a specific context, such as circle time in a preschool. Dynamic assessment involves teaching a skill and evaluating the child’s abilities within that context. Both methods help in understanding a child’s communication abilities and needs.
Skill Retention and Regression
Observing skill retention and regression is important to determine the effectiveness of intervention. It helps in assessing whether the skills taught are being maintained over time or if there is a decline in performance.
Averages and Intervention
Averages can be used to assess performance over a longer period of time and account for inconsistencies. Intervention should be conducted in natural settings that closely replicate real-life situations. This approach ensures that the skills learned are applicable in various settings.
Train and Hope Hypothesis and Contextualized Instruction
The train and hope hypothesis refers to the idea of training skills and hoping they will generalize. However, contextualized instruction is preferred over decontextualized instruction. Contextualized instruction focuses on teaching skills within meaningful activities and environments.
Skill Clusters and Discipline-Free Objectives
Skill clusters involve targeting multiple skills that are necessary for a specific activity or environment. Intervention should focus on discipline-free objectives that can be applied in various settings. This approach ensures that the skills learned are transferable and useful in different contexts.
Collaborative Consultative Models of Service Delivery
Collaborative consultative models involve training aides and other professionals to administer programs in the child’s natural environment. This approach promotes collaboration and ensures that intervention is consistent across different settings.
Matrix Planning Tool and IEP Goals
The matrix planning tool can be used to integrate and embed objectives in a high school setting. Individualized Education Program (IEP) goals for individuals with Angelman syndrome include indicating preferences, initiating interactions, completing tasks, and carrying out purchases. These goals are targeted during specific activities throughout the day.
Data Collection and Team Collaboration
Data is collected on the child’s progress to monitor their development and make informed decisions about intervention. The team uses a collaborative and consultative model to ensure effective communication and coordination among all stakeholders.
Systematic Instruction and Self-Determination
The aids that accompany the children often lack systematic instruction. It is important to provide them with proper training and support to ensure consistent and effective intervention. Self-determination is also crucial in setting goals and teaching skills, as it empowers individuals with Angelman syndrome to have control over their own lives.
Natural Supports and AAC Apps
Natural supports and least intrusive supports are encouraged to facilitate communication. Examples of natural supports include asking peers for help and interacting with cashiers. Augmentative and Alternative Communication (AAC) apps such as Proloquo2Go, TouchChat, and GoTalk are recommended to enhance communication abilities.
Advocacy and Shaping Behaviors
The importance of effective communication and inclusion is emphasized. The speaker encourages parents to advocate for their children and provide necessary information to ensure their educational needs are met. Shaping behaviors and using visual scene displays for communication are also discussed as effective strategies.
Ongoing Research and Research Priorities
The speaker mentions ongoing research in communication for individuals with Angelman syndrome. A group of communication experts is working on identifying research priorities for the Angelman Foundation. This research aims to further enhance communication interventions and support for individuals with Angelman syndrome.
- Title: Keynote – Communication, Educational & Related Considerations, Part 2
- Author(s): Stephen Calculator
- Author(s)’ affiliation: University of New Hampshire
- Publication date: 2015-08-19
- Collection: 2015 ASF Family Conference