Data,Data , Data… What can it tell you?. Robin Hurd AAC I nstitute [email protected] Evidence based practice is what we are all about. How does this affect real world AAC use? Time is at a premium Finances are limited Many of us are wired to like language, not numbers .
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What we may want to know from the data
Quick and easy ways to collect data
How the data affects what we do every day
What types of words IS the student using? Not using?
What kinds of verb forms does he use and understand?
What is the Mean Length of Utterance?
Exactly how well does he read and write?
Does anything I do during teaching sessions stick with him??!
Lack of information on the context
Lack of knowledge of signs, vocalizations or the communication partner’s comments
Solutions: this info can be typed into a U-lam data collection or jotted down in a journal.
0:13:49 SEM "I "
10:13:54 SEM "see "
10:14:11 SMP "belle "
10:14:20 SEM "and "
10:14:28 SMP "beast "
10:14:52 SEM ". "
10:15:20 SPE "S"
10:15:21 SPE "a"
10:15:24 SPE "w"
10:15:27 WPR "Saw "
10:15:50 CTL "saw "
10:16:20 SEM "and "
10:17:17 SEM "me "
10:17:24 SEM "I "
10:17:36 SEM "saw "
10:17:37 SEM "was "
10:17:47 SMP "belle "
10:17:56 SEM "and "
10:18:07 SMP "beast "
10:18:16 SMP "drama "
10:18:18 SEM ". "
10:18:39 SEM "Saw "
10:18:50 SMP "belle "
10:20:19 SEM "I "
10:20:26 SEM "looked "
10:20:36 SEM "looked "
10:20:42 SEM "saw "
The student is using simple sentence structure
The student is using the pronoun “I”
Use of verb tenses is in process
Some errors (maybe motor, maybe lack of skill on device)
Section 1: Utterance-Based Summary Measures
A.Total Utterances 9
B.Complete Utterances (%)100%
C.Method of Generating Utterances (SNUG %)100%
D.Mean Length of Utterance in Words (MLU-w)3.67
E.Mean Length of Utterance in Morphemes (MLU-m)4.33
F.Average Communication Rate (words/minute)3.90G.Peak Communication Rate (words/minute) 5.00
I see beast drama
Section 2: Word-Based Summary Measures
H.Total Number of Words 33
I.Different Word Roots 13
J.Core Vocabulary (%)61%
K.Method of Generating Words (%)57.6% semantic compaction, 6% spelling/word prediction, 36.4% single meaning pictures
If we only collect data from therapy sessions, we only know what happens in therapy!
beach scared wild
rice cheese please now
potato chips please now
Caleb want turn on tv show
When in structured therapy settings, we see use of good sentence structure and pronouns.
It’s still not automatic. When in a hurry or emotionally upset, it goes out the window!
knowing that –ed endings indicate something that happened in the past is key to reading comprehension
Understanding who “you”, “I” and “me” refer to is also a key to understanding what you read.
Word order skills are important to writing.
16:36:40 "Delete Word"
Changes in communication rate
Settings that inspire
Settings that provide barriers
The boy who filled up his daily log file talking about songs and guitars
The scanner whose communication rate was considerably worse in study hall.
kindergarten inclusion student whose MLU was much higher during push in therapy than otherwise.
Knowing the potential
Knowing what works
knowing what doesn’t
able to specifically target the weak areas
Able to support literacy skills
Able to choose motivating topics for therapy