Project Activities
During the first two years, the Augmentative and Alternative Communication—International Classification of Function measure will be developed and its inter-rater reliability will be examined. The measure will be comprised of items from the International Classification of Function—Children & Youth that are related to children's communication skills and use of assistive devices to support communication. In the second year, the researchers will also examine the utility of the measure for developing Individualized Education Program goals. During the last two project years, a final version of the Augmentative and Alternative Communication—International Classification of Function will be developed and field-tested.
Structured Abstract
Setting
The research will occur in elementary, middle, and high schools throughout the United States.
Sample
Approximately 600 special educators and speech-language pathologists from elementary, middle, and high schools will participate in the field testing of this new framework. The educators will have on their caseload at least one student who is an AAC user.
The Augmentative and Alternative Communication—International Classification of Function
Research design and methods
An iterative process for assessment development will be implemented. During the first two years, the Augmentative and Alternative Communication—International Classification of Function measure will be developed. The measure will be comprised of items from the International Classification of Function—Children & Youth that are related to children's communication skills and use of assistive devices to support communication. Participants will use the new framework to profile the needs of one of their students, and the inter-rater reliability of the new profile will be examined. In the second year, the researchers will examine the utility of the framework for developing Individualized Education Program goals. During the last two project years, a final version of the Augmentative and Alternative Communication—International Classification of Function will be developed and field tested with educators from elementary, middle, and high schools.
Control condition
During year two, the researchers will evaluate the quality of IEP goals derived using the ICF-CY for AAC profile. Participants will be randomly assigned to develop IEPs using the ICF-CY for AAC or to develop them as usual.
Key measures
The researchers will collect data on the consistency of paired evaluators using the diagnostic profile. In addition, data will be collected on parents' satisfaction with Individualized Education Program goals created using the framework and teachers' satisfaction with the utility of the framework.
Data analytic strategy
A series of analytic procedures, including hierarchical linear modeling, will be used to evaluate the inter-rater reliability of the Augmentative and Alternative Communication—International Classification of Function and the quality of Individualized Education Program goals derived from using the measure.
People and institutions involved
IES program contact(s)
Products and publications
Products: The project will result in a new framework, Augmentative and Alternative Communication-International Classification of Function, which will profile AAC users' skills and needs. Other products include publications and presentations related to the development and utility of the framework.
Journal article, monograph, or newsletter
Clarke, M., Newton, C., Petrides, K., Griffiths, T., Lysley, A., and Price, K. (2012). An Examination of Relations Between Participation, Communication and age in Children With Complex Communication Needs. Augmentative and Alternative Communication, 28(1): 44-51. doi:10.3109/07434618.2011.653605
Ellingsen, K.M., and Simeonsson, R.J. (2011). WHO ICF-CY Developmental Code Sets. Full text
Fried-Oken, M., and Granlund, M. (2012). A Good fit to Emphasize Outcomes. Augmentative and Alternative Communication, 28(1): 1-2. doi:10.3109/07434618.2011.652782
Klang, N., Rowland, C., Fried-Oken, M., Steiner, S., Granlund, M., and Adolfsson, M. (2016). The Content of Goals in Individual Educational Programs for Students With Complex Communication Needs. Augmentative and Alternative Communication, 32(1): 41-48. doi:10.3109/07434618.2015.1134654
Murphy, J., and Boa, S. (2012). Using the WHO-ICF With Talking Mats to Enable Adults With Long-Term Communication Difficulties to Participate in Goal Setting. Augmentative and Alternative Communication, 28(1): 52-60. doi:10.3109/07434618.2011.653828
Pless, M., and Granlund, M. (2012). Implementation of the International Classification of Functioning, Disability and Health (ICF) and the ICF Children and Youth Version (ICF-CY) Within the Context of Augmentative and Alternative Communication. Augmentative and Alternative Communication, 28(1): 11-20. doi:10.3109/07434618.2011.654263
Raghavendra, P., Olsson, C., Sampson, J., McInerny, R., and Connell, T. (2012). School Participation and Social Networks of Children With Complex Communication Needs, Physical Disabilities and Typically Developing Peers. Augmentative and Alternative Communication, 28(1): 33-43. doi:10.3109/07434618.2011.653604
Rowland, C., Fried-Oken, M., Steiner, S.A.M., Lollar, D., Phelps, R., Simeonsson, R., and Granlund, M. (2012). Developing the ICF-CY for AAC Profile and Code Set for Children Who Rely on AAC. Augmentative and Alternative Communication, 28(1): 21-32. doi:10.3109/07434618.2012.654510
Rowland, C., Quinn, E.D., and Steiner, S. (2015). Beyond Legal: Crafting High-Quality IEPs for Children With Complex Communication Needs. Communication Disorders Quarterly, 37(1): 53-62. doi:10.1177/1525740114551632
Sanches-Ferreira, M., Simeonsson, R.J., Silveira-Maia, M., Alves, S., Tavares, A., and Pinheiro, S. (2013). Portugal's Special Education Law: Implementing the International Classification of Functioning, Disability and Health in Policy and Practice. Disability and Rehabilitation, 35(10): 868-873. doi:10.3109/09638288.2012.708816
Simeonsson, R., Bjorck-Akesson, E. and Lollar, D. (2012). Communication, Disability, and the ICF-CY. Augmentative and Alternative Communication, 28(1): 3-10. doi:10.3109/07434618.2011.65382
Stahl, Y., Granlund, M., Simeonsson, R., Andersson Gare, B., and Enskar, K. (2013). Psychological Health Information in Free Text Notes of Swedish Children's Health Records. Scandinavian Journal of Caring Sciences, 27(3): 616-623. doi:10.1111/j.1471-6712.2012.01059.x
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
