FROM: http://www.assistivetechnologyguide.org/communication/communication-tier-2/communication-tier-2---tools-strategies
At Tier 2, teachers identify individual students whose communication needs are not being met within the communication-rich environment by use of Universal Design for Learning Principles (UDL) and the basic tools and strategies made available in Tier 1. Using the data collected in Tier 1, teachers target communication needs and barriers that require further supports and strategies. Within the Tier 2 process, the team will begin the trial use of more specialized communication systems and gather data about the effectiveness of the equipment trials. Using the roles and responsibility guideline below, SLPs and AT Specialists consult with site level teams to guide selection of appropriate equipment, provide equipment for trial, and support implementation.
Roles and Responsibilities
IEP Team
Assistive Technology Specialist
- Identify and clarify specific needs
- Request informal assistance from AT
- Implement ideas from the Communication Rich Environment list
- Provide data from Tier 1 tools/strategies trialed
- Collect data on newly implemented strategies or equipment
- Follow district procedures for repair and maintenance of equipment
- Contact AT specialist for assistance
- Write AT supports and equipment in IEP Special Factors
- Access training resources
- Look for ideas in Communication Tools and Strategies (Tier 2)
- Provide consultation for individual students
- Support trials with technology
- Provide access to training for specific tools, software, and devices
- Model use of low-tech and mid-tech strategies and supports , static communication grids
- Follow district procedures for repair and maintenance of equipment
- Provide information and resources regarding AT
- Provide data collection forms for devices/strategies
Tools
- Communication book using pictures/symbols/objects or letters
- Picture support for lessons using personally captured images via mobile device, Google image search etc.
- Software or website subscription service to create picture supports (Boardmaker Plus (online), Custom Boards App (iOS device)
- Single message devices- Big Mac Communicator, Talk Brix, Go Talk Button, Go Talk One
- Simple choice devices Talking Brix, iTalk 2, Go Talk, Pocket Go Talk
- Activity-based, classroom communication boards
- Visual Schedules
- Sequential message voice output devices- Step by Step Communicators
- Classroom-based communication device Core Vocabulary posters (posted in classroom)
- Communication wallets or books with customized photos or symbols
- Static devices with multiple levels: Go Talk + series, Tech/Talk, Tech/Speak, SuperTalker, QuickTalker
Strategies
Trial a personalized communication system
- Select a Device/System Based on Features
- Collaborate with SLP/AAC Specialist to determine appropriate AAC system including symbol system (photos, symbols, words)
- Use basic AAC protocol to determine required features (symbol, array size and number, motor needs, static or dynamic display)
- Select Messages
- Individualize vocabulary selection based on student’s needs across environments
- Choose 3 activities/routines that students do daily in the classroom. Considerations for activities- done daily, with a partner, communication is expected, not just requesting reinforcers, is something that the student enjoys.
- Vocabulary inventories:parent and teacher questionnaires.
- Selecting Vocabulary
- Make sure device has core vocabulary to participate in these activities.
- Introduce use of personalized device/system into the classroom.
- Model use of device, give teachers and student time to learn vocabulary, then add more activities.
For students who need to use scanning due to motor impairments:
- Introduce student to partner assisted scanning for communication using classroom-based communication books/devices/boards
For students who have sensory needs such as visual impairment, introduce object communication tools or auditory scanning
- Teaching object communication
- Auditory scanning- when students cannot see the choices, auditory scanning can be used to name the choices. This can be done by a communication partner or a high-tech device