Vocabulary Development

o

for Augmentative Communication with Minspeak™

by:

William

Robert

o

Bruce

Weinberg

Stump

Baker

Linguist/Systems Software Minspeak™ Corporation

Engineer

Vocational Rehabilitation Counselor Pennsylvania Office of Vocational Rehabilitation Linguist/ President MinSpeak™ Corporation

Abstract Minspeak Corporation, in cooperation with the Pennsylvania Office of Vocational Rehabilitation and the Prentke-Romich Company, has trained and is in the process of training a growing number of highfunctioning Minspeak™ users with very large vocabularies, Based upon the success of our work with clients in the field, we now present seminars to aid in the preparation of clinicians and Minspeak™ facilitators for training their clients with our techniques. What follows is an outline of that seminar

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1.

Goals A. learn about and participate in the development of a process for trammg augmentative communication device users 1. one-to-one teaching technique with a basis in: a. speech pathology b. TES OL techniques and procedures c. foreign language teaching methodology d. traditional linguistics e. language acquisition studies B. to develop high-functioning users of augmentative communication 1. functional conversation rate a. word/utterance access in one to five seconds 2. sufficient ease of learning to overcome motivational inertia 3. command of very large vocabulary 4. our experience is with MinSpeak™ on a PRC Touch Talker a. much is transferable to other devices b. current systems contain approximately 2800 forms/strings c. real lexical entries in 500-1000 range C. using Jim Prentice as a model (a history) 1. fortunate first case - adult (34 years) high-functioning user 2. bright, motivated student - junior college degree 3. best MinSpeaker to date - now MinSpeaks 90% of conversation 4. transition from spelling-only in under 8 months

II.

Considerations A. MinSpeak was judged the most efficient method for high-functioning 1. see RESNA article to compare other methods/systems, e.g. a. spelling b. word prediction c. abbreviation systems B. Jim Prentice as a client was not unique C. augmentative communication fluency is an attainable goal D. speaker (client) is already a passive or receptive speaker of English 1. dangerous assumption - may require correction 2. good initial stance - preserves humanity of of client E. speaker is at least partially literate - Le. can read and spell some 1. part of high-functioning definition 2. if not the case is remediable as part of curriculum 3. not absolutely necessary since system is icon-driven

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III. REVIEW - What is MinSpeak? A. is MinSpeak a writing system? 1. can we "read" MinSpeak? 2. compare other pictographic systems: a. Chinese Han-Sze / Japanese Kanji b. Egyptian hieroglyphics c. Mayan figure writing d. Cuneiform 3. MinSpeak and (b). through (d.) require prior knowledge of text a. each symbol has many conventional uses and meanings b. all are nonetheless linguistic systems (cf. F. de Saussure) B. are MinSpeak icons "just pictures"? 1. important problem with parents and users adult and juvenile: a. is the device just a toy? b. will peers accept it as client's own language organ? c. good reason to maintain large QWERTY keys to show literacy 2. do MinSpeak icons have intrinsic meaning? a. icons are arbitrary - what does the letter g mean? b. the user selects salient features for interpretation 3. MinSpeak icons are polysemous ¢= Greek 'many meanings' a. interpretation is situational b. the user selects salient features to structure his memory C. MinSpeak is a mnemonic system 1. strings of polysemous icons recall strings of letters/sounds 2. system usage relies on individual user personality a. cultural orientation b. sense of humor c. natural linguistic ability 3. relies on a "smart front end" a. computationally trivial - needs minimal special hardware (only presently implemented by Prentke-RomichY b. levels out irregularities in English grammar D. MinSpeak is theoretically impure 1. icon usage may be ad hoc or very systematic a. compare human language b. "All grammars leak." (Sapir) 2. emphasis is functional a. is an icon sequence memorable? b. does it work for a given user?

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E.

o

icon usage - a saliency hierarchy 1.

primary a.

•

APPLE means apple

b.

~

BOY means boy

c.

2.

c.

~

EYE is a body part

associated activities:

..·~O:,'·:·".

b.

c.

APPLE is to eat

-:-: : .:"

S UN is to shine

~

BED is to sleep

salient

a.

6.

APPLE is afood BOY is aperson

c.

5.

membership:

~

b.

o

• •

SUN means sun

b.

a.

4.

:·~O:: .:.,': .:.

category a.

3.

meanings:

characteristics:

..·~o:,'·:·". .:-.. : .:-

• ~

SUN is hot APPLE is red BED is soft

conventionalisms:

a.

GIRL is nice

b.

FROG is ucky

c.

MONEY is evil (or good!)

rebus, homophones, and puns:

a.

NOTE may be note or to note

b.

EYE may be I

c.

CACTUS may be wood or would

(lst.pers.sing.pron)

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IV. How do we use MinSpeak? A. no magic - just associate icon strings with speech and text strings B. system organization : three modes or strategies: 1. Sentence StrateliY : icon strings recall entire sentences or phrases a. historically first MinSpeak strategy employed b. simple, fast - good for all levels of users c. unfortunately constrains user creativity, spontaneity d. often used to generate convenient short phrases with (2.) 2. Words Strate liY : icon strings recall single words a. current emphasis b. most flexible, powerful - lets user "talk" c. seems to most closely parallel real linguistic processes 3. Spellinli: typewriter QWERTY overlay allows user to spell words a. permits extension beyond even large MinSpeak vocabularies b. allows important practice in spelling and phonics c. helps user in transition from other augmentative devices C. switching among strategies is easy 1. on current hardware all are concurrently in use 2. requires only one key hit to cross from icons to spelling V.

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SPECIAL REVIEW: MinSpeak and English Grammar A. grammatical terminology : a necessary evil 1. labels are often off-putting - remember Miss Thistlebottom! a. beware the pluperfect hortatory subjunctive! 2. terms derive from grammar of classical Latin and Greek a. reflect Classical Humanism of Renaissance and Enlightenment b. don't always perfectly describe modem English 3. nonetheless important for clinicians and facilitators a. common parlance for discussion of grammar (metalanguage) b. useful and desirable to teach young clients for school c. soothes doubting parents' fear of device as a toy 4. not appropriate for all users: a. very young users may prefer more concrete term b. non-literate and low-functioning users may use icons instead B. a brief discussion of terms: 1. parts of speech: no un: person place or thing; what verbs act upon the action words in a language ver b : preverb verbs that modify other verbs - also modals or auxiliaries describe or modify a noun a dj e c t i v e : ad ver b : describe or modify adjectives, verbs and sentences pre po sit ion: describes position or motion of or about a noun pronoun: conversational shorthand for nouns: I you he she it they we co nj un c t ion: joining words: and or but however

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art I C Ie: noun specitiers: a an the (some) demonstrative: speaker relative noun specifiers: this that these those

o

o C.

2.

of nouns and pronouns: person: 1st - I and we 2nd - you 3rd - he she it they number: singular (1) NOUN - plural (>1) NOUN+S case: grammatical role in sentence subject or nominative - who or what is in control OBJECT or accusative - who or what is acted upon POSSESSIVE or genitive - what is owned, who is related REFLEXIVE - referring to self

3.

of verbs - forms present VERB: basic present tense form excepting 3rd.pers.sg VERB+S : present form for 3rd.pers.sg. - he/she/it in fin i t i v e base form of verb, often with to: to speak; to eat; to be participles: forms of the verb used with auxiliaries or as adjectives: VERB+ING : pres. participle - is writing; bowling ball VERB+ EN : past participle - entered only when a form spoken different from the regular past exists - written; past VERB+ED : past tense - wrote, spoke, ate, learned

4.

of adj ectives - form s normative ADJ : the plain or simple form of the adjective: good; sweet; ugly com par a t i ve : AD J + E R : the form of the adjective when judged against some standard: better; sweeter; uglier superlative: ADJ+EST: the strongest form: best; sweetest; ugliest

how does all this apply to MinSpeak? 1. MinSpeak vocabulary is arranged in paradigms a. by part of speech b. by grammatical form and function c. MinSpeak makes English appear completely regular 2. Example entries : VERBS a. APPLE VERB => eat present b. APPLE VERB+S => eats present 3rd.pers.sg. c. APPLE VERB+ING => eating present participle d. APPLE VERB+ED => ate past (irregular) e. APPLE VERB+EN => eaten past participle (irregular) f. APPLETO+VERB => to eat infinitive

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3.

)

Example entries ADJECTIVES => happy a. SUN AD] => happier b. SUNCOMP SUN SUPER => happiest c.

normative comparative superlative

4.

Example entries : PREVERBS => I will a. I+PREV SHAKES b. YOU+PREV SHAKES => you will c. HE+PREV SHAKES => he will d. SHE+PREV SHAKES => she will e. IT+PREV SHAKES =>itwill => we will f. WE+PREV SHAKES g. THEY+PREV SHAKES => they will

5.

Example entries: PREVERB QUESTIONS a. SHAKES I+PREV => will I b. SHAKES YOU+PREV => will you c. SHAKES etc.

6.

Example entries : NOUNS a. HOME NOUN b. HOME NOUN+S c. HOMEA+NOUN d. HOME THE+NOUN e. HOME THE+NOUN+S

=> => => => =>

home homes a home the home the homes

noun singular noun plural noun sing. w/indef. art. noun sing. w/def. article noun plural w/def. article

VI. Using MinSpeak Words Strategy A. choosing icon sequences 1. the hard part of the instruction process - more art than science 2. time consuming and intimidating 3. the device is a tabula rasa B. considerations: 1. primary factor: memorability a. saliency - is the choice obvious? Does it "jump out"? b. transparency - is the semantic component clear? c. consistency - are the same icons used the same ways? 2. personality of user a. what is obvious to you may not be obvious to your client b. the converse is of course also true c. the student and facilitator must work together C. the Starter Set 1. accomplishes more than 75% of icon choice task 2. instantiates a general purpose, flexible vocabulary 3. made to be expanded, modified - it is not set in stone! 4. provides a starting place for the clinician

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a. b.

D.

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intentionally incomplete current version is over-rich in verbs, poor in nouns i. requirements for nouns vary most with user ii. see accompanying noun dictionary for Jim Prentice lll. your first task will be to choose nouns working with and expanding the Starter Set 1. familiarize yourself with the Starter Set methods a. every chapter provides icon selection rationales b. organization is consistent 2. be systematic a. like any linguistic system, the Starter Set can be fragile 1. the user will naturally assimilate its systematicity ii. try not to interfere with this process b. imitate style of icon sequencing' 1. you don't need to reinvent the wheel ii. be consistent with prior usages lll. when possible let the same icon signify similar semantics 3. base final choice on user approval a. this goes for Starter Set vocabulary and your new words b. sequencing must fit his or her memory schema i. give the client two chances to use an icon sequence ii. if client errs, observe preferred sequence and utilize it c. clients don't have the luxury of leafing through dictionaries

Teaching Vocabulary VII. A. Goals: 1. abstract goals: a. teach client to communicate fluently b. motivate student to use his device as a primary means of communication; important during learning/practice stages! c. make student a better language user all around. 2. concrete goals: a. cover and review selected/targeted vocabulary in Staiter Set b. enter and teach all custom vocabulary required by client c. delete superfluous vocabulary from device and support documents d. ultimately teach client to program device himself B. methodology 1. eclectic approach recommended - in the end, whatever works! 2. one-to-one process demands custom curriculum a. techniques for larger classrooms have yet to be explored b. part of lessons appropriate to groups - see below 3. stress communicative competence very early a. student should be able to generate short sentences by the end of his or her first lesson. 4. work through vocabulary in an orderly fashion a. don't just choose items at random b. begin with a handful of frequently used words from each of the categories (chapters) in the Starter Set manual

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5. when possible, design lessons around a theme, e.g. a. going out for a ride b. what's on television c. family members and friends d. discussion of school or career 6. not every item in the lesson need relate directly to the theme a. grammatical function words b. numbers, etc. 7. gauge lesson theme to age of your client C. basic lesson format - four main pans 1. Old Vocabulary Review (possible only after first lesson) a. 20 to 25 items b. select words from previous lessons c. keep careful track of problem vocabulary for re-use here 2. New Vocabulary a. 20 to 25 items b. select words along lines of lesson theme (if any) c. avoid giving an entire lesson within a single word class i. too many nouns, verbs, etc. ii. all the WH- (question/relative) words at once d. include only the base form of paradigmatic or grid entries i. only the base form of a given verb ii. one the category day of the week or 0 r din a Is 3. Word Pairs and Phrases a. 15 to 20 items b. use above Old and New Vocabulary to construct short phrases i. stan with pairs of two words (hits) : may include anicles, pronouns, etc. ii. proceed to prepositional phrases with adjs and short imperatives c. always try to utilize all of the new vocabulary i. work through and check off learned vocabulary ii. note when student shows weakness in newly learned (or old) items d. very basic vocabulary from previous lessons may be included without explicit review beforehand (unless problems arise) i. basic prepositions ii. use of preposed anicles iii. basic pronoun use 4. Complete Sentences a. 15 to 20 items i. number feasible will increase with experience ii. in early lessons always try to have at least a few for the sake of communicative competence emphasis b. sentence choice always easier with a theme; possibilities include: i. just a list of random sentences ii. a narrative along lines of lesson theme iii. one or both parts of a set dialogue (facilitator or other student takes second) i v. desired useful utterances - also see Starter Set sample sentences

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c. length 7 + 2 words - cognitively compact, but also convenient: i. keeps number of characters under 40 to stay on display ii. allows use of SPEAK DISPLAY function D. lesson structure and practice 1. length - 3 to 4 hours including a break 2. frequency - at least 3 times per week a. once for vocabulary management and client approval b. twice for practice and testing 3. process may be divided among clinician and tutor 4. process for practice and testing a. with Words and Phrases i. run through list at random until user can produce every item without too much delay ii. vary version of word based upon paradigm: include only the base form of the word in the lesson itself, but test the client on all inflections in the successive (not succeeding) rounds, that is, each time you return to a given item, elicit another form from your client. Do not attempt to drill through an entire paradigm in one shot. iii. go lightly - this is potentially very boring stuff (ask a client) i v. initially expect delays of as long as thirty seconds v. we consider acceptable word access time about five seconds vi. attempting to time your client often just make him nervous b. with Sentences i. read each sentence once aloud, clearly ii. if the client requests, read it once more iii. stress memory skills - the client must learn to remember what is said to him i v. watch your client before he begins to MinS peak v. does he or she pause longer than it takes to remember the first word the first word in the sentence? vi. your client may be mapping out every single key hit in the sentence vii. Break this habit at any cost!!! A seven word sentence thus becomes a fifteen to twenty action task and thus touches upon short term memory constraints. Unless you avoid this trap, any distraction will cause your client to forget the entire sentence and grossly hamper fluency. viii.use the Phrases section to break this habit ix. Words Strategy should be transparent at the individual word level: the user should ultimately not think about keystrokes at all even though he or she may always use them in recalling a forgotten sequence. We call this the Transparency Paradox

o

E. some useful tools 1. the Start Set poster is useful to track student progress a. displays vocabulary and icon sequences together b. can be marked with transparent stickers to track vocab. progress 2. word-processing and data-base s~ftware recommended (see final section)

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F. advanced lessons 1. format - very free form a. sentences and conversation b. any appropriate linguistic activity c. monitor performance and build review vocabulary list d. return to old vocabulary 2. if needed, begin grammar drills 3. teach use of computer interface (more on this below) 4. return to spelling skills to augment vocabulary 5. take extra time to iron out pronunciation problems in custom vocabulary a. teach client use of phonic spelling for clarity of speech b. make use of speech and text markers on Touch/Light Talker G. caveats and general advice 1. beware of orphan words - Le. those left over late in the process a. check your vocabulary lists for missed items b. avoid being stuck at a later date with themeless, monotonous lessons 2. be conversational a. always include informal speech in lessons b. make 'em talk as much as possible 3. drill hard but not mean a. word-level transparency is the ultimate goal b. impossible without basic proficiency - lexical "critical mass" 4. watch for problems as per above, e.g. over-planning 5. eventually, blur distinction between strategies a. language structure is a continuum b. emphasize the utterance, the speech act, not the access 6. always tailor terminology and icon choice to individual user a. remember the system belongs to the client b. it is his voice! IX. Vocabulary Management and Computer Considerations A. What do we mean by Vocabulary Management? 1. having an overall picture of user's lexical environment 2. keeping track of words stored in the communication aid 3. knowing which a. words have been taught and practiced b. icon sequences have already been utilized in the in the lexicon c. sequences are thereby still available for use with new vocabulary B. What are the tools or vocabulary management? 1. Starter Set binder and poster 2. computer storage in data base or spread sheet application a. not absolutely necessary; task is feasible but extremely cumbersome by hand 3. computer printouts of above (if used) and/or hand written notes

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o X

C.

What are the benefits of disciplined vocabulary management? 1. allows clinician and user to reference available vocabulary 2. aids in lesson planning 3. eases installation of chosen vocabulary 4. substantially reduces potential bugs in user's vocabulary set a. eliminates icon sequence masking through review of like sequences b. helps distinguish between defective tools vs. forgetful client 5. helps maximize use of available memory in device a. permits query for existing synonyms and homonyms b. confirm uniqueness of proposed icon sequences

D.

Important considerations in vocabulary management 1. record every word entered into communication device memory a. if words are deleted, record this fact as well b. data base (or notebook) should reflect actual state of vocabulary 2. clinician/facilitator retains "master copies" of Starter Set materials a. keep copies in a safe place at at least two sites - disks especially b. make current versions of materials available to clients 3. keep a notebook of words and phrases most needed by the user: a. useful words spelled frequently - some may be entered later b. phrases for facilitation of conversation (more below)

E.

Why use a computer for storing our information? 1. allows for ease of generating regular printed reports a. suggested that a new dictionary be printed weekly as user vocabulary grows b. lets user practice vocabulary at home i. hardest question : Which words do I know? ii. circumlocution - thinking within boundaries of available vocabulary iii. compare speaking in a partially acquired foreign language or planning a meal from remembered ingredients in your kitchen's cabinets. 2. changes can be made simply and neatly

How to organize and use computer-based vocabulary management A. use of data base and spreadsheet software: 1. data is organized by

a.

fil e i. ii.

b.

record i. information about each word, phrase or sentence ii.

c.

the users total lexicon basic unit division of computer-based text

most often stored on computer as a single line

field i.

ii.

region for recording word, part of speech, icons in the sequence, entry status (installed/in use/deleted/etc.) often aligned in columns, separated by tabs or commas

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Diagram 1.• Computer data organization

o

B.

sample uses: 1. reports can be sorted by each of the above fields, Le. by a. part of speech - useful in developing sentences, dialogues b. alphabetically - standard dictionary format c. icon sequence - helpful in double-checking new sequences 2. reduced-size photocopies are handy for pocket dictionaries 3. large-size printouts can be a. mounted on bulletin boards b. accessed by page-turning devices

C.

other guidelines 1. date each revision of dictionary or other printout 2. always save multiple copies of your computer files for safety

XI. Hardware Interfacing and Software Considerations for A.A.C. devices A. the Memory Transfer Interface (MTI) on PRC devices 1. aids in backing up current vocabulary in device a. important to maintain recent copies of device memory b. allows others to benefit from one clients device c. minimum monthly backups recommended 2. PRC devices currently function with Apple lIe and Macintosh 3. soon to work with IBM PC as well B.

the communication aid as a keyboard emulator 1. may be used with radio interface 2. PRC device works with Apple lIe, IBM PC and some PC clones a. don't assume any lookalike will work b. try out your interface in the showroom c. one known-compatible clone is the Zenith PC

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3.

requires programming of ASCII sequences, esp. useful in themes, a.

COMPUTER CHAIR

=> b. COMPUTER FROG => c. COMPUTER COMPUfER RETURN => d. COMPUTER COMPUTER EXIT => e. COMPUTER COMPUfER ZEBRA => f. COMPUTER COMPUTER FROG => g. COMPUTER COMPUTER HOi\1E => h. COMPUTER COMPUfER THMB.DN => i. COMPUTER COMPUfER THMB.DN => j. COMPUTER COMPUTER BOOK THMB.UP => k. COMPUTER COMPUTER BOOK THMB.UP => 1. COMPUTER COMPUfER SKULL => m. COMPUTERCOMPUfERSHOE =>

0

e.g.

tum on serial port tum off serial port ASCII carriage return (CR) move right one space move left one space ASCII horizontal tab move home on CRT move down one line move down one line move up one page move up one page ASCII delete (DEL) boot system (restart)

c.

desktop managers 1. can be enormously helpful to manually impaired users 2. popular versions include: Deskmate, Sidekick, Spotlight, Metro 3. run concurrently with any other user application program, e.g. spreadsheets, editors, computer language environments 4. various versions include the following tools: a. notepad: write short notes to self or others without an editor b. calculator : a full-functioning pocket calculator i. allows export/pasting of numeric results into application c. appointment book : reminders/alarms on a calendar clock d. phone book : keeps multiple phones lists and dials with autodialers e. index card file : online rolodex f. filer : operating system interface i. allows use of a subset of useful system commands ii. cuts down on typing errors with file names, etc.

D.

some basic guidelines 1. enter all vocabulary with trailing space - eases word processing tasks 2. enter all words except proper names in lower case a. words may be capitalized using SHIFT ONCE function 3. select icon sequences for computer control as you would any other icon sequence

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XII. Conversation Facilitators, Urgent Utterances and Open-ended Sentences A.

useful sentences to supply rapid replies, e.g. 1. I'm using an electronic communication device; please be patient and listen carefully. 2. Please don't hang up! 3. Excuse me! 4. Thank you / You're welcome 5. That sounds good. 6. Please let me finish! 7. Would you repeat that please?

B.

sometimes urgency demands quick utterances, e.g. 1. I need help right away! 2. Can you hold the door please? 3. Get my attendant right away!

C.

many open-end sentences can be completed with a single word: 1. Tell me about your favorite .. 2. I think that's . . . 3. What do you think about . ..

D.

in the future devices will support slot and filler sentence templates: 1. Can you tell me if [person's name] is at [place nounl.

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Note: Following are a list of sample Minspeakable sentences, two sample lessons from the actual training of a client, the new standard Words Strategy overlay, and a listing of all the nouns currently in the client's device. We have included these because of the nature of the Starter Set: the Starter Set takes into account the fact that most people share the same base grammar and vocabularies, that is, prepositions, adverbs, conjunctions, many adjectives and verbs, and the rules for putting them together. What will vary most from speaker to speaker, however, is the repertory of frequently used nouns, the substance of their conversations. To allow for this, the Starter Set has intentionally been left with a paucity of nouns. We hope the accompanying listings will aid clinicians and facilitators in suggesting and customizing vocabulary for their clients

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Jim Prentice - Session #3

0

old

single

understand watch able person

new

single

about interest both man

word

o

pairs

word

vocabulary

follow need feel wheelchair

word

short

big man different supervisor need a job different interests either man both jobs need to hear toward my back

full

idea during food desk

buy different job lunch

explain until clock forget

help know thought supervisor

herself take hear toward

light something itself because

vocabulary

big nothing tell must

and

question love with among

ei ther back want same

phrases toward me buy something the same thought hear herself toward the light want to know hear the question among my thoughts

know nothing nothing to tell to understand nothing take lunch talk about nothing about itself because I understand able to talk and hear

sentences.

I want a different supervisor. Either man can do the job. We have different interests. Tell me about the big computer. You are among my thoughts. Tell me something. I need the light to work. She must learn to help herself. I am able to both hear and understand. I must tell you - she talks to herself! Please buy some food; I want to eat! She is a big nothing

Take it easy. I need to know how you feel. She talks about herself too much. My wheelchair goes by itself. Go back to work; you understand nothing! Do you like parties? I love them! I didn't hear the question. My wheelchair is in back of the desk. We have the same ideas and interests. Let's work on something easy. To know him is to love him. They thought their thoughts and I mine.

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Jim Prentice • Session #6

0

old

single

single

word

through either thursday must

pairs

and

empty pretty everything during

probably schedule problem wednesday

always both find coat

january april july october

february may august november

march june september december

vocabulary

move try room green

blue next leave home word

vocabulary

help follow interest back

van person until behind new

word

entrance so important perhaps short

phrases

blue van empty home move back through december meet wednesday so pretty follow through

back entrance next thursday pretty sister green hat leave home important person

try everything so important during september back room perhaps thursday next problem

always on schedule an empty van a green coat at home on wednesday help me move

try the entrance perhaps next january trying to move a pretty blue hat an empty back room

move back home either march or april try the entrance moving van an important problem

full

sentences

My van isn't blue. My sister has a pretty green hat. He always moves back home. You moved behind my back. She didn't leave home until february. Our room is always empty. January follows december. The moving van is behind schedule. Is your sister pretty? Try to find a warm coat. Help me back into my van.

We must meet next thursday. It's warm may through september My room is the warmest in july. Perhaps we can meet next august. Why do you find it so important? Her sister is a warm person. There is an important person in the room. June is always pretty green. Leave by the back entrance. Leave the van by either entrance. Wednesday is a problem; perhaps next thursday?

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INTEGRATING MINSPEAK BASED COMMUNICATION SYSTEMS INTO EDUCATIONAL PROGRAMS: THREE STUDENT PROFILES Judith R. Frumkin, M.S. CCC Communication Specialist

Augm~ntative

Carol Foley, B.S. Training Specialist Schneier Communication Unit Syracuse, New York The Schneier Communication Unit in Syracuse, New York uses a speciality clinic model of service delivery to meet the needs of_the non-speaking population within a large geographical area. Implementation strategies have been modified in order to serve those clients based within an educational setting. Three students, from pre-school to college age, will be discussed regarding their personal MINSPEAK/hardware system, integration of their system into the specific academic setting, and the successes and difficulties encountered in each situation. The academic environment demands that the student be flexible and adaptable when interacting and responding to the myriad of instructional activities present within the educational system. Conversely, the academic environment must be able to accommodate the individual needs and abilities of each student's interactive and academic deveiopment. Communication is the key to all success within the academic structure, and, therefore, must be as efficient and effective as possible. The educational system does not always allow for a wide variation in communication breakdown. Students with significant communication dysfunction will naturally find it difficult to interact and converse appropriately. Communication partners are in constant change, response expectations are varied, and social discourse must be skillfully negotiated (Blank & White, 1986; Garnett, 1986; Silliman & Lamanna, 1986). The merging of technological advances and innovative'implementation strategies has refined the severely communicatively disabled student's ability to participate more fully in the academic environment. MINSPEAK and its companion hardware, the Prentke-Romich LIGHT TALKER and TOUCH TALKER, has given the non-speaking student the ability to converse with various communication partners on a wide variety of topics using a rapid and efficient mode of communication. Problems remain, however, on how best to implement this technology into the educational environment while addressing the various, and frequently, overwhelming needs that a physically involved non-speaking student presents.

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Successful integration of the communication system into an educational setting may depend upon the strategies utilized by the specialists (or Service Delivery Team) involved. The philosophy of integration and implementation for augmentative communication strategies and technology within the educational sector must be one of consultation and cooperation by all professionals inolved in order for the student to be successfully integrated into the academic programming "so that reasonable levels of autonomy, participation, and self-fulfillment are achieved" (Cohen, 1986, p. 455). The Schneier Communication Unit (SCU) of United Cerebral Palsy, Syracuse, New York has based its service delivery philosophy on a speciality clinic model. This model allows for comprehensive assessment, system determination, training and follow-up within the structure of a three-tiered service delivery system (Cohen & Frumkin, 1987). This model was adopted because the Schneier Communication Unit has a client case load from a large geographical area, and services clients from all ages in many types of settings. Of 100 clients seen in a one year period at SCU, approximately 50% are school age (pre-school through 21 years of age). In light of the service delivery model and the apparent success in implementing augmentative communication strategies into educational settings, the SCU was selected as one of eleven model outreach service sites by ASHA and the United States Department of Education in 1986. From the experience gained in implementation of service delivery to clients using technologically based augmentative communication systems, such as MINSPEAK/TOUCH TALKER; LIGHT TALKER, a review of the various implementation strategies utilized by a cross section of students (clients) is presented. Although each student is unique and brings to,the situation individual strengths and ~eeds, they reflect the potential that this technology is capable of, and which can be managed within the highly demanding educational system. Student Profiles

Three students have been selected from the client files at the Schneier Communication Unit as representative of the issues which confront the integration of a technologically based communication system into an educational program. Each student communicates using either a Prentke-Romich TOUCH TALKER or LIGHT TALKER. Each student presents with specific educational goals which must accommodate the communicative and interactive abilities of the student. "Katie" Date of Birth: Educational Program: Diagnosis: Service Delivery Team:

2/4/84 Age: 3.8 Pre-school for Physically Involved Cerebral Palsy/Spastic Quadriplegia Communication Specialist Speech/language Pathologist Training Specialist Occupational Therapist Physical Therapist Teacher Teacher's Aide

Communication System: Other Hardware Interfacing:

TOUCH TALKER

parents

)

None

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Page 3 History:

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Katie was introduced to the TOUCH TALKER at 2.0 years of age by the Communication Specialist and the Occupational Therapist at the speciality clinic where she was referred. A treatment strategy was designed to acquaint her with picture communication symbols and encourage interactive communication through the use of synthesized speech. Facilitating upper extremity digit control was also an objective, accomplished through Katie's manipulation of the system. An Interactive Modeling Strategy (Frumkin, in press) was implemented beginning with three stored "scripts" related to activities Katie liked to do. This strategy was presented during individual treatment sessions with the Communication Specialist, Occupational Therapist, and Training Specialist. The sessions were dynamic and interactive, with Katie participating fully in the activities presented~ She was able to grasp the concept of icon representation for the different utterances stored for each activity. The nature of the modeling strategy permitted Katie the opportunity to manipulate and experiment with conversation in an accepting situation. "The high interest level, the saliency of the utterances modeled, and positive feedback gained during the interactions encouraged Katie to respond appropriately using the TOUCH TALKER." (Frumkin, in press). As this strategy became more comfortable for Katie, the activities (or scripts) were duplicated within the classroom setting. The Teacher, Teacher's Aide, Occupational Therapist, and Communication Specialist supported Katie in her introduction of the TOUCH TALKER to her fellow students (5 pre-schoolers) during a group activity. Current Status: Katie's use of the TOUCH TALKER has become an integral part of her participation in her classroom setting. Her manipulation of the system is secure; she is able to operate basic functions of the TOUCH TALKER; and she is responsible for the selection of icon sequences for the majority of newly stored utterances. Most of her utterances are stored under one or two symbol themes (which she calls "games"), accommodating her access skills; she is able, however, to sequence icons of up to three without difficulty. An attempt to provide her with the ability to express novel utterances was developed using icons for semantic notions ("objects" and "actions") which she uses appropriately. (See Figure 1.) Katie's Speech-Language Pathologist is the primary professional responsible for implementation of the TOUCH TALKER into the educational setting. This entails training the teacher and teacher's aide in manipulation and interaction with the system, in addition to providing utterance availability for the activities in which Katie participates. The Communication Specialist and Training Specialist pre vide technological and philosophical support toward the implementation objectives. Katie's communication is supported by light tech communication boards which emulate the utterances stored in the TOUCH TALKER (see Figure II for an .

example). These provide her with communication expression at home and outs~de the educational setting. Katie does not yet have her own TOUCH TALKER: provisions for se~uring a system are being made.

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Page 4. "Kara"

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Date of Birth: Educational Program: Diagnosis: Service Delivery Team:

Communication System: Other Hardware Interfacing:

4/6/76 Age: 11 Typical Elementary School Athetoid Cerebral Palsy Speech/language Pathologist Teacher Communication Specialist Parents LIGHT TALKER Apple lIe Computer

History: Kara obtained her LIGHT TALKER at the age o~ 10.0. Her primary mode of communication previous to the LIGHT TALKER system was the Express 111; prior to that she utlilized picture boards. Kara entered a typical Kindergarten at age 5. The school personnel, in conjunction with the parents and the specialty unit, immediately began working toward getting a more efficient means of communication as well as a way for her to produce written school work. Kara is severely physically involved. She has very little control of her extremities with the exception of her head. She received the Express 111 communication system and the Apple computer when she was in first grade. She became proficient in her ability to communicate very quickly. Her academic work remained on level and she continued in the regular class programs with the support services of speech, occupational therapy and physical therapy. Kara received her LIGHT TALKER last year. The impetus for the system change was that her prior systemnad worn out and was past the point where it would be efficient to repair. At that point she was re-evaluated and recommended for the MINSPEAK LIGHT TALKER. Kara had no difficulty understanding the concept behind the MINSPEAK symbol system nor in making the transition. Current

Status:

Kara is now in the sixth grade in a typical elementary school. She has remained in a regular school program throughout her academic career. She has not had to depend on additional help other than the support and assistance of the aide to facilitate her physical needs, and that of the speech pathologist who continues to broaden Kara's utlilzation of her machine through the introduction of the "words mode" to offer her faster access to spontaneous conversation as well as for word-processing. Kara is the primary programmer of her machine. She uses it continuously throughout her day for all of her academic work which she accomplishes through the interface of the LIGHT TALKER and the computer. Furthermore it has enhanced her social life by providing her with many varied successful communication interactions. Kara's success in utilizing the LIGHT TALKER for a primary mode of communication within her educational program is a tribute to the structured and organized way in which it was introduced and implemented. The communication system has become Kara's link to a "normal" and happy life.

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"Ed" Date of Birth: Educational Program: Diagnosis: Service Delivery-Team:

8/18/64 Age: 23.2 Community College Cerebral Palsy/Spastic quadraplegia Communication Specialist Speech/language Pathologist Training Specialist OVR Counselor Physical Therapist

Communication System: Other Hardware Interfacing:

LIGHT TALKER Kaypro Computer (IBM Compatible)

History: "Ed" was introduced to the LIGHT TALKER at 22 years of age by the Communication Specialist at the.speciality clinic where he was referred. "Ed" is a proficient reader and speller and was initially reluctant to utilize a picture symbol system for communication. Prior to the implementation of the LIGHT TALKER, Ed communicated using a 3"xS" card with the alphabet typed on it. The method of selection was pointing with an index finger, however this method was very slow and his range of motion was restricted to the area of the card. His other method was to have his communication partner (primarily his mother for this technique, as she was fast and accurate) was to quickly say the alphabet and Ed would ,nod when the partner got to the letter he wanted. Ed was an integral partieipant in the selection of'his communication system. He experimented with several systems that did not meet with his expectations. The final impetus for his selection of the LIGHT TALKER was that his brother "AI", who is two years younger than Ed, and quite bright as well, chose the LIGHT TALKER as his communication system. Al had his system for about two weeks when Ed decided that it wasn't "baeyish" and wanted the same system. Current Status: Ed has had the LIGHT TALKER and the Kaypro computer for about a year. The system has provided him with a means of producing the work that is required of him in his college setting as well as improving his ability to communicate with unfamiliar partners. A speech 'pathologist continues to work with Ed and Al on the development of their communication systems. Both these men program the machines independently. The focus of the therapy at this point is to assist in the implementation of the "words mode". The entire vocabulary that has been developed for the "words mode" is in their machines. This has proven very useful in word processing and for initiating spontaneous utterances. The Office of Occupational Rehabilitation provided Ed with this system and they feel that he is a good candidate for competitive employment.

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The preceeding case studies are representative of the many clients using MINSPEAK/TOUCH TALKER and LIGHT TALKER approaches to augmentative communication, served by the SCU. Their experiences reflect exemplary service delivery protocols including implementation strategies and cooperative efforts o~ this agency, professionals and team members, and the educational settings involved. The process is a dynamic one; truly a life-long management design.

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References

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Blank, M. & White, S. (1986). Questions: A powerful but misused form of classroom exchange. Topics in Language Disorders, 6, 2, pp. 1-12. Cohen, C. (1986). Total habilitation and life-long management. In S. Blackstone (ed), Augmentative Communication: An Introduction. Rockville, ND.: ASHA. Cohen, C. & Frumkin, J. (1987). Service delivery systems: Administraive and clinical issues in augmentative communication. Seminars in Speech and Language. 8, 2, pp. 125-142. Frumkin, J. (in press). Communication Unit.

Professional Remodeling.

Syracuse, N.Y.:

Schneier

Garnett, K. (1986). Telling tales: naratives and learning-disabled children. Topics in Language Disorders, 6, 2, pp. 44-56. Silliman, E. & Lamanna, M.L. (1986). Interactional dynamics of turn disruption: group and individual effects. Topics in Language Disorders, 6, 2, pp. 28-43. Judith R. Frumkin, M.S. Communication Specialist

)

Carol Foley, B. S. Training Specialist Schneier Communication Unit United Cerebral Palsy 1603 Court St. Syracuse, N.Y. 13208 (315) 455-7591

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2ND ANNUAL MINSPEAK CONFERENCE lNbVEMBER 1987

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2ND ANNUAL MINSPEAK CONFERENCE8,q0VEMBER 1987

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2ND ANNUAL MINSPEAK CONFERENCE NOVEMBER 1987

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USE OF AUTO-KEYED MORSE CODE TO ACCESS THE LIGHTTALKER WITH MINSPEAK By Janis Funk, M.A., CCCS Communication Disorders Specialist Seattle Public Schools This case study follows the development of a fifteen year old bilingual, severely physically handicapped student~s communication program. Description includes his introduction to augmentative communication, device and interface selection and his present experiences using more than 200 MINSPEAK messages retrieved by auto-keyed Morse Code. Pre-training on the Apple computer and data management are discussed. Specific considerations for MINSPEAK symbol sequences for Morse code will be presented. Difficulties in implementing the system in a mainstreamed middle school with itinerant staff support are summarized.

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An Introduction to Technology W.K.C. was eleven years old in 1983 when his family moved to the United States from Hong Kong. He has severe athetoid cerebral palsy. He had attended a special school in Hong Kong. His first year and a half of schooling in Seattle concentrated on introduction to English, expansion of math skills and improving his postioning in a donated wheelchair adapted by the physical therapist at his school. In September of 1984 W.K. moved to Meany Middle School where he was placed in a classroom for Orthopedically Handicapped students within this regular school. He had no means of communication except nearly unintelligible yes/no vocalizations. In elementary school he had limited experience using the Apple computer with the Adaptive Firmware Card by means of a switch taped below his foot.

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Problems in begining an agumentative communication program for W.K. were many. He understood limited English, and his parents spoke no English. Severe reflex patterns made eye contact with any fixed item impossible. He was poorly positioned in his wheelchair. His classroom teacher had limited computer experience. He was ineligible for public funding due to immigration regulations. Part of his first year of middle school was spent finding an appropriate motor movement for switching. His left knee could be

2ND ANNUAL MINSPEAK CONFERENCE troYEMBER 1987

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used to trigger a switch taped to the side of the wheelchair, if his foot was tied to his footrest. This al lowed some use of the computer, but eye contact was considered a problem. However, it was not an insurmountable problem, because W.K. memorized the order of the alphabet array in the scanning system and counted the beeps to know when to depress the switch. A bigger challenge was finding appropriate computer software that didn~t require a high reading level. Reading instruction required one to one teaching time so that materials could be held before his eyes. Math was the easiest subject for computer work. The computerized MILIKIN math program was used so that he could work independently. W.K. was shown how the alphabetically arranged scanning array could be used. He was shown how to branch to different arrays such as punctuation or numbers. He began to use the computer to do his spel ling words but couldn~t monitor his finished product to know if he had made any errors. Various communiction software programs were also introduced, but limited reading skills and the loss of visual contact with the monitor rendered most of them useless. In his second year of middle school, a grant was recieved for new software and a speech synthesizer. The KEYTALK software p~gram was introduced and W.K. had the opportunity to get auditory feedback for his spel ling work. He spent hours playing .. with words and learning to control the computer faster with a speeded up statistically arranged alphabet. Single switch Morse code was introduced. W.K. was unable to control the switch for the sensitive differences for dah and dit. A second switch was mounted inside his left leg on his now too small Wheelchair. Two keyed Morse code was now possible with the Adaptive Firmware Card. However, W.K. hated Morse code and had to be forced to learn it. The motor problems made it difficult in his current wheelchair. Communication Device Selection and Pre-training In the spring of W.K.~s second middle school year he became eligible for funding due to a change in the family~s immigration status. A power wheelchair and a communication device could now be ordered. Although W.K. had demonstrated amazing capacity to learn, he stil I had difficulty with reading and his limited writing skil Is showed confusion in English syntax. His reflex patterns continuously caused eye contact problems. Control for the wheelchair was complex. The communication device selection was an awesome responsibility for his speech pathologist. These were the skills to be considered: 1. W.K. understood scanning principals. 2. W.K. could memorize the order of a scanning array and could use the auditory feedback to make selections when he lost eye contact with the array.

2ND ANNUAL MINSPEAK CONFERENCE ~~YEMBER 1987

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3. W.K. understood branching to move from one array to another. 4. W.K./s spel ling was poor, but improving. 5. W.K. had memorized Morse code for the alphabet and for punctuation. 6. W.K. had motor difficulty in accessing two switches. possibly due to poor positioning. The representative from REHAB equipment systems discussed communcation devices, wheelchairs and interfaces with the Speech Pathologist, Physical Therapist and classroom teacher. The system needed to be one that could grow with this student, but could also al low him to communicate now. The LIGHTTALKER with MINSPEAK was selected. -One difficulty was that the MINSPEAK software was not widely accepted in the Northwest at the time and there was no one experienced in implementing such a system. In the funding request process the local children/s hospital became involved. The head of the Communication Disorders Department, Nola Marriner. had extensive experience with Morse code and suggested that an auto-keyed Morse code system would solve some of the motor issues. She was willing to recommend the MINSPEAK selection if Prentke Romich could provide the auto-keyed entry system. They agreed to do so. W.K./s system was ordered, with a target delivery date of fall 1986. W.K. wanted to go to a summer camp for physically handicapped students. He needed an immediate solution to his communication problems. A picture communication board was constructed for his camp use. A RADIO SHACK tone generating chasis was attached to his knee switch. He learned to signal for the section and then the specific item on his board. While learning to use this system. W.K. learned how to use his beeper to enter a conversation, to signify his agreement with what was being said. to greet people entering the room. This simple, pragmatic use of a single tone for many purposes would later transfer to his use of the LIGHTTALKER. Symbol Selection and Sequence Encoding

o

In the fall of 1986 W.K./s wheelchair and communication system were awaiting funding. Using the Apple computer and KEYTALK software, he began to work with his speech pathologist to decide on symbols for his overlay. Since W.K. was not a native English speaker, many of the symbols in the sample set provided with the LIGHTTALKER had no meaning to W.K. and the relationships were too difficult to explain. For this reason, most symbols chosen for his first overlay were items from his immediate environment. Until a new wheelchair could be used, there was uncertainty about the use of two switches. The first overlay was created to be used with scanning. W.K. was asked to write symbol labels on the computer and to make lists of messages he would like to have. He also wrote his suggestions for symbol sequences. Most of this work was done with his speech pathologist since he lacked spel ling and grammar ski1 Is. A rough draft overlay was created

2ND ANNUAL MINSPEAK CONFERENC~}.JOVEMBER 1987

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and used in a scanning manner through his beeper. In this way symbol sequences could be chosen. Drill work could be done before his device arrived. Case Management by an Itinerant Speech Pathologist As the symbol sequences were being selected and taught, a support group was formed at Children/s Hospital and Medical Center in Seattle. This "MINSPEAK Interest Group" was made up of professionals from the Puget Sound area who were involved with an individual who would soon receive a LIGHTTALKER or TOUCHTALKER. The group met weekly or.bi-weekly to support each other in the process of implementing the MINSPEAK system. This was a large commitment of time for all. W.K./s speech pathologist was currently serving 45 students. A large part of his program was being planned on donated time. As new labels were identified and symbol sequences chosen, the rationale was always discussed to increase memorability. W.K. memorized the messages quickly and was able to signal new messages by encoding not yet used sequences and responding to questions regarding the message he was trying to communicate. Handwritten I ists of sequences and messages soon became too difficult to keep orgainized. The Appleworks data base program was used to keep an up to date catalog of all messages and symbol sequences. A notebook was orgainized into sections of; 1. current data base, 2. new messages requested
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This overlay was used with Crystal for her to indicate what she desired to do, as well as to play house, It was mostly through play that Crystal mastered sequencing. There were some sequences that she learned faster than others. For example "I love"-"Daddy". Such sequences were gradually converted to silent sequences, meaning that Iollowing the activation of the symbol of 'heart' there was NO voice output, but once the symbol 'Daddy' was activated ~he prestored sentence "I love Daddy" was retrieved. Transition to such silent sequences was relatively smooth since it was done gradually.

2ND ANNUAL MINSPEAK CONFERENCE 9NoVEMBER 1987

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To further facilitate transition to silent sequences, computer activities were utilized such that each location activation had to be followed by the activation of 'RETURN'. This was programmed under 1 Symbol Theme + TV/computer. See the branching overlays below .

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