Module 11

Monitoring progress and assessing the impact of the use of the AAC

Introduction

The implementation of Augmentative and Alternative Communication (AAC) in the educational environment is mainly aimed at improving the ability of students with communication difficulties to express themselves, to actively participate in school activities and to interact with others. For  AAC interventions to be effective, a systematic process of progress monitoring and impact assessment is needed.

This module provides methods and tools that allow teachers, therapists and parents to observe the evolution of students, collect relevant data and analyse the results of the use of  AAC in different educational and social contexts.

Sub-module 1

What does success mean in the use of  AAC(indicators)

Success in using AAC is measured not only by the number of symbols used, but by how the student manages to communicate more effectively and actively participate in activities.

Key Indicators of Success

Communication indicators

• the student initiates the communication

• use symbols or icons to send messages

• answer questions

• Ask for help or objects

Social indicators

• Participate in conversations

• interact with colleagues

• Participate in group activities

Emotional indicators

• express emotions

• Reduce behaviors associated with frustration

The success of AAC is visible when the student becomes more autonomous and more involved in social interactions.

Sub-module 2

Comparison of initial level and progress

The assessment of progress starts by setting an initial level (baseline).

The initial level represents the situation of the pupil prior to the implementation of the AGS and includes:

• frequency of communication

• the types of communication used

• Level of autonomy

• context of communication

After the implementation of the AGS, the data collected is compared to the initial level.

Example

This comparison helps to identify the actual impact of the intervention.

Sub-module 3

Measuring progress in functional communication

Functional communication refers to the student's ability to use AAC to express their real needs.

Examples of functional communication:

• "I want water"

• "help me"

• "I don't want"

• ‘break’

Evaluation indicators

• Frequency of use of messages

• diversity of messages

• Ability to communicate in different contexts

• the Communication Initiative

The main objective is to increase communicative autonomy.

Sub-module 4

Daily observation sheets for teachers

Observation sheets allow teachers to record student progress systematically.

Items included in the fiche

• communication initiatives

• answers to questions

• use of symbols

• level of support required

Example of heading

These sheets may be completed daily or weekly.

Sub-module 5

Feedback forms for parents

Parents can provide important information about how AAC is used at home.

The forms may include questions such as:

• Does your child use AAC at home?

• in which situations does it use AAC?

• What difficulties arise?

• What progress have you noticed?

This data complements teachers' observations.

Sub-module 6

Simple method of sampling the communication

Sampling involves observing the student in a short period of time and recording communication behaviors.

Example:

10-minute observation during group activity.

Note:

• number of communication initiatives

• message type

• The reaction of the teacher or colleagues.

This method provides fast and relevant data.

Sub-module 7

Monitoring vocabulary development

An important indicator of progress is the increase in the vocabulary used by the student.

It can be tracked:

• number of known symbols

• number of symbols used spontaneously

• diversity of vocabulary

Example

Sub-module 8

Indicators of involvement and participation

Active participation in educational activities is an indicator of the success of the AGS.

The following shall be analysed:

• involvement in activities

• participation in discussions

• Collaboration with colleagues

• maintenance of attention

Increased participation indicates that the AGS facilitates educational integration.

Sub-module 9

Behavioral changes associated with communication

Introducing AGS can reduce frustration-related behaviors.

Examples of observed changes:

• Reducing emotional crises

• Decrease in Aggressive Behaviors

• increasing self-regulation

• Increased tolerance to loads

These changes indicate that the student manages to express his needs more effectively.

Sub-module 10

Reporting templates for pilot activities

In educational projects, students' progress is documented through reports.

A report may include:

1. Information about the student

2. AGS activities implemented

3. progress indicators

4. difficulties encountered

5. recommendations for the next step.

These reports are useful for:

• evaluation of the project

• dissemination of results

• Improvement of methodology.

Sub-module 11

Use of data from AAC applications

Digital platforms and AAC applications can automatically collect relevant data.

Such data may include:

• symbols used

• frequency of communication

• Duration of use of the application

• types of messages generated

The analysis of these data makes it possible to identify:

• Vocabulary Progression

• communication patterns

• Level of involvement.

Sub-module 12

Final evaluation list and mini-report generator

An overall assessment shall be made at the end of the intervention period.

Assessment checklist

The teacher can check:

• the student initiates the communication

• Student Uses Independent Symbols

• the student participates in the activities

• the student expresses emotions and needs

• Problem behaviours have been reduced.

Mini progress report

The mini-report may include:

• description of progress

• key indicators

• examples of communication

• recommendations for further intervention.

This document can be used in meetings between teachers, therapists and parents.

Monitoring progress in the use of AAC is essential to ensure the effectiveness of educational interventions. By using clear indicators, data collection tools and systematic analysis methods, teachers and therapists can assess the impact of AAC on the development of student communication.

The evaluation process must be collaborative and include the contribution of the school, the family and the specialists, in order to ensure an intervention tailored to the needs of each student.

Instrument 1

AAC daily observation sheet (for the teacher)

Additional comments:
..............................................................

Instrument 2

Scoreboard to assess the progress of communication

Instrument 3

Functional Communication Assessment Sheet

Instrument 4

Feedback form for parents

Student name: ___________
Date: ___________

1. Does your child use AAC at home?
   ☐ Yes
   ☐ Sometimes
   ☐ No

2. In which situations does it use AAC?

☐ at the table
☐ at play
☐ in daily activities
☐ in communication with the family

3. What progress have you noticed?

............................................

4. What difficulties arise?

............................................

Instrument 5

Communication sampling sheet

Duration of observation: 10 minutes
Activity: __________________

Instrument 6

Monitoring the development of AGS vocabulary

Instrument 7

Activity participation indicators

Instrument 8

Monitoring communication-related behaviours

Instrument 9

AAC Pilot Activities Report Template

Student data

Name:
Age:
Class:

AGS activities implemented

........................................

Progress indicators

• communication initiatives

• symbols used

• participation in activities

Difficulties encountered

........................................

Recommendations

........................................

Instrument 10

AGS Final Assessment Checklist

Tick the indicators observed.

Mini progress report (model)

Student name: __________________

Period assessed: ___________

Progress observed:

• ..................................

• ..................................

• ..................................

Difficulties:

• ..................................

• ..................................

Recommendations:

• ..................................

• ..................................