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DEC 2016

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Charity Rowland

on 10 October 2017

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Transcript of DEC 2016

Successful Communication Intervention
The Communication Matrix Assessment
An easy to use assessment instrument designed for individuals of all ages who function at the earliest stages of communication and who use any form of communication.
Meet Orion
Orion is Deaf-Blind
Using the Communication Matrix
Current Use
Focus on CAN and DO
Alexandria Cook, B.A., Oregon Health & Science University
Amy T. Parker, Ed.D., National Center on Deaf-Blindness, The Research Institute
Charity Rowland, Ph.D., Oregon Health & Science University

Creating Community
What are his skills on the Communication Matrix?
The earliest stages of communication (0-24 mo. in typical development).
Use any type of communicative behavior
Augmentative and alternative communication (AAC)
Pre-symbolic and more
Any type or degree of disability.
All ages.
Do NOT already use some form of language meaningfully and fluently.
Target Population
Accommodate speech only
Don’t address earliest stages of communication in sufficient detail to show progress
May not probe for meaningful behaviors, as opposed to mere production of behavior
Do not accommodate sensory or physical impairments
Emphasize what the child CAN’T do
The Need: Weaknesses of Many
What CAN the child do?

Emphasis on the individual's strengths, not weaknesses.
What can the child DO with these behaviors?

Emphasis on the USES of communicative behaviors.
What does the child WANT to do?
What does s/he want to tell you?
Parent perspective is crucial.
The Solution:
Focus on CAN and Do
How it Works
9 Behavior
International Use
Available in these languages ONLINE
Chinese (traditional)
Easy to use
Available to all
Encourages parents
Encourages collaboration
Generates scientific data
No identifying information collected
Information entered is stored in database
IRB-approved privacy mechanisms
Over 65,000 assessments completed
On over 51,000 different individuals
From 144 countries
Approximately 600/week
Other Educator or Therapist 8%
Family Member
Most Common Etiologies
Autism (Primary Diagnosis)
Cerebral Palsy
Developmental Disability/Delay
Deafblindness (Primary Diagnosis)
Down Syndrome
Multiple/Severe Disabilities
Why Create a Community
for the Communication Matrix?
Demonstrated need from previous Communication Matrix grants
Interest from Office of Special Education in Communities of Practice
An online community of practice uses technology to create a community free of the constraints of time and place.
Allows for "Just in Time" and "Just for Me" learning
Crowd sourcing: sharing of resources and expertise by a large and diverse group with multiple perspectives
Especially needed for low incidence populations
Great for isolated or rural communities
Online Communities of Practice
Developing Communities of Practice
Working with a team including communication experts, practitioners, web developers, and designers we answer:
Who are the users?
What are their goals?
What is their experience with similar tools?
Potential outcomes include:
better IEP goals
high parent goal satisfaction
high student goal attainment
professional satisfaction with online community
Participants will use the Communication Matrix to assess one or more children and beta test the online Community. Participants include:
Teachers and Speech-Language Pathologists
Family Members
Students: 0-21 years old who use less than 3 words meaningfully together
We are recruiting more sites in the coming years
Matrix Team 2014/15
-Clackamas ESD, OR
-High Desert,OR
-St. Louis, MO
-Corpus Christi, TX
-Kirk School, IL
-Wing Lake, MI
-Prince George's County, Maryland
Developing the Communication Matrix Community

Moving away from "train and fail"
Implementation science
Knowledge translation
Includes all stakeholders
Systematic and sustainable supports
Conduct and synthesize applied research
Communities of Practice
Pure Basic Research
Use-inspired scientific research
Applied Research
Consideration of Usefulness
Rigorous Science
Pasteur's Quadrant
Smith, G. J., Schmidt, M. M., Edelen-Smith, P. J. & Cook, B. G. (2012). Pasteur’s quadrant as the bridge linking rigor with relevance. Exceptional Children, 79 (2), 147-161.
No objective data, no face validity (Speculation)
Rigorous Research + Real World
See where/how an individual is communicating now
View communication progress
Evaluate how effective goals and intervention are
Plan new goals
After completing the assessment, where do I go from here?
Get opinions and advice from parents and professionals
Share resources
Learn about rare disorders and new techniques and technology
Are there events near me where I can learn more?
In individuals with CHARGE Syndrome:
71% Surpassed
27% Emerging or Mastered
Level I
Pre-Intentional Behavior
In individuals with CHARGE Syndrome:
86% Emerging or Mastered
Level III
Unconventional Communication
Level II
Intentional Behavior
In individuals with CHARGE Syndrome:
93% Emerging or Mastered
In individuals w/ CHARGE Syndrome:
27% Emerging
15% Mastered
Level VII
In individuals w/ CHARGE Syndrome:
29% Emerging
47% Mastered
2-D symbols:
27% Emerging
45% Mastered
Level V
Concrete Symbols
3-D symbols:
24% Emerging
36% Mastered
In individuals w/ CHARGE Syndrome:
34% Emerging
43% Mastered
Manual Signs:
32% Emerging
38% Mastered
Level VI
Abstract Symbols
Speech use:
13% Emerging
10% Mastered
In individuals w/ CHARGE Syndrome:
17% Emerging
68% Mastered
Level IV
Conventional Gestures
& Vocalizations
Refuse Things You Don't Want
C. 1 Refuse or Reject
B. 1 Protest
A. 1 Express
Obtain things you do want
A. 2 Express Comfort
B. 2 Continue
an Action
C. 5 Make Choices
Engaging in Social Interaction
A. Express interest
in other people
B. 4 Attract Attention
C. 10 Greet People
Providing & Seeking Information
C. 15 Asks Questions:
Child looks at teacher
to ask "May I?"
C. 16 Name Things
or People
C. 17 Make Comments
Paper & PDF
Professional & Parent Versions Available for purchase at http://designtolearn.com/
Available in PDF in these languages
Portuguese (Brazilian)
The Communication Matrix Media
questions? email info@communicationmatrix.org
Community Evolution
Building Communities of Practice takes time
Parents/Family Members need to be targeted directly
Early stages
In one year we have significant usage and interest
Most discussion has come from professionals looking for advice
The most used tag for sharing or dicussing "Intervention Strategies"
In any Community of Practice, the creators play a big role in content creation initially
Number of posts by creators/Matrix team vs. members
Number of comments by creators/Matrix team vs. members
As of November 1, 2015
January 12- November 1, 2015
Average Session Duration (all visitors): 4 min
~Over 400 profiles created~
Preliminary Data
Improving Communication Assessment and Intervention through Collaboration in a Virtual Community
Let's Explore
The Communication Matrix
74 %
of SLPS felt unprepared
33 %
felt colleagues do not have necessary knowledge
ATIA (2012)
Sharing the
Control Group (6 teachers, 17 SLPs)
Sent IEP and information about Goal Attainment
Experimental Group (11 teachers, 19 SLPs)
Completed Matrix Suite (Assessment, Custom Report, Webinar)
Sent pre/post IEP and information about Goal Attainment
Quality of IEP goals rated on 10 questions from the IEP Development Guide (scale = 1-20)
Mean score for pre-IEPs = 12.33
Mean score for post-IEPs = 14.89
Paired samples t-test (p<.016)
Student Communication Goal Attainment
Mean proportion of goals completely achieved:
Control Group = .06
Experimental Group = .22
Independent samples t-test (p<.014)
Relevant Financial Relationships
Salaried employee of Oregon Health & Science University
Salaried employee of National Center on Deaf-Blindness & Western Oregon University
Project supported by US Department of Education Grants
No Relevant Non-financial Relationships

How can the Communication Matrix suite contribute to his intervention?
Full transcript