Symposium

Symposium on
AAC Evidence-Based Practice (EBP)
and Performance Measurement

Thursday August 7, 2003

Abstracts and Outcomes

Presenter

Abstracts

Outcomes
(Participants will be able to:)

Loncke
This welcome session will challenge assumptions and behaviors participants may have about AAC evidence-based practice (EBP) and performance measurement. Stakeholders have acknowledged that things must change, but have professionals identified the knowledge and skills needed to achieve more successful outcomes with individuals with complex communication needs (CCN)? Are we aware of the methods, tools, and resources to support EBP and performance measurement in order to maximize potential of people who rely on AAC?

1. Identify the charge to applying the principles of evidence-based practice to AAC service delivery.

2. Identify knowledge and skills needed to apply the principles of evidence-based practice.

3. Discuss the position of ISAAC relative to AAC evidence-based practice and outcomes measurement.

Hooper
This presentation opens with a review of the revised ASHA Scope of Practice (2001) and the call for speech-language pathologists to apply the principles of evidence-based practice (EBP). How are practitioners who provide augmentative and alternative communication (AAC) supports and services expected to apply external (field) evidence and use instrument to collect data on communication performance at the personal level? The goal of this presentation is to update participants on models of outcomes research, use of “levels-of-evidence” for evaluating evidence, and the role of ASHA in advancing the clinical application of EBP related to persons with complex communication needs (CCN). In addition, the session is designed to stimulate discussion about emerging topics and needed resources to promote widespread application of EBP leading to the most effective communication.
1. Identify the basic components and principles of evidence-based practice.

2. Define external evidence, levels-of-evidence, and models of outcomes research.

3. Discuss the position of ASHA relative to AAC evidence-based practice and outcomes measurement.

Coyle
Health care professionals depend on the strength and authenticity of published reports to determine the Health care professionals depend on the strength and authenticity of published reports to determine the likelihood of positive treatment outcomes for their clients. Although the American Speech Language Hearing Association (ASHA) requires members to apply the principles of evidence-based practice, many practitioners have limited training in evaluating the strength and validity of published research. This session presents methods of evidence-based analysis of research validity, design, and methodology for the practicing clinician in order to judge the overall value of published AAC reports. The session builds skills the clinical application of published reports as evidence for AAC service delivery. 1. Evaluate internal validity of published clinical research papers.
2. Apply single subject methodology in measurement of treatment outcomes with patients.

3. Sort and rank published clinical research on the basis of sample size, randomization methods, blinding, and other measures of evidence quality.

Hill
Most effective communication for people who rely on AAC is essential to their personal achievement. Applying the principles of evidence-based practice (EBP) at the personal level is essential to achieve this outcome. This session will provide background information on and demonstration of methods, tools, and resources to support AAC EBP and to report communication competence using automated performance measurement or language activity monitoring (LAM). Participants will learn how to establish a program of AAC service delivery that includes evidence at the personal level along with the best available external evidence.
1. Define and apply performance measurement to evidence-based practice.

2. Cite the basic components of and procedures for performance measurement and language activity monitoring (LAM).

3. Identify a methods, tools, and resources to support evidence-based practice and measure communicative competence.

Fennema-Jansen
This session focuses on the work of the ATOMS Project (Assistive Technology Outcomes Measurement System Project) and discusses our approach and findings as they relate to the measurement of outcomes in augmentative communication. The session presents an overall AT outcomes framework and its implications for the field of augmentative communication for practitioners, researcher and educators.
1. Describe the AT outcomes framework used by the ATOMS project.

2. Explain the 10 data types of AT outcomes.

3. List methods for isolating outcomes of AT interventions among concurrent interventions.

4. Describe potential implications of the AT outcomes methods on AAC for practice, further research and teaching.

Consumer Panel
The third component of evidence-based practice involves the knowledge and skills of the clinician. This panel discussion challenges professionals to provide AAC services that consider the rights of consumers to evidence and the right to services from skilled providers who use scientific and principled approaches.
1. identify the third of component of evidence-based practice.

2. list consumer rights associated with AAC evidence-based practice.

3. compare consumer perspectives on advocating for AAC evidence-based practice.

Registration Form

Presenter	Abstracts	Outcomes (Participants will be able to:)
Loncke	This welcome session will challenge assumptions and behaviors participants may have about AAC evidence-based practice (EBP) and performance measurement. Stakeholders have acknowledged that things must change, but have professionals identified the knowledge and skills needed to achieve more successful outcomes with individuals with complex communication needs (CCN)? Are we aware of the methods, tools, and resources to support EBP and performance measurement in order to maximize potential of people who rely on AAC?	1. Identify the charge to applying the principles of evidence-based practice to AAC service delivery. 2. Identify knowledge and skills needed to apply the principles of evidence-based practice. 3. Discuss the position of ISAAC relative to AAC evidence-based practice and outcomes measurement.
Hooper	This presentation opens with a review of the revised ASHA Scope of Practice (2001) and the call for speech-language pathologists to apply the principles of evidence-based practice (EBP). How are practitioners who provide augmentative and alternative communication (AAC) supports and services expected to apply external (field) evidence and use instrument to collect data on communication performance at the personal level? The goal of this presentation is to update participants on models of outcomes research, use of “levels-of-evidence” for evaluating evidence, and the role of ASHA in advancing the clinical application of EBP related to persons with complex communication needs (CCN). In addition, the session is designed to stimulate discussion about emerging topics and needed resources to promote widespread application of EBP leading to the most effective communication.	1. Identify the basic components and principles of evidence-based practice. 2. Define external evidence, levels-of-evidence, and models of outcomes research. 3. Discuss the position of ASHA relative to AAC evidence-based practice and outcomes measurement.
Coyle	Health care professionals depend on the strength and authenticity of published reports to determine the Health care professionals depend on the strength and authenticity of published reports to determine the likelihood of positive treatment outcomes for their clients. Although the American Speech Language Hearing Association (ASHA) requires members to apply the principles of evidence-based practice, many practitioners have limited training in evaluating the strength and validity of published research. This session presents methods of evidence-based analysis of research validity, design, and methodology for the practicing clinician in order to judge the overall value of published AAC reports. The session builds skills the clinical application of published reports as evidence for AAC service delivery.	1. Evaluate internal validity of published clinical research papers. 2. Apply single subject methodology in measurement of treatment outcomes with patients. 3. Sort and rank published clinical research on the basis of sample size, randomization methods, blinding, and other measures of evidence quality.
Hill	Most effective communication for people who rely on AAC is essential to their personal achievement. Applying the principles of evidence-based practice (EBP) at the personal level is essential to achieve this outcome. This session will provide background information on and demonstration of methods, tools, and resources to support AAC EBP and to report communication competence using automated performance measurement or language activity monitoring (LAM). Participants will learn how to establish a program of AAC service delivery that includes evidence at the personal level along with the best available external evidence.	1. Define and apply performance measurement to evidence-based practice. 2. Cite the basic components of and procedures for performance measurement and language activity monitoring (LAM). 3. Identify a methods, tools, and resources to support evidence-based practice and measure communicative competence.
Fennema-Jansen	This session focuses on the work of the ATOMS Project (Assistive Technology Outcomes Measurement System Project) and discusses our approach and findings as they relate to the measurement of outcomes in augmentative communication. The session presents an overall AT outcomes framework and its implications for the field of augmentative communication for practitioners, researcher and educators.	1. Describe the AT outcomes framework used by the ATOMS project. 2. Explain the 10 data types of AT outcomes. 3. List methods for isolating outcomes of AT interventions among concurrent interventions. 4. Describe potential implications of the AT outcomes methods on AAC for practice, further research and teaching.
Consumer Panel	The third component of evidence-based practice involves the knowledge and skills of the clinician. This panel discussion challenges professionals to provide AAC services that consider the rights of consumers to evidence and the right to services from skilled providers who use scientific and principled approaches.	1. identify the third of component of evidence-based practice. 2. list consumer rights associated with AAC evidence-based practice. 3. compare consumer perspectives on advocating for AAC evidence-based practice.