ISLT 7366: Technology Leadership in Schools
Unit 3 Goals and Objectives
Apraxia of Speech (Speech and Language) Case Study

Group Members:	Lacie Griffin
			Ginny Lister
			Linda Zuzak

Detailed discussion of Apraxia of speech and learning implications for students:

	Apraxia of speech is a motor-speech programming disorder resulting in difficulty executing and/or coordinating (sequencing) the oral-motor movements necessary to produce and combine speech sounds (phonemes) to form syllables, words, phrases and sentences on voluntary (rather than only reflexive) control.  Many children are able to hear words, and are able to understand what they mean, but they can’t change what they hear into the fine-motor skill of combining consonants and vowels to form words. (Signs, 1)  This is the case study for an elementary student named “Kyle.”  Kyle is a 2nd grade student with Apraxia of speech.  Kyle can understand language and read at a 2nd grade level, but he cannot control the oral functions that would allow him to speak or write.  He needs help communicating orally and through written means.  Like many children with Apraxia of speech, Kyle does have “pop-outs” which are real words and phrases he is able to say, but these “pop-outs” are either never heard again, or cannot be imitated when asked to do so.  The learning implications for Kyle are:  He cannot answer questions, written or verbal; he cannot take notes in class (introduced in 2nd grade); he cannot ask questions written or verbal; and he has trouble socially interacting with classmates, as well as teachers.
Adaptive/assistive devices and software available that would assist Kyle’s learning:
1.	Adaptive/Assistive Devices
Speech Generating Devices (SGDs) with Digitized Speech Output:
•	Base Trainer™ (Empowering Resources, Inc., Hicksville, NY)
•	Message/Mates™ (e.g., 20/60 or 20/120) (Words+, Inc., Lancaster, CA)
•	Hand Held Voice (Ability Research, Inc., Minnetonka, MN)
•	SpeakEasy (AbleNet, Inc., Roseville, MN)
•	Ultimate 4 (Tash Inc., Richmond, VA)
•	VoicePal, VoicePal Max or VoicePal Pro (Adaptivation, Sioux Falls, SD)
•	6 Level Communicator (Enabling Devices, Hastings on Hudson, NY)
•	TalkBack 24 (Crestwood Communication Aids, Inc., Milwaukee, WI)
•	Tech/Talk 8x8 or 12x8 (Advanced Multimedia Devices, Inc. [AMDi], Hicksville, NY)
•	EasyTalk (Synapse Adaptive, San Rafael, CA)
•	AlphaTalker (Prentke Romich Company, Wooster, OH)
•	Communication Boards (AbleNet, Inc., Roseville, MN)
•	Dynamo (DynaVox Technologies, Pittsburgh, PA)

Speech Generating Devices (SGDs) with Synthesized Speech Output:
•	DynaVox (DynaVox Technologies, Pittsburgh, PA), http://www.dynavoxtech.com/products/dynavoxv.aspx 
•	Talara-32 (ZYGO Industries, Inc., Portland, OR)
•	Dubby (Synapse Adaptive, San Rafael, CA) 
•	Freedom 2000 (Words+, Inc., Lancaster, CA) 
•	Freestyle (Assistive Technology Inc., Newton, MA) 
•	Liberator (Prentke Romich Company, Wooster, OH)
•	Link, Link Plus (Assistive Technology Inc., Newton, MA) 
•	Polyana 3 with Persona (ZYGO Industries, Inc., Portland, OR) 
•	Portable Chat II (Saltillo Corp., Millersburg, OH) 

Type and Talk Speech Generating Devices Examples:
•	DynaWrite, http://www.dynavoxtech.com/products/dynawrite.aspx
•	Lightwriter, http://www.dynavoxtech.com/products/lightwritersl35sl38.aspx

Hand-held Speech Generating Devices Examples:
•	Palmtop, http://www.dynavoxtech.com/products/palmtop3.aspx
•	AdVOCAte, http://www.dynavoxtech.com/products/advocate.aspx

2.	Software

•	BoardMaker Plus (Mayer-Johnson), http://www.mayer-johnson.com/ProdDesc.aspx?SKU=M1MJ100&MainCategoryID=5350&CategoryID=&SubCategoryID=

•	BoardMaker with Speaking Dynamically Pro Combo (Mayer-Johnson),  http://www.mayer-johnson.com/ProdDesc.aspx?SKU=M145W

•	Words Plus ( Freedom 2000), http://www.words-plus.com/website/products/comsoft.htm

•	Zygo (Optimist), http://www.zygo-usa.com/optimistiii.html

Explanation of why the devices and software are appropriate and particular elements of the disability they will improve:

Speech generating devices (SGDs) will help Kyle meet his basic speaking needs. Letters, words, phrases, or symbols can be displayed on these devices and assist him in constructing messages. By using SGDs, Kyle can express messages electronically on a visual display or by using an automated voice. Many of these devices can be connected to a computer for writing and printing messages which will also serve to reinforce his language skills. 
The Digitized Speech Devices use prerecorded messages which can be played back on demand, enabling Kyle to quickly and easily express simple messages. This will reduce some of his frustration with communication and motivate him to continue interacting with others. 
The Synthesized Speech Devices will enable Kyle to generate personal messages that he creates himself. While creating personal messages will help him to express himself better, he will also have to learn how to use keyboards, touch screens, or other alphanumeric displays depending on the device that he chooses. If this is not possible, he can also use special devices that are equipped with a joystick, head-mouse, optical head pointer, light or infrared pointer, switch, scanning device or Morse code. 
Speech generating software programs will enable Kyle to use a laptop, desktop computer or personal digital assistant (PDA) to function as an SGD. Depending on the software being used, Kyle will be able to express himself to others as well as participate in interactive educational activities. His performance when using the software will also provide an excellent means of assessment for determining his learning style and needs.

Alignment of Technology Goals

Missouri Technology Goals and Benchmarks

All Missouri teachers will have the training and support they need to help students learn through computers and online resources 
Appropriate teacher training in the use of assistive devices is instrumental in the application of those devices in the classroom. 
	
Technology Focus Areas and Objectives

1.	Student Learning

Student learning (academic achievement and performance) will be improved through the use of education technologies, including assistive devices as appropriate.
The reason for implementing the assistive device is to improve student learning and make learning more accessible for the student.
Objectives
a.	Students will show academic improvement on state tests after using technology in the classroom.
b.	Students using assistive devices will show improvement in academic areas.
2.	Teacher Preparation and Delivery of Instruction

Teachers will be trained in the use and implementation of assistive devices. Appropriate training is necessary to ensure that the devices are used correctly.
Objectives
a.	Training will be provided by the district speech pathologist and/or the district technology director, or other experts in the area as available.
b.	All teachers having contact with a student or students needing to use assistive devices will receive the appropriate training.

3.	Administration/data management/communication processes

Administration will maintain data supporting equitable access to assistive devices for students with disabilities, and will ensure the availability of assistive devices is communicated to parents. Students and parents must know what is available for the student’s use.
Objectives
a.	The principal in each attendance center which includes a student needing an assistive device will maintain data supporting equitable access to appropriate technology.
b.	The principal and/or speech pathologist will maintain communication with the parents of any student who has been identified as needing assistive technology.

4.	Resource Distribution and Use

Assistive Devices will be available to students in the district on an equitable basis.
Every student who has a disability requiring assistance must be provided that assistance by the district.
Objectives
a.	Data will be maintained showing that all students identified as having the need for assistive devices are receiving appropriate service.
b.	Assistive technology devices will be upgraded as needed and maintained in appropriate working condition.

5.	Technical Support

Teachers and students using assistive devices will have adequate technical support to ensure proper implementation of the devices. Devices must be in good working condition in order to meet the needs of the student.
Objectives
a.	The district technology director will maintain technical support for assistive devices being used in the district.

Resource List:

"Signs and Symptoms: Apraxia of Speech." Kaufman Children's Center for Speech, Language, Sensory-Motor, & Social Conditions Inc. 2004. Kaufman Children's Center. 02 July 2008 <http://www.kidspeech.com/index.php?page=56>.

American Speech-Language-Hearing Association (ASHA). Speech and Language Disorders. Revised 2004. http://www.asha.org/public/speech/disorders/ChildhoodApraxia.htm

Augmentative Communication Inc. Section 5: types of ACC devices. Speech Generating Devices. Updated Jan 2004. http://www.augcominc.com/whatsnew/ncs5.html

Augmentative Communication Inc. Section 3: clinical aspects of AAC devices. http://www.augcominc.com/whatsnew/ncs3.html

Apraxia-KIDS (a program of the Childhood Apraxia of Speech Association
http://www.apraxia-kids.org

Childhood Apraxia of Speech Association
http://www.apraxia-kids.org/site/c.chKMI0PIIsE/b.700249/k.CC2C/Home/apps/lk/content3.aspx

Michigan State University’s ASL Browser web site
http://commtechlab.msu.edu/sites/aslweb

Speech Language Pathology Web Sites
http://www.herring.org/speech.html

Communication Needs
http://atto.buffalo.edu/registered/ATBasics/Populations/aac/index.php

NINDS Apraxia Information Page
http://www.ninds.nih.gov/disorders/apraxia/apraxia.htm

The Cherab Foundation
http://www.cherab.org/

National Institute on Deafness and Other Communication Disorders
http://www.nidcd.nih.gov/health/voice/apraxia.asp

Childhood Apraxia of Speech
http://www-unix.oit.umass.edu/~velleman/cas.html

Division of tasks:

Lacie Griffin: 
Outline of paper and detailed discussion of apraxia of speech and learning implications for students.

Linda Zuzak:
Broad representation of adaptive/assistive devices and software available.
Explanation of why the devices and software are appropriate and how elements of the impairment are improved.
Contribute to Resource List. 

Ginny Lister:

Align Technology Goals as related to Assistive Technology
Align Objectives
Contribute to Resource List