DYNAMIC AAC EVALUATION PROTOCOL – ADULT Acquired or
Progressive
Step I: Initial Client Information
Personal Information
Name of Person:
Place of Residence:
Address:
Email:
Date of Birth:
Primary Medical Diagnosis:
ICD-10 Code:
Speech/Language Diagnosis:
ICD-10 Code:
Date of Onset/Referral:
Home Telephone:
Cell Phone:
Advocate/Guardian:
Address:
Telephone:
Cell Phone:
Fax:
Email:
Physician Name:
Physician Phone:
Physician Fax:
NPI #:
Date of last visit:
Address:
Insurance Carrier:
Insurance ID #:
Insurance Sponsor:
Medicaid #:
Medicare #:
Insurance Phone #:
Assessment Information
Date(s) of Evaluation
Sessions:
Evaluation Site(s):
Evaluation Team Members
and Roles:
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
Gender:
Pre-Assessment Activities
Review the pre-assessment information prior to any formal on-site assessment
activities.
Pre-Assessment Form Sent
Sent To:
Address:
pediatric | adult congenital | adult acquired
Date Sent:
Date Received Back:
Additional Information Received:






Telephone:
speech therapy report
occupational therapy
physical therapy report
educational report/IEP/support plan
video/photographs
other
Assessment Interview
Conduct an interview with available family/caregivers to confirm and/or clarify
information from the pre-assessment form. Include the person who needs AAC.
Complete any additional protocols, as needed. Record the interview.
 Confirm medical information:
 Confirm perceptual information:
o hearing:
o vision:
o tactile/proprioceptive/motor:
o information processing:
 Record current medications:
 Confirm history of speech therapy intervention:
 Confirm history of AAC system use:
 Confirm current status of AAC system use:
 AAC Needs Assessment (attach form):
 Additional protocols used:
o
o
o
o
o
o
o
o
Social Networks: A Communication Inventory for Individuals with Complex
Communication Needs and their Communication Partners. (Blackstone & Berg,
Attainment Company)
Aphasia Needs Assessment (Garrett and Beukelman) - attach
Scanning/Visual Field/Print Size/Attention Screening Task (Garrett and Lasker)
Multi-Modal Communication Screening Task for Persons with Aphasia (Garrett and
Lasker)
AAC-Aphasia Categories of Communicators Checklist (Garrett and Lasker)
Quality of Communication Life Scale (Paul et al)
Other:
Other:
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
Step II: Sensory and Motor
Report (Pre-Assessment, Caregiver)
Informal Assessment
Formal Assessment
Perceptual Skills for Use of an AAC System
Vision
 Unaided and functional for AAC use
 Corrected (glasses/contacts) and functional
for AAC use
 Functional use of AAC system required vision
accommodations (check necessary
accommodations)
 Concerns regarding functional visual
processing (cortical visual skills) in absence of
acuity difficulty
Vision Accommodations
 Increased symbol size
 Auditory feedback
 Decreased visual clutter
 Increased font size
 Color Contrast
 Familiar Photographs
 Animation
 Positioned at:
 Other:
Hearing
 Unaided and functional for AAC use
Hearing Accommodations
 Increased volume
 Visual cues (display of message, highlight on
activation)
 Headphones
 Dual display for communication
 Other:
 Hearing Aids
L
R Bilateral
and functional for AAC use
 Modifications needs (with/without hearing
aids)
Motor Skills for Access of an AAC System
1. Positioning for Access
Is the person appropriately positioned in his/her wheelchair (or regular/special chair)
for maximum function to access an AAC system?
NA | yes | no
If NO, need to consult an expert in positioning (PT or OT)
2. Hand Use
Control:
Complete
Functional Movement:
Partial
No
Complete
Partial
No
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
3. Head Use
Control:
Complete
Functional Movement:
Partial
No
Complete
Partial
No
Motor Skills for Transportation of an AAC System
1. Current Means of Mobility (check):





Walks independently
Walks with assistances/aides
Cane
Quad cane
Walker
 Manual wheelchair (
self-propelled or
partner-dependent)
 Power wheelchair ( joystick
head array
sip and puff switch)
*Is purchase of a power wheelchair anticipated in the near future? Yes | No
 Scooter
2. Anticipated Transportation of an AAC System
Self-carried | Carried by others | Mounted on wheelchair | Attached to walker
3. If Self-Carry: Have the person self-carry various AAC systems and observe balance,
strength, and mobility in transporting the system.
Manual communication board | Tablet-iPad | Dedicated SGD | Computer
4. If mounting on a wheelchair:
a. Brand of wheelchair:
b. Tube width/size:
c. Lap tray size:
Step III: Speech and Language Status
Report (Pre-Assessment, Caregiver)
Informal Assessment
Formal Assessment
Formal Tests Administered and Results:
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
Speech Intelligibility: _____ Non-speaking
_____% intelligible with familiar listeners
_____% intelligible with unfamiliar listeners
1. The person is aware when speech is not understood? yes | no | maybe | don’t know
2. The person is showing signs of communication frustration when depending on his/her
speech to communicate? yes | no | maybe | don’t know Describe:
3. What strategies does the person use to help communication partners understand
his/her speech?
a. ☐ repeats
b. ☐ slows down
c. ☐ adds gestures/signs/pointing
d. ☐ spells initial letters for misunderstood words
e. ☐ uses a related word/concept
f. ☐ other:
Receptive Language Abilities
No deficits in comprehension
Subjective Comprehension Checklist
Single words
Phrases
Sentences
Conversation
1-step direction
2-step direction
Multiple-step direction
Yes/No questions
Choice questions
Wh-questions
Symbols:
Symbols,
Photos,
Line drawings,
Written word(s)
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
Expressive Language Abilities
MCST-A Subtest
Percentage Mode of
of Success Communication
(pic, gesture, etc)
# of
Attempts
Successful
Navigation
(Y/N)
Number/Type of Cues
1-symbol message
Combining 2-3 Symbols
Categorizing
Using EnvironmentallyStored Phrases in context
Storytelling Using a
Descriptive Scene Sequence
Story Retelling Using a
Descriptive Scene Sequence
Telling about Locations
from a Map
Spelling
Overall
Functions of Communication Observed/Reported:
Requesting to meet wants and needs
Refusing/Protesting
Sharing information (specific news, labeling, responding, commenting,
offering opinion (“like it”)
Requesting information (“who’s that?” “what’s next?” “where?” “when are
we done?”)
Social etiquette (greetings, polite forms)
Language Sample in Picture Description Task:
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
Written Language
Produces by handwriting
N/A
Letter
Words (copying)
Words (independently)
Sentences
Paragraphs
Produces by typing
N/A
Letter
Words (copying)
Words (independently)
Sentences
Paragraphs
Given single words (with or
without symbols), produces
N/A
2-3 word phrases
Simple sentences
Complex sentences
Adaptations for Typing
Standard keyboard
Writing tool adapted
QWERTY keyboard
ABC keyboard
Spelling on device
Word prediction support
Reading
Functional Reading Comprehension
Nothing
Words only
Sentences
Paragraphs
Reading Comprehension Level
Intact
Not intact
Social & Strategic Communication Skills
Communication Skill:
Responds to the communication of others?
Initiates communication with others?
Stays on topic during conversations?
Takes turns in a conversation?
Attempts to repair communication breakdowns?
Switches between communication strategies, as needed?
Alternates message length/style based on communication partner and
communication situation?
YES
NO
Cognition
Representational Skills
The person understands the need and/or value of using an AAC system.
immediately (describe):
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
limited, but teachable (describe):
The person can use these ways to represent vocabulary:
manual signs/gestures
objects
photographs of people, places, things
pictures for words that are picture producers (e.g., house, car, apple, shoe)
pictures for words that are NOT picture producers (e.g., safe, live, inside)
printed letters
printed words
The person identifies pictures when:
1 picture means 1 thing (picture of a house = house)
1 picture means more than 1 thing (e.g., house = house, home, live, inside)
1 picture represents a semantic category (e.g., house = buildings)
Learning: Demonstrated new learning during this evaluation (e.g., new techniques,
devices)? yes | no Describe:
Informal Assessment:
Memory for tasks presented:
Attention to tasks presented:
within functional limits
within functional limits
partially limited
partially limited
severely limited
severely limited
Per Results, AAC-Aphasia Categories of Communication Checklist:
Emerging Communicator
Conversational Choice Communicator
Transitional Communicator
Stored Message Communicator
Generative Communicator
Specific Needs Communicator
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
Quality of Communication
Life Scale Score: _____________
Step IV: Current Communication Needs
Environments: Check all the client participates in
Home/Residence
School
Work
Medical Facility
Face-to-Face
Telephone
Community
Support Group
Other:
Other:
Partners: Check all partners with whom client interacts
Immediate Family
Extended Family
Friends
Peers
Teachers
Residential Staff
Medical professionals
Home health assistants/caregiver
Individuals in community
Other:
Other:
Other:
Topics: Check all topics about which the client needs to communicate
Activities of Daily Living (ADLs)
Medical Needs
Medical/Personal/Legal Decision-making
Emergency needs/information
Personal needs
Personal information
Other:
Functions:
Ask questions
Respond to questions
Social interaction (family and community)
Social etiquette
Resolve/prevent communication breakdowns
Other:
Summary and Prognosis: Choose one of the following
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
Daily functional communication needs cannot be met using natural speech or lowtech/no-tech augmentative communication techniques
OR
Improvements in the quantity and intelligibility of client’s speech are unlikely,
possible, expected at this time. At this time, verbal skills do not allow him/her to
meet all of his/her daily communication needs nor do they allow him/her to continue to
develop/ regain age-appropriate language skills.
OR
Client has a degenerative condition for which tradition speech/language therapy is
not effective. His/her natural speech does not allow him/her to meet the majority of
his/her daily communication needs.
From Funding Manager, Tobii-Dynavox
Prognosis for functional use of an augmentative communication system:
Excellent
Good
Fair
Step V: Hands-On Trials and Results
Required Features
Required features
Language
Message generation via spelling (language structure)
Message generation via combinations of single words (language structure)
Message generation via pre-stored messages (language use)
Combination of message generation modes for quick communication and creation of
novel messages (language use and language structure)
Variety of symbols to represent words or concepts
Ability to use digital photos to represent words or concepts
Ability to use scenes to set the context for communication
Word, character, and phrase prediction to speed rate of communication or decrease
effort when spelling
Other:
Access
Carrying case for protection while device is being transported and used
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
Wheelchair mounting system for easy and safe access in all environments
Desk mount for access at various tabletops
Standard size keyboard for touch typing to optimize communication speed
Keyboard to allow for exploration and literacy learning
Keyboard to allow for spelling of novel messages
Multiple keyboard layouts
Adjustment of access settings (e.g. hold time, scanning speed) to best meet need
Accessible via direct selection
Accessible via eye gaze
Accessible via mouse or mouse alternative (e.g. trackball, Head Mouse, Tracker)
Accessible via joystick
Accessible via one- or two- switch scanning
Accessible via Morse code
Accessible via multiple modes to accommodate for changes in condition over time
Other:
Device Characteristics
Portability for use in multiple environments
Durability to withstand daily use
Battery power to allow for use throughout the day
Voice output for communication in all environments
Synthesized speech for production of novel messages
Feedback (e.g. button click, message window highlight) to assist in message
preparation/selection
Dual display for interactions with hearing impaired individuals or in noisy
environments
Flexible font size and color for clearest visual presentation
Flexible number and size of messages per page for optimal ease of use and
comprehension
Ability to save, retrieve, and edit longer files for use during story telling, speeches,
and caregiver direction
Other:
Connections to the world
Telephone access to allow for communication of emergency information
Control of electronic appliances (e.g. lights, fan) for increased independence
Email/texting capability for interaction with community (medical appointments,
information, vocational interactions, etc)
Internet accessibility for interaction with community (medical appointments,
information, vocational interactions, etc)
Other:
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
Step VI: ASSESSMENT OF SPECIFIC EQUIPMENT AND
TECHNIQUES- Use one form per device trialed (4 pgs).
Fill in details, check items patient can accomplish, mark N/A for features
not available on this device, and X for features not useable by this patient
Device/Software/Materials: ______________________________________
Trial Specifics
Length of trial:
Considered but rejected without trial due to:
Inability to meet required features
Lack of symbols to represent language
Lack of voice output
Limited ability to meet comm needs
Weight or size limiting portability
Other:
Small size not meeting physical or visual needs
Trial during evaluation session:
Additional info:
Longer trial (>1 week) for ___________________
Techniques to elicit communication:
Discussion Response to Questions Role play Functional Activity (snacks,
activities, mobility) Play with motivating items (videos, toys, magazines, books)
Other (describe):
Care for AAC
Independent
System
Transportation
(carrying)
Battery/Charger
Maintenance
Turn on/off
Programming mods
Volume Control
Partner Assisted
Size of Display:
Hand-held (5”-7”)
Extra large screen (1”)
Tablet sized (10”)
Size of Symbols:
2”
Keyboard
1”
Partner Dependent
Large screen (12”)
>3”
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
Access Methods: (consider physical, sensory, behavioral and attention skills/needs)
Direct Selection with Touch with touch enter delay, with
(to decrease accidental activation or repetitive tapping)
touch exit delay
Keyguard Configuration: _____ # locations _____ touch indicator (thin borders
between buttons) _____ keyguard (wider border between buttons) _____ touch
guide (small openings, i.e. circles, with larger covered space between buttons)
Movement
Considerations
ROM
Accuracy
Sufficient on Left
Sufficient on Right
Eye Tracking/Eye Gaze:
Selection via:
Blink
Dwell
Hold Time: _______ Seconds
Zoom Highlight
Border Highlight
Audio Feedback Click: yes I no
Calibration:
both eyes
left eye
Sufficient
Bilaterally
Inversion Highlight
right eye
Joystick/Mouse:
Selection via: Pause
External Switch
Fire (joystick only)
Zoom Highlight
Border Highlight Inversion Highlight
Audio Feedback: voice selection _____________________________
Private Speaker Output
Device Speaker Output at _________ volume
Speed: ________________
Scanning:
Scan Type:
Automatic Scanning with Single Switch
Single Switch with Dwell Select with _____ second hold to select
2-Switch (switch to move scan target + switch to select
Scanning Cues:
Zoom Highlight
Border Highlight
Inversion Highlight
Audio Scan Cue:
voice selection _____________________
Private Speaker Output
Device Speaker Output at ______ volume
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
Scan Pattern:
Row/Column
Column/Row
Left/Right
Left/Center/Right
Six Zones
Linear
Top/Bottom
Switches Trialed:
Mechanical button style
Mechanical pad style
Switch Control Site on Body:
Position of input (position of switch):
Targeting Method Accuracy:
Independent
Partner Support
Emerging
Body Position Considerations:
Access Trials:
Size of buttons reliably accessed
Number of buttons reliably accessed
Size of screen
Quadrants reliably accessed
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
Cognitive Access
Size of Symbols:
Navigation:
Keyboard
1”
2”
Single page, no navigation
>3”
Can navigate – list pages:_____________
Navigation Support:
Independent
Verbal prompts
Taught in context
Repetition
Hand over hand
Visual cue- button shape, highlight
Partner
assisted navigation
Type of symbol:
Page Format:
Object
Grid
Photograph
Free form
Symbol
Word
Spelling
Scene
Scan Pattern: Generative/Creative Word Based (e.g. Gateway, Word Power)
Context Based (scenes or grids relating to particular settings)
Activity Based (scenes or grids relating to specific activities )
Pragmatically Organized (fxn- ex: want something, greetings, something’s wrong)
Quick Messages (yes/no, hi/bye, let me/you do it, more/all done, good/bad)
Social and Control Messages (greetings, needs, feelings, questions)
Number of symbols on page:
1
Message Unit:
Word
Mean 1 word
Length
of Utterance
(MLU):
Sentence
2-4
8-11
12-15
Phrase
40
60
>60
Letter
2 words
3-5 words using a carrier phrase only
>3 words
Ex: I want, I see, I go, I like
independently combined
on single page
on single page
with navigation to other pgs
with navigation to other pgs
Functions:
Request
Respond
Social exchange
Escape
Comment
Vocab expansion:
Multiple levels
Dynamic display
Editing Functions:
Close popup
Rate:
20-30
Word prediction
Delete
Share info
Reject
Encoding
Clear message
Abbreviation expansion
Pre-stored messages
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
Trial 1: ________________________________________
Conclusion:
Most appropriate device at this time
Meets some needs, but will continue looking for the following reasons:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Trial 2: ________________________________________
Conclusion:
Most appropriate device at this time
Meets some needs, but will continue looking for the following reasons:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Trial 3: ________________________________________
Conclusion:
Most appropriate device at this time
Meets some needs, but will continue looking for the following reasons:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
Step VII: Post-Evaluation Recommendations and Follow-Up
Planning (Summary and Recommendations)
SGD AND ACCESSORIES RECOMMENDED
Check recommended device and accessories:
DEVICE
Tobii Dynavox T7
Tobii Dynavox I-15
Saltillo NovaChat 8
Tobii Dynavox T10
Prentke Romich Accent 800
Saltillo NovaChat 10
Tobii Dynavox T15
Prentke Romich Accent
1000
Saltillo NovaChat 15
Tobii Dynavox I-12
Prentke Romich Accent
1200
Other:
Tobii Dynavox Compass
TalkRocketGo
MyTalkTools
Lingraphica SmallTalk
Proloquo2Go
VoisPal
Scene Speak
TouchChat
SonoFlex
Scene & Heard
Image2talk
Other:
TABLET APPLICATIONS:
TABLET APPLICATIONS (Picture-based):
Pictello
All About Me Storybook
Talk’n Photos
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
SWITCH
Mechanical Button
Big Button
Microlight
Plate Switch
Cap Switch
Cup Switch
Mini Cup
Square Pad
Pillow
Trigger Switch
Switch Joystick with Push
Mini Joystick
SCATIR
Other:
ACCESS ACCESSORY
Extra Charger
Head Mouse
Tracker
Headpointer
Eye Gaze Camera:____________________
Keyguard/guide:______________________
Other:
MOUNTING AND PORTABILITY
Switch mount:_______________________
Tubing size:________________________”
Other mounting placement:____________
Mount Brand:_______________________
SGD Mount:________________________
Tubing Size:________________________”
Other mounting placement:____________
Mount Brand:_______________________
Standard Carrying Care
Accessible Carrying Case
Durable Carrying Case
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
Treatment Plan and Follow Up
INTERVENTION SCHEDULE
Recommended Follow-Up:
Consultation as Needed
Limited number of follow-up treatment sessions after receipt of device: _____(#)
Ongoing therapy with ______ minutes per session; ______ # of sessions per week
Individual therapy recommended
Group treatment recommended
If follow up services are not available, a high tech speech-generating device is not
recommended
TREATMENT GOALS: Goals should be completed to determine areas of strength and
need. Partners should be consulted regarding priority goals targeting increasing function
and independence.
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
PATIENT/FAMILY SUPPORT OF SGD
Responsible Parties
Patient
Family
Caregiver
(Name)
__________
Manufacturer Therapist
Rep (Name)
(Name)
___________ __________
Therapy to address goals
Initial Training
Initial Customization
(programming, vocab
selection, intervention
planning)
Ongoing Training and
Modification
Maintenance of Device
Warranty Maintenance
Management
NECESSARY FUNDING PAPERWORK
Check when
obtained
Date
Medicaid/Insurance Cards Copied
Benefits Assignment Signed by Caregiver/Consumer
Doctor’s Prescription
AAC Evaluation Written
Quote from Manufacturer
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com
Other
(Name)
_________
Resources/References Consulted:
"AAC Report Coach - AACFundingHelp." AAC Report Coach - AACFundingHelp. N.p., n.d.
Web. 07 Sept. 2015. <http://aacfundinghelp.com/report_coach.html>.
“Augmentative Communication Evaluation Summary,” Georgia Project for Assistive
Technology, forms accessed on-line at
http://www.atstar.org/docspdfs/gpat/AAC_Evaluation_Protocol.pdf
Clarke, Vicki and Holly Schneider. “Dynamic AAC Goals Grid-2” Published by Tobii
Dynavox on-line. 2015. Accessed at http://www.mydynavox.com/Content/resources/slpapp/Goals-Goals-Goals/the-dynamic- aac-goals-grid-2-dagg-2.pdf.
The Funding Manager software, copyright 2008, Dynavox Technologies, Pittsburgh, PA
This document has been adapted with written permission from: Gail Van Tatenhove, AAC
Assessment.docx, 1998, updated 2000, 2013. www.vantatenhove.com and Vicki Clarke, Dynamic AAC
Evaluation Protocol, 2015. www.mydynamictherapy.com