LIBRARY

Michigan State
' University

 

This is to certify that the

thesis entitled

THE INITIATION AND ADMINISTRATION OF A
COMPUTER-BASED COMMUNICATION
ENHANCEMENT PILOT PROGRAM

presented by

Lucylee Neiswander

has been accepted towards fulfillment
of the requirements for

Ph.D. degreein Education

 

 

SQ lamb,

Major professor

Date July 26, 1978

 

0-7 639

© Copyright by
LUCYLEE NEISNANDER
1978

THE INITIATION AND ADMINISTRATION OF A
COMPUTER-BASED COMMUNICATION
ENHANCEMENT PILOT PROGRAM

By

Lucylee Neiswander

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY
Department of Administration and Higher Education

1978

I
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v“,
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I.

ABSTRACT

THE INITIATION AND ADMINISTRATION OF A
COMPUTER-BASED COMMUNICATION
ENHANCEMENT PILOT PROGRAM

By

Lucylee Neiswander

Problem

This study was undertaken for the purpose of studying an admin-
istrative plan designed to serve as a guideline for administrators of
an educational enterprise when they desire to identify, initiate, and
implement a successful computer-based Communication Enhancement pro-
gram for their communicatively handicapped students.

The dissertation was written as a descriptive study, in order
to provide a historical-developmental orientation of a pioneering
computer-based Communication Enhancement program designed specifically

for the Communicatively Handicapped.

Methods, Techniques, and Data Used
A review of literature pertaining to the relevant aspects of
the Communicatively Handicapped, literature on the transfer of tech-
nology to education, and a Management By Objectives administrative
approach was conducted.
From the experiences, interviews, and documented information

gathered from the direct involvement with the Jackson County

Lucylee Neiswander

Intermediate School District, Jackson, Michigan, and the Artificial
Language Laboratory, Michigan State University, East Lansing, Michi-
gan, Computer-Based Communication Enhancement Pilot Program the
historical-developmental descriptive study was detailed.

This was followed by a description of an administrative
strategy for implementation of a Communication Enhancement program
based on the Jackson County Intermediate School District/Michigan
State University program.

The focus was toward implementation within an educational
setting following assessment, design and development, and implemen-
tation components which spell out management strategies which meet

the objectives of the computer-based Comunication Enhancement program.

Major Findings
Administrators can put a team from various professional fields
together and be able to:
l. Introduce them to new technology.
2. Introduce them to a new level of cooperation.
3. Use the computer as a central focal point for communica-
tion purposes and educational purposes.
4. Learn that resentment toward new technology is expected
and can be overcome.
Although initially the cost seems prohibitive, there are many
sources for finance that are available.
The administrator's role combined management skills along

with the coordination of the new technology of Communication

Lucylee Neiswander

Enhancement and educational program goals for the Communication
Enhancement population.

The dissemination of information was an important obliga-
tion. The professional staff selected found it essential to func-
tion as a team. An active, interested participating family offered
insights, direction, and support to the program. Community-wide
cooperation and support aided in the professional as well as finan-
cial assistance.

The acquisition and use of the communication system allowed
the student to participate more independently, to develop self-

esteem, and to function with greater adaptability.

Conclusions

 

This Communication Enhancement team has been involved in a
program where science and technology have been subordinate to human
purposes.

Technology and education are two ingredients essential in
providing appropriate surrogate devices and programs for Communi-
catively Handicapped individuals.

The Communicatively Handicapped can learn to communicate in
a manner acceptable to society, using these alternate modes of com-
munication.

It becomes the responsibility of the program administrator
to develop effective ways to blend the varied philosophies and knowl-

edge into an effective program.

Lucylee Neiswander

Although finance will continue to be a major concern of
program planners, it no longer need be a deterrent to program imple-
mentation.

Intermediate school districts or a consortium of school dis-
tricts appear to be in the best position to initiate Communication
Enhancement Programs in concert with their local university research
centers.

Communication Enhancement is a young field functioning in
many ways as an infant, but growing rapidly as a result of the inter-
face of engineers, linguists, computer scientists, educators, lay

people, and the Communicatively Handicapped themselves.

To Derek

iii

ACKNOWLEDGMENTS

Any effort to recognize the many individuals who have made
major contributions to this study is a task of insurmountable mag-
nitude.

This study, like others of a similar nature, could only
reach fruition through the cooperation of many individuals.

Those who emerge as being significantly influential are
accorded special recognition and gratitude.

To Dr. Richard L. Featherstone for his initial guidance as
committee chairman toward the completion of the doctoral program.

To Dr. Samuel A. Moore, 11, who provided the initial direc-
tion and encouragement necessary for me to make a successful entry
into the doctoral program. As chairman of the doctoral committee
in the later stages, and as co-director of the dissertation, his
leadership, faith, and unrelenting assistance are greatly appreciated.

To Dr. Morteza A. Rahimi, co-director of the dissertation,
and co-director of the Artificial Language Laboratory, Department of
Computer Science, special thanks for his constant time and effort
devoted to the realization of this goal.

To Dr. John B. Eulenberg, co-director of the Artificial
Language Laboratory, and member of this doctoral committee, for
believing in the Jackson County Intermediate School District (JCISD)
Communication Enhancement Program, thereby being the person

iv

instrumental in the development of this research program, leading to
this subsequent research study.
To Dr. Charles E. Henley and Dr. James A. McKee for serving
as willing and insightful members of the doctoral committee.
To the following members of the Jackson County Intermediate
School District and Michigan State University (MSU) Communication
Enhancement Team id") have made major contributions at various stages
in the research process, I express my appreciation for their fine
work and dedication:
JCISD: David Barrett, Jerome Boardman, Janice Carrigan, Eleanor
Madden-Casteel, Patricia Cottrell, Jackie Fairly, Rita
Forsyth, Kay Gimesky, Ann Heath, Jeanne Hissong, Larry
Jacobs, Kenneth Lauterwasser, Betsy Mark, Barbara
McCullough, Jane Middleton, Casimir Schesky, Christine
Southwell, Shirley Stutzman, Betty Jo Van Schoick, Debra
Neirich, Nancy White, Mary Hilly.
MSU: Linda Chadderton, Harry Hedges, John Hoffman, Jerome
Jackson, Richard Reid, James Renuk, Donald Sherman, Gregory
Turner, Earl Goodrich.
To Derek Moore and his parents, Mr. and Mrs. David Moore,
and his brother, Deven Moore, for being the integral part of the pro-
gram and the dissertation study.
To Allen, for his encouragement, faith, and unrelenting love.
To my everbfaithful Ilsa, for her dependable patience and
devotion.

To my parents, Freda and Eugene Neiswander, whose many sac—

rifices and love have paved the way for this moment.

TABLE OF CONTENTS

LIST OF TABLES ........................
LIST OF FIGURES ........................
LIST OF PHOTOGRAPHS ......................
LIST OF APPENDICES ......................

Chapter
I. THE PROBLEM ......................

Statement of the Problem ..............
Background Information ...............
Significance of the Study ..............
Researcher's Purpose in Conducting the Study .
Methodology .....................
Limitations .....................
Delimitations ....................
Description of Terms ................
Organization of Subsequent Chapters .........

II. REVIEW OF LITERATURE .................

The Physically Handicapped Population ........
New Technology for the Communicatively Handicapped .
Administrative Operation ..............

III. CHRONOLOGICAL DESCRIPTIVE ORIENTATION .........

Introduction ....................
Historical Information--JCISD ...........
Program for the Multiply Handicapped ........
Multicap Background Information ..........
Multicap Program Services--1978 ..........
Derek's Entry Skills ...............
Initial Programming Efforts ............
Initial Positioning Innovation ..........
Staff Attitudes and Expectations .........
Educational Planning and Placement Committee (EPPC) .

vi

Chapter

Kindergarten-Early Elementary Classrooms for the
Orthopedically Handicapped ............
Program Activities ................
Second Positioning Effort .............
Staff Observations of Derek ............
Progress .....................

Pursuit of Improved Positioning and an Effective
Communication System ...............
May 27, l975--Initial Efforts—-Communication

System .....................
September 14, l975--Various Systems Explored
Staff Organizational Communication Structure . . .
October 2, l975--Eva1uation, Positioning .....
October 30, 1975--Detroit Free Press-ALL-MSU
October 31, l975--Initial Contact--ALL-MSU . . . .
November 8, 1975--Visit and Evaluation--ALL-MSU . .
December 12, 1975--JCISD-MSU Officials Meeting

ALL—MSU Program Evaluation .............
Evaluation of the Candidate ............
Financial Commitment ...............
Personnel Commitment ...............
Facility Requirements ...............
Justification ...................
Conclusion ....................

JCISD-MSU Agreement .................
June 3, l976--Cooperative Research Agreement

(Installment I) .................
June 4, 1976-June 30, l976--JCISD Program Planning .
July-August, l976—~Communication Enhancement

Implementation .................
August 26-28, 1976--Communication Enhancement

Institute--MSU .................
1976-1977 School Year--Officia1 Program

Implementation .................
Team Meeting: Thursday, September 23, 1976 . . . .
Team Meeting: Friday, October 15, 1976 ......
Team Meeting: Thursday, October 28, 1976 .....
Team Meeting: Thursday, November 11, 1976 .....
Team Meeting: Thursday, November 23, 1976 .....
Team Meeting: Thursday, December 9, 1976 .....
Team Meeting: Thursday, January 13, 1977 .....
Team Meeting: Thursday, January 23, 1977 .....
Six-Month Program Evaluation ...........
Team Meeting: Thursday, February 16, 1977--

Cooperative Research Agreement (Installment II) .
Educational Planning and Placement Committee (EPPC).
Staffing Changes .................
May 19, 1977--Colloquium--Gregg C. Vanderheiden . .

vii

112

112
113
114
115

Chapter Page

Team Meeting: Tuesday, June 7, 1977 ....... 117
Six-Month Program Evaluation-~Cooperative

Research Agreement (Installment III) ..... 120
Team Meeting: Thursday, July 6, 1977 ...... 121
Daily Log .................... 121
Summer Program Evaluation ............ 129
August 29-30, 1977--Presentation,

Roger M. Jefcoate ............... 130
September 12, 1977--Presentation of the

JCISD-MSU Program ............... 131
ALL-MSU Communication Enhancement Expansion . . . 131

September 21, 1977--Presentation--JCISD
Program to the JCISD Board of Education . . . . 132
Upper Elementary POHI Resource Classroom--

 

1977-78 School Year .............. 133
Daily Log .................... 140
Administrative Communication .......... 143
Team Meeting: Tuesday, October 4, 1977 ..... 144
October 7, 977--Presentation-—American Academy

of Cerebral Palsy and Developmental

Medicine (AACPDM) ............... 150
Team Meeting: Tuesday, October 18, 1977 ..... 151
Daily Log .................... 152
Visitors to JCISD From Rackham School ...... 154
Daily Log .................... 154
Expansion of the JCISD-MSU Communication

Enhancement Program .............. 155
Daily Log .................... 158
December 6, 1977--Presentation--

Shirley McNaughton .............. 162
December 12, 1977--Newsletter--Communication

Outlook .................... 165
Six-Month Program Evaluation .......... 166
December 31, 1977, to Present--Epilogue ..... 167

IV. ADMINISTRATIVE STRATEGIES FOR THE ITERATION OF A
COMMUNICATION ENHANCEMENT PROGRAM ......... 172
Assessment .................... 172
Design and Development .............. 179
Implementation .................. 181

V. SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS . 184

Summary ...................... 184
Findings ..................... 186

viii

Chapter Page

Conclusions ..................... 189
Recommendations ................... 190
APPENDICES .......................... 193
BIBLIOGRAPHY ......................... 295

ix

LIST OF TABLES

Table Page

1. General Education: Guaranteed Actual Amount Per
Pupil on a Statewide Average Basis ......... 13

2. Special Education: Estimated Actual Amount Per
Pupil on a Statewide Average Basis ......... 14

 

Figure
1.
2.

LIST OF FIGURES

Two-Way Communication Channel

Organizational Management Chart

xi

Photograph
1.

‘0 00 \l 05 01 43 (A) N
o o o o o o o o

O to m \I O5 01 «b (A) N --J O
o o o o o o o o o o o
J

LIST OF PHOTOGRAPHS

Derek's Half—Helmet and Spring ...........
The Mancino Chair ..................
The Wheelchair Insert ................
The Multidisciplinary Team .............
The Communicator ..................
The Head Piece--Covered ...............
The Head Piece--Uncovered ..............
The Exerciser ....................
The Shrug of the Shoulders Switch ..........
The Omnicom Processor--Externa11y ..........
The Omnicom Processor-~Interna11y ..........
The Omnicom Processor--Program Components ......
The Omnicom--TV Monitor ...............
E M G ........................
Head Manipulation ..................
Educational Use ...................
The Laryngeal Switch ................
Derek Using the Laryngeal Switch ..........
Menu and Message ..................
The Pneumatic Squeeze Switch ............

xii

Page
56
62
7O
89
93

110
111
118
119
122
123
124
125
134
142
156

LIST OF APPENDICES

Appendix

A.

Im-nrncn

H
O

dwa'UOZZI—xca

BASIC CONCEPTUAL DESIGN ...............

UNIVERSITY COMMITTEE ON RESEARCH INVOLVING HUMAN

SUBJECTS (UCRIHS) .................
PREVALENCE OF PEOPLE WHO CAN USE COMMUNICATION AIDS . .

LETTER TO OR. DUDLEY S. CHILDRESS, Ph.D.
LETTER FROM OR. DUDLEY S. CHILDRESS, Ph.D.
LETTER FROM SHIRLEY McNAUGHTON
LETTER TO SHIRLEY MCNAUGHTON
LETTER FROM INDIANA UNIVERSITY MEDICAL CENTER'S

CEREBRAL PALSY CLINIC ...............
ARTICLE, DETROIT FREE PRESS .............

 

LETTER OF INTENT AND START-UP PHASE .........

FIRST COOPERATIVE RESEARCH AGREEMENT

TEAM MEETING NOTIFICATION ..............
TEAM MEETING AGENDA .................

OUTLINE--OBJECTIVES FORMAT
CONTROLLED TV DISPLAY PLAN

SECOND COOPERATIVE RESEARCH AGREEMENT ........

THIRD COOPERATIVE RESEARCH AGREEMENT
OMNICOM--DESCRIPTION

ORIGINAL TEAM MEETING AGENDA, MINUTES ........

ABSTRACT, FOREIGN CORRESPONDENCE

xiii

Page
194

197
199
201
203
209
211

213
215
219
225
232
234
236
238
242
250
256
260
265

Appendix Page

 

U. CALENDAR--MEETING DATES ................ 270
V. NOTIFICATION, AGENDA, VISITORS TO JCISD ........ 272
H. COMMUNICATION OUTLOOK ................. 275
X. FOURTH COOPERATIVE RESEARCH AGREEMENT ......... 284
Y. C E PROGRAM ITERATION ................ 291
2. AVAILABLE RESOURCES--ASSESSMENT, DESIGN AND

DEVELOPMENT, AND IMPLEMENTATION ........... 293

xiv

CHAPTER I

THE PROBLEM

Statement of the Problem

How might one develop an administrative plan designed to
serve as a guideline for administrators of an educational enterprise
when they desire to identify, initiate, and implement a successful
computer-based communication enhancement (C E) program for their
communicatively handicapped (C H) students?

The author has chosen to use a descriptive method to provide
a historical-developmental orientation of a pioneering computer-

based C E program designed specifically for the C H.

Background Information
One segment of the handicapped population that has continued
to be ignored and neglected by a large segment of society is the C H.
Current statistics reveal that of 750,000 individuals in the
United States diagnosed as cerebral palsied, 20 percent are unable
to communicate without artificial aids. There are 120,000 or more
paraplegics and quadriplegics living in the United States today.

There are nearly 8,000,000 handicapped school-age children in this

nation. It is estimated that the population of physically handicapped

school-aged is about 400,000 (Esposito, 1976, p. 2).

Of utmost importance is the fact that it has been estimated
that 70 percent of the children with cerebral palsy manifest dis-
turbances in their ability to communicate (Lehrhoff, 1958; Denhoff &
Robinault, 1960; Cruickshank, 1966; Hagen, 1973).

The range is from mild dysarthria to the total inability to
speak, while other C H are the result of multiple physical handicaps
as well as cognitive, social, and emotional retardation. There are
also children and adults who have lost communication ability due to
progressive neurological diseases, traumatic brain injury, or stroke.
This adds to the size of the group, making it more difficult to iden-
tify with precision in relation to other handicapping conditions.

Many of these C H individuals have been unable to talk
throughout their lives. Often they have been labeled profoundly
mentally retarded, placed in special schools, and shut off in insti-
tutions by a society that has been ignorant and fearful of those who
are unable to communicate using traditional methods.

They were often viewed as noncontributors. A noncontributor
was definitely a liability. Quite understandably, he was easily
relegated to the "back room," a practice not yet absent from our
social scene (Magary, 1960).

Although over the years these C H people learned through the
receptive language process, their inability to speak and write
created frustration for them, as well as for those close to them.
With alert minds, their desire to communicate has been stifled by
their inability to command their bodies, to articulate speech, or

to control their body movements.

These individuals usually have carried on long, tedious,
limited communication with those near to them, mainly their families.
This communication system usually consists of a binary response,
such as answering to a question by nodding the head, or moving the
eyes, or a stare in a fixed direction. If the right questions are
not asked, these individuals are unable to communicate and could sit
for months with a pain or discomfort. They remain defenseless
against misinterpretation and misguided assistance.

As a nonvocal cerebral palsied handicapper indicates, it
has appeared as though they are being kept from society:

Language is to me a beautiful way certain groups of people
have of sharing their feelings and thoughts with each other.
If a person cannot speak the language of his society,

people look at him as something other than a person, not
belonging to the greater society (Renuk, 1976).

The real problem centers around the fact that society could
not understand what these individuals were saying. As stated by an
individual with a visual handicap:

Without communication, then existence is nothing. We
exist in the world to communicate and if we cannot commu-
nicate with others or on a level with others, then we're
lonely, we're lost (Jackson, 1976).

To date, for professionals in the field of rehabilitation
and education for the handicapped, priorities have been in this order:
(1) ambulation, (2) mobility, (3) independency in activities of daily
living (AOL), and (4) communication (Ensign, 1976).

In the past, speech therapists have focused on developing

the communicating ability of the nonvocal severely physically handi-

capped via naturally produced intelligible speech. Perhaps this

 

 

goal has been unreasonable for the nonvocal physically handicapped
who cannot communicate because of severe neuromuscular involvement
and the inability to phonate or to even control respiration.

Professionals working in the various arenas for the handi-
capped are just now beginning to reassess their priorities and pro-
cedures. Educating the C H is just one of many difficult tasks
that society faces that is not well defined and understood. In
addition to the responsibility of educating the severely handicapped,
society has also had to face the economic and social burden created
when many C H are required to live in restricted, undesirable envi-
ronments at an enormous expense to society.

Yet our social order instills its confidence in our educa-
tional administrators to provide adequate direction and education
for the severely handicapped. When financial resources and approp-
riate educational programs are nonexistent to resolve these dilemmas,
parents, educators, and the handicappers become sufficiently per—
plexed. However, now with advancements in technology, researchers
are working to develop artificial means of communication for the C H.
We should soon begin to witness a marriage of technology and educa-
tion to conquer this communication/education dilemma.

Consideration of man-machine systems designed to efficiently
utilize a person's remaining motor capabilities available.
Through use of these systems, many disabled persons will
overcome their handicaps and become equal to and even exceed
standards of performance usually established for nonhandi-
capping individuals. It is through an understanding of the
handicapped person's human requirements, recognition of
their remaining motor capabilities and application of the

principles of cybernetics, that many of them can, when given
the opportunity and appropriate feedback systems, supplement

 

their living systems with surrogates. It is through these
insights that researchers engaged in studying systems to
enhance man's communicative abilities can offer new hope
(Kafafian, 1973, p. 258).

Such communication devices for the nonvocal severely physically
handicapped were first developed mostly by engineers tailoring their
work to individual C H clients. Perhaps due to time pressures or
the lack of a dissemination format, their work remained essentially
private. Funding came at times from hospitals, schools, or federal
agencies. However, for the most part it remained a burden for the
individual family of the client to bear.

Recent developments in computer technology and digital elec-
tronics have given rise to a new component of educational delivery
for the C H child: The Computer-Based Communication Enhancement
Program.

Through the use of minicomputers and microcomputers, adap-
tive input devices, voice synthesizers, and interactive graphic
displays, persons who have been, until now, severely handicapped by
the conventional learning environment can begin to have access to
the educational experiences of their peers and can engage in social
interactions on a level previously thought unattainable.

Until recently, federal funding has been unavailable
because:

The target group's needs cut across many of the variables
along which funding agencies' missions are defined: there
are both children and adults; they require education, reha-
bilitation, vocational preparation, medical services; the
work of the developers of communication aids includes ser-
vice, training and research; the research is both basic and

applied. No federal agency encompasses all of these activi-
ties (Dittman, 1976, p. 3).

 

 

Now that this technology has been developed the creation of
these computerized communication enhancement aids is becoming a
national priority.

Increasing demand for communication devices has brought
prominent researchers, e.g., Maurice A. LaBlanc, Rehabilitation
Engineering Center, Children's Hospital at Stanford, Palo Alto,
California; John B. Eulenberg and Morteza A. Rahimi, Artificial
Language Laboratory, Michigan State University, East Lansing, Michi-
gan; Richard A. Foulds, Biomedical Engineering Center, Tufts-New
England Medical Center, Boston, Massachusetts; Haig Kafafian,
Cybernetics Research Institute, Washington, D.C.; Gregg C. Vander-
heiden, Trace Research and Development Center, University of Wiscon-
sin, Madison, Wisconsin; representatives from federal agencies, and
Bureau of Education for the Handicapped (BEH) personnel together to
confer at a nation-wide conference to initiate rational planning on
these issues:

1. From the standpoint of service delivery, the prevalence

and distribution of the client group, the relative merits

of all-purpose centers, of regional specialization, the

applicability of the models provided by Rehabilitation

Centers, Deaf-Blind Centers, and others.

2. From the standpoint of research, the possibility of
specialization, standardization and interchangeability

of components, the usefulness of a technology assessment

for the area, and the necessity for built-in evaluation

for programs.

3. From the standpoint of the agencies, the need for inter-
agency communication, the possibility for an interagency
funding consortium to coordinate joint administration of

support from a number of agencies for a number of pro-
jects (Dittman, 1976, pp. 3-4).

 

 

With the advent of Mandatory Special Education at the state
level, in Michigan, hithe early 1970's and at the federal level in
1975, an increasing number of C H have been identified and are
required by law to attend some type of educational and/or special

educational program throughout the nation's schools and institutions.

Significance of the Study

Researchers and educators have found it essential to bring
about the necessary administrative structure to advance the education
and well-being of these disabled individuals who possess a general
inability to communicate effectively with their environment. These
C H individuals should derive significant benefits from an efficient
and effective educational computer-based Communication Enhancement
(C E) Program administratively designed for implementation to assist
them in reaching their utmost potential in the shortest time pos-

sible.

Researcher's Purposes in Conducting the Study

The descriptive study was presented as a framework des-
cribing an administrative approach to a computer-based C E pilot
program.

The writer's primary purpose in conducting the study was to
present a detailed description of a computer-based C E program. The
administration of such a program and the reporting of the actual
program process have until now never been afforded formal documen-

tation.

 

 

A secondary purpose of the writer was to abstract from the
primary purpose a general approach to the administration of a
computer-based C E program.

A third purpose was for the document to communicate, to
the educational field, knowledge of C E technology.

The writer's fourth purpose was to add other additional
information to the document from the search of literature in the
areas of educational administration and the computer field to make
the documentation useful to further research.

The following needs are a result of the above purposes:

1. To expedite the administrator's search for information
pertaining to this field. Being the first attempt of its kind in
the field, there is no other previous research to which the adminis-
trator might turn.

2. To provide the administrator with a program outline that
assists in meeting the implications of the state and federal laws
which require that the severely physically handicapped be provided
with an appropriate education.

3. To provide administrators and educators with a document
that assists in meeting society's demands for greater accountability.

Questioners in the past were content to listen to accounts
of resources allocated. This has changed. Today the ques-
tions focus on results obtained for resources. The ques-
tions are pointed, insistent and abrasive. The public
school system is being held accountable for results
(Lessinger, 1970, p. 217).
The placement of responsibility for the academic achievement

of all students is now to a greater extent being placed on the school

board, the superintendent, the principal, and the teacher.

 

 

4. To demonstrate to the administrator the need to place

special administrative emphasis on the areas indicated below which

are unique to the successful union of technological development and

education, such as:

a.

The increased rate of information transfer may have
psychological ramifications which may be detrimental
to the success of the program and therefore requires
careful attention on the part of psychologists and
administrators.

The new capabilities acquired by the student may make
some learning skills irrelevant. This can affect the
learning objectives set for the student by the school.

The technology may disturb the results of performance
measurements made by traditional means. Since such
performance measures are essential to the proper man-
agement of an educational program, new interpretations
of these results are required.

5. To provide the administrator with a means for integration

of the C H individual into the least restrictive environment within

the educational setting. In so doing:

a.

The handicapped individual gains independence and
self-confidence by being able to work independently
on projects and assignments. The handicapper is able
to communicate on a more free and equal basis.

An increased amount of learning takes place, both
individually and with peers.

The time involved in accomplishing various tasks is
reduced.

Job satisfaction is experienced by the staff.

There is a reduction in cost. The school district
saves in terms of the need for fewer professional and
paraprofessional staff to provide individualized spe-
cial education services to the individual. It may no
longer be necessary for the handicapper to be trans-
ported over a long distance to special classes.

10

Through the use of this descriptive study, a significant and

systematic approach to a complex educational challenge was presented.

Methodology
llreview of the literature pertaining to the relevant aspects
of the C H, literature on the transfer of technology to education,
and on a Management By Objectives (MBO) administrative approach was
conducted.
From the experiences, interviews, and documented information,
e.g., daily 1095, video tapes, gathered from the direct involvement
with the Jackson County Intermediate School District (JCISD), Jackson,
Michigan, and the Artificial Language Laboratory, Michigan State Uni-
versity (ALL-MSU), East Lansing, Michigan, Computer-Based Communica-
tion Enhancement Pilot Program, the historical-developmental
descriptive study was detailed.
The writer also described the challenges of a C E program,
including:
1. Introduction of new technology.
2. Interrelationship of the C E program with the medical
profession.
3. Way special education is organized at the intermediate
district level.
4. Attitudes toward such an innovation program.
a. Educators

b. Community

11

5. Administrative structural requirements used to solve the

above challenges.

The writer then described an administrative strategy for
implementation of a C E program based on the JCISD/MSU-ALL program.
The focus was toward implementation within an educational setting
following the basic skeletal outline, i.e., assessment, design and
development, and implementation as diagrammed in the Basic Conceptual
Design for Administration and Management of a Computer-Based C E
Program, Appendix A.

The assessment, design and development, and implementation
components sought to spell out management strategies that meet the
objectives and needs of the computer-based C E program. Once having
become operational, this process was able to be iterated until an
effective management and administrative approach was achieved.

The project design, after review by the University Committee
on Research Involving Human Subjects (UCRIHS), was cleared for
research and development when it appeared that the rights of the han-

dicapped individual were protected (Appendix B).

Limitations
The administrative strategy being described as a result of
this research effort was designed for implementation by administra-
tors providing special education programs to C H individuals
encompassing ages defined by the respective state and federal man—

datory special education laws.

 

 

12

The population of C H individuals to be served by an educa-
tional enterprise using these strategies appeared to be highly
specialized and small in number, compared to the total physically
handicapped population, e.g., supra, p. 1. Only recently has the BEH
encouraged that a survey be conducted for the purpose of identify-
ing a population that could be considered C H.

It was recognized that this was an initial attempt to pro-
vide a historical-developmental descriptive study. Since it was the
first attempt of its kind, there was a limited amount of research
data from which to draw.

The literature reviewed, further limited the study by the
modicum amount directly related to the subject.

The number of school districts benefiting from the study is
limited to those able to make the necessary financial and personnel
commitment to such an innovative program.

Knowledgeable professional specialists and sophisticated
futuristic equipment are required in the experimental research and
prototype development of these computerized devices, designed
especially to meet the individual needs of the C H. The costs could
total a minimum of $30,000 over a one- or two-year period (actual
grant cost to the JCISD-ALL/MSU Communication Enhancement Program,
July 1, 1976-December 31, 1977).

To the average taxpayer this might initially appear to be an
exorbitant amount of money to be concentrating on one special edu-

cation child compared to the amount being allocated by the school

 

13

district to general education and special education programs on a
per pupil basis.

This is especially true when one views the program as serving
only a few select C H individuals and the probability of these C H
individuals ever becoming independent, self-sufficient, contributing
adults in our society appears at this time to be small.

The author found it extremely difficult, if not impossible,
to make an accurate comparison of the statewide average per pupil
membership cost for any one year between general education and Special
education in the State of Michigan.

In looking at general education only, i.e., education of the
normal child enrolled in a regular classroom program, a guaranteed
actual amount of state support on a statewide average basis is
quoted in Table 1. However, these amounts do not include the local
dollars made available by approved local school millage elections.
Local dollars vary extensively from district to district throughout
the state.

Table l.--General education: Guaranteed actual amount per pupil on a
statewide average basis (Hodson, 1978).

 

1975-76 1976-77 1977-78 1978-79
(Actual) (Actual) (Estimated) (Estimated)

 

$1,113.95 $1,193.81 $1,307.00 $1,427.00

 

14

At the present time there are no guaranteed actual cost
statistics available on a per pupil statewide average basis for
special education.

Special education actual cost averages are extremely dif-
ficult to obtain because of the many service and program options that
are available to each special education child. These options are
necessary in terms of providing appropriately for the many individual-
ized special educational needs caused by the various handicapping
conditions of these individuals.

Estimated amounts on a statewide per pupil average basis,
reflecting state financial support, are provided in Table 2 for all
combined basic classroom programs (i.e., visually impaired, hearing
impaired, POHI, learning disabilities, trainable mentally impaired)
and support services, including all teacher consultants, homebound/

hospitalized, and speech and language therapists.

Table 2.--Special education: Estimated actual amount per pupil on a
statewide average basis (Hodson, 1978).

 

 

Basic Classroom Programs Support Services
1976-77 $3,276.00 $626.00
1977-78 $3,540.00 $671.00
1978—79 $3,758.00 $704.00

 

These amounts can be extremely misleading because of the

following factors:

15

1. Basic classroom programs are generally not the only
costs to that child's education. Usually these children are also
receiving some type of support services and/or services from other
special education'personnel, i.e., special education supervisors.

The individual special education program may vary from the basic
classroom to a multiplicity of supportive services, making the range
in costs for any one student extremely great.

2. The type of special education classroom varies also;
i.e., in 1978-79 the highest classroom per pupil cost is estimated
to be $6,125.00 for the visually impaired, with the lowest being
$3,150.00 for the trainable mentally impaired classroom. All other
categories varied in cost within that range.

3. The cost for support services varies to an even greater
degree within a wide range. In 1978-79 the projected estimated cost
ranges from a high of $5,147.00 per pupil for homebound/hospitalized
to a low of $451 per pupil for speech and language. Again, all other
support services range in cost somewhere between these two figures.

The amounts do indicate, however, that the costs per pupil
for the special education child are considerably greater than for the
general education child.

Parents of normal children attending regular classes in
general education are actively displaying an increased awareness and
concern over what they perceive as an inequality of expenditures
being allocated for their child's education as compared to the amount

being accounted for by special education.

 

16

To argue that "equal protection“ and equal education are based
on equal spending would be folly. To argue for an "approp-
riate" education for all children is ideal. . . . Most recently
parents of the non—handicapped have followed the direction set
by parents of the handicapped and have questioned the quality
of education of normal high school graduates who lack approp-
riate reading skills at the time of graduation. Recent actions
in California and in Long Island, New York may be a harbinger
of due process activities by parents of non-handicapped chil-
dren (Wawrzaszek, 1977, pp. 15, 30).

Because of the unique needs of individual special education
children, the administrator has found it increasingly necessary to
be responsible for assisting the public in gaining an understanding
that this C E program is designed as a research effort that will in
the very near future be benefiting the C H and society as a whole,
both directly and universally, at a greatly reduced cost.

In the next decade, computer-based systems will become a
dominant factor in the lives of a large segment of the han-
dicapped community. . . Time shared computer networks

. . brings down the hourly cost to individuals. . . . A
second force in getting computer costs down is mass produc-
tion of increasingly efficient mini-computers and micro-
computers. . . (Miller, 1976, p. 25).

Although this study was based on the research and authorita-
tive opinion presented in Chapter III, the selection and interpre-

tation of the evidence were designated and evaluated by the writer.

Delimitations

 

The study incorporated library research to include ERIC

and Dissertation Abstracts information searches. Further delimita-

 

tations included a review of the literature pertaining to the rele-
vant aspects of the C H literature on the transfer of technology to

education and an administrative MBO approach. Appropriate information

 

17

was gathered from the leading research and educational centers
throughout the country, now piloting research projects for the C H.

The writer directed the efforts of the study toward only
one C E program, the JCISD/MSU-ALL pilot program. The study des-
cribes the service delivery program that was formally initiated
July 1, 1976, and continues to be in operation within the JCISD at
the present time.

The author had the opportunity to be an active participant-
observer in the daily program activities, and had access to all
program information within the JCISD and the ALL-MSU pertaining to

computer-based C E programs.

Description of Terms

 

The following major terms were used throughout the study
and were defined to insure clarity and continuity for the reader.

Artificial Languager-Refers to definable linguistic struc-
tures and included computer programming languages especially con-
structed for scientific discourse and models of natural human
language (Artificial Language Laboratory, 1977).

Cerebral Palsyr-Refers to a condition caused by damage to

 

the human brain, usually at birth. "Cerebral" refers to the brain
and "palsy" to lack of control over the muscles (Cerebral Palsy Facts

and Figures, 1976, p. l).

 

Communication Enhancement--Refers to the application of tech-

 

nology to aid human expression and perception of language and art.

In its more narrow meaning, it refers to the application of technology

18

to the needs of persons who experience communication handicaps due to
neurological or neuromuscular conditions. Communication enhancement
involves not only the design and implementation of specific devices
and techniques, but also the organization of educational, therapeutic,
and social relationships in support of the integration of these
devices and techniques into the life of the users. The fundamental
principle of communication enhancement is the transformation of human
expression from one modality into another to match the particular
physical and cognitive characteristics of the participants involved

in a communication experience (Eulenberg, 1978).

Communicatively Handicapped (CH)e-Refers to one who is

 

presently unable to use any form of expressive language in a manner
that is functional, effective, and acceptable by society.

§921:-Formal pursuit toward a certain level of proficiency.

Hardware--Physical components such as the electronic or
electrical devices in the computer.

Input/output--The parts of a computer which allow communica-
tion between users and the computer (Didday et al., 1978,P- 171- Input
devices could include computer cards, typewriters, or various switch-
ing devices. Output devices might include card readers, strip
printers, magnetic tape devices, discs, TV screen monitors, or voice
synthesizers.

Interface--The interaction of two independent systems in order
to promote communication, e.g., man-machine.

Least Restrictive Environment (mainstreaming)--Integration

of the communicatively handicapped individuals into as normal a

19

setting as will allow for their successful participation (Education
for All Handicapped Children Act, Public Law 94-142).

Nonverbal--The lack of ability to use words at all (Department
of Health, Education and Welfare Conference, 1977, p. 5).

Nonvocal--The possession of cognitive linguistic capabilities
but lack of motor articulation to produce speech that is intelligible
(Department of Health, Education and Welfare Conference, 1977, p. 5).

Objective--Describes the intended outcomes for a specified
duration of time.

Responsibility--Being answerable or accountable to society.
to the C H individual, the family, peers, fellow educators, and the
Board of Education for the results of decisions made in relation to
certain administrative actions.

Software--Programs, procedures, and related documentations

in their entirety, associated with the computer system.

Organization of Subsequent Chapters

 

In this chapter the author demonstrated the importance and
need for the dissertation. A list of the researcher's purposes for
the study and an outline of the procedure to be followed were
included. In addition, the writer provided background information,
limitations, and delimitations, and provided descriptions of ter-
minology.

A review of related literature pertaining to the C H, to the
new technology as it is related to the C H, and to M80 as an adminis-

trative approach completed the composition of Chapter II.

*“_ __ "

20

The author, in Chapter III, presented a historical-
developmental orientation, or a documented descriptive study of
the pilot C E program.

In Chapter IV, the author described administrative strate-
gies for implementation of a C E program based on the descriptive
study.

The author concluded with Chapter V by presenting a summary,

findings, and conclusions. Recommendations for further study follow.

CHAPTER II

REVIEW OF LITERATURE

The Physically Handicapped Population

 

From an historical perspective, our society only recently
has begun to develop a sensitivity to the particular needs and rights
of the physically handicapped. In retrospect, physically handi-
capped children were commonly referred to as crippled, deaf and
dumb, or blind. These handicapped individuals have been found, and
will continue to be found, in every community throughout the world.

The handicapping condition may be the result of a birth
defect, accidents, disease, or illness. The multiplicity and extent
of the disability may vary from slight to severe.

During the early days of our country's birth, survival and
maintenance of the normal took precedence. The crippled, blind,
and deaf and dumb, as they were viewed, were considered as non-
producers and liabilities. Often they were hidden and left to die.

With improvements in communications, urban living, an
increasing humanistic philosophy, advanced medical technology, and
public education, the handicapped soon attained a normal life
expectancy, and homes (or asylums) were created for them.

Societal change continued with the birth of the industrial
revolution, and compulsory education. New social philosophies
increased social awareness by encouraging others to see the

21

22

handicapped as individuals who could be educated to take a meaning-
ful place in society. For this purpose special schools were designed.
Many of the handicapped spent their entire school years segregated
from the regular school population. It has only been since the 1950's
that the handicapped have been mainstreamed on some occasions into
regular classes. While this practice has gradually become accept-
able, special schools have continued to exist. In the 1970's, hints
of ignorance continue to prevail when handicapped individuals take
their place in society. Although the evidence of such comments,
displaying a general lack of understanding, are slowly on the decrease,
we may still hear:

If they're physically handicapped, they must also be mentally
impaired. They all look alike really. They shouldn't and/or
don't think of sex. "If you're not good, that's what will
happen to you!" If we ignore the handicap, it'll go away.
They all have a sense of humor. There ought to be a place
for these people. Physical impairment is the result of the
sins of their parents. We can't really expect much of these
people. Possessed of the devil . . . you can't trust them.
All crippled children have hearing losses. Oh, they are so
wonderful, how they "take" everything. We just have to take
care of them. I'd be afraid to have them around my young
children. They really are not like us! I don't look, I
just don't pay any attention (non-person approach). Of
course, they don't ever expect to get married. We really
should feel sorry for such people. We do a lot for them--
they should be very grateful. Blind people just like to
listen to their recorders. They shouldn't be around for
normal people to have to look at. They don't really care--
"just keep them happy!" Maybe there's some quiet little
job in the background somewhere, which someone in a wheel-
chair can do (Ensign, l976).

Educators, parents of the handicapped, and the handicappers
themselves have just recently awakened. They have formed pressure
groups, worked, lobbied, and protested to convince lawmakers and the

public of their needs and rights for equality and understanding.

23

Today their problems, needs, rights, and potentialities are being
voiced in all phases of the media. Laws for the handicapped have
been enacted in every state, as well as at the federal level, making
good the philosophies of the early 1960's:
The motivation back of such provisions has been an increas-
ing conviction that the exceptional should be enabled to
contribute to society more nearly to the limits of their
capabilities, plus the humanitarian belief that each indi-
vidual has a fundamental right to as complete self realization
as is possible within our social structures (Magary, 1960,;L 5).
In 1971, Public Act 198, the Michigan Mandatory Special Edu-
cation Act, was passed by the Legislature, signed by the Governor,
and supported by the State Board of Education. The Act has three
major provisions:
1. The Act establishes the right of handicapped persons,

through the age of 25, to equal educational opportunity
within Michigan's public schools;

2. The Act establishes procedures for accountability in
the delivery of programs and services to those handi-
capped persons; and

3. The Act requires a system of state and intermediate

school district plans for the delivery of special edu-

cation pro rams and services (Educational Services,

1971, p. l).
The rules became effective October 10, 1973.

The Education for All Handicapped Children Act, Public Law
94-142, was enacted by Congress in November, 1975, and is scheduled
for full implementation in fiscal year 1978. The federal act has
been hailed as a "Bill of Rights for the Handicapped." The bill
requires that: ". . . children served by the act be educated in

accordance with individual plans tailored to their particular needs

and capacities" (Goodman, 1976, p. 10).

24

Another federal regulation having potentially far-reaching
implications for the handicapped, implemented as of June 3, 1977,
is Section 504 of the Rehabilitation Act of 1973, with regard to
federal assistance administered by the Department of Health, Educa-
tion, and Welfare (HEW). Section 504 provides that:

No otherwise qualified handicapped individual . . . shall
solely by reason of his handicap, be excluded from the
participation in, be denied the benefits of, or be sub-

jected to discrimination under any program or activity

receiving federal financial assistance ("Nondiscrimination,"
1977, p. 22676).

The regulation defines and forbids acts of discrimination
against qualified handicapped persons in employment and in the opera-
tion of program activities receiving assistance from the Department
of HEW. Employers must make reasonable accommodations for the han-
dicapped, existing and new facilities are to be accessible to the
handicapped, and programs are to be operated in a nondiscriminatory
manner.

The current philosophy of the 1970's, generally adopted by
educational administrators when engaged in program planning for the

handicapped, is that of "mainstreaming, or placing the handicapped
child in the "least restrictive environment." The movement was
spearheaded by the Leadership Training Institute in Special Education
of the Bureau for Educational Personnel Development, United States
Office of Education. The "least restrictive environment" essentially
means providing efficient and effective special education itinerant

supportive services to regular classroom teachers, thus ensuring a

successful integrative experience for everyone concerned, i.e., school

25

personnel, students, parents, and the handicappers. The special
educators providing the itinerant supportive services in this set-
ting might include teacher/consultants, school nurses or health
consultants, social workers, physical and occupational therapists,
Speech and language pathologists, and psychologists. The services
offered may be comprehensive in nature, with the intent of provid-
ing the best possible special educational assistance within the
general educational setting. The idea behind this approach is to
help better prepare the normal population, as well as the handi-
cappers, for taking a more successful, compatible, and competitive
place in the adult world. "Not only words, actions also communicate
values. The school as an institution communicates values by the
nature of its organization” (Cohen, 1977, p. 14).

Usually the C H individual is thought of and is treated in
the same manner as the mentally handicapped. Most of the advances
have been made for individuals with mobility handicaps, and very

little has been accomplished for those with communication handicaps.

New Technology for the Communicatively Handicapped

 

Recent rapid technological advances are now permitting and
encouraging education for the C H. These individuals have been
difficult, if not impossible, to serve until now. In addition, this
technology now being applied to these individuals can be transferred
to serve other populations.

Classifications of C H individuals have been altered:

A number of institutionalized children, believed to be pro-
foundly retarded, have been given the communication opportunity,

26

and have turned out to have far greater ability than had
been expected. . . . There are multiple physical handicaps

. cognitive problems . . . severe social and emotional

retardation . . . older people who lose communication capa-
bility because of traumatic injury. . . . Consequently it

is difficult to define the group precisely, and one of the
major unknowns is its prevalence as compared with other han-
dicapping conditions (Department of Health, Education and
Welfare Conference, 1977, Appendix A, pp. 1-2).

A representative estimate of characteristics of the target
population primarily by type of etiology and prevalence can be found
in Appendix C (Department of Health, Education and Welfare Confer-
ence, 1977, Appendix A, p. 4).

The categories of nonwriting, nonverbal, and nonvocal assist
in determining the type of communication aids and groups of indi-
viduals who should utilize them. It should be recognized that an
individual could start with one aid and progress to more sophisti-
cated devices as their condition changes.

The group of researchers master-minding this technological
wizardry is small. Their backgrounds include engineering, psychi-
atry, computer science, the therapies, and linguistics.

The following prominent researchers and government officials
met with Dr. Allen Dittman, BEH Conference Project Officer, in
April, 1977, to exchange information and to generate recommendations
for further research (Department of Health, Education and Welfare

Conference, 1977, Appendix B, pp. 1-2).

Government participants:

Mr. Robert Dantona

Coordinator, Centers & Services for Deaf-Blind Children
Bureau of Education for the Handicapped

Washington, D.C.

27

Mr. Herman Harvey

Program Manager, National Science Foundation
APRT/RANN

Washington, D.C.

Dr. William E. Johnston, Jr.
Bureau of Education for the Handicapped
Washington, D.C.

Mr. Richard R. Leclaire
Rehabilitation Services Administration
Washington, D.C.

Dr. Lyle L. Lloyd
Mental Retardation & Developmental Disabilities Branch
National Institute of Child Health & Human Development
Bethesda, Maryland

Dr. Christy L. Ludlow

Communicative Disorders
NINCDS--National Institutes of Health
Bethesda, Maryland

Dr. Eugene Murphy
Veterans Administration Regional Office
New York, New York

Dr. Frank Withrow
Bureau of Education for the Handicapped
Washington, D.C.

Nongovernment participants:

Dr. Kenneth M. Colby

Neuropsychiatric Institute

University of California, Los Angeles
Los Angeles, California

Mr. Terry De Briere

Director, Visual Acuity Research

Parsons State Hospital and Training Center
Parsons, Kansas

Dr. John B. Eulenberg

Director, Artificial Language Laboratory
Michigan State University

East Lansing, Michigan

28

Mr. Richard A. Foulds

Director, Biomedical Engineering Center
Tufts-New England Medical Center
Boston, Massachusetts

Dr. Paul Goldenberg

Logo Group

Artificial Intelligence Laboratory
Massachusetts Institute of Technology
Cambridge, Massachusetts

Mr. Haig Kafafian
President, Cybernetics Research Institute, Inc.
Washington, D.C.

Maurice A. LeBlanc

Chief, Rehabilitation Engineering Center

Children's Hospital at Stanford

Palo Alto, California

Mr. Gregg C. Vanderheiden

Trace Research and Development for the Severely Communicatively
Handicapped

Madison, Wisconsin

Dr. Kenneth Wyatt

Acting Chairman of Department of Special Education

Georgia State University
Atlanta, Georgia

Other participant:

Dr. Thomas P. Vogel

Division of Medical Sciences
Washington, D.C.

Technological researchers located in several centers through-
out the world are working to develop various forms of effective
communication media for the C H.

One such center is the Bliss Symbolics Communication Founda-
tion (B.C.F.), located at the Ontario Crippled Children's Center,

Toronto, Ontario, Canada. According to Shirley McNaughton, Director

of B.C.F., the originator of Bliss Symbolics, Charles K. Bliss,

29

Sydney, Australia, worked from 1948-1965 to develop semantography
into an international language for the purpose of bringing about
peace. The B.C.F. was established in 1975 for a different purpose.
Their intent has been to meet the growing needs for symbolic commu-
nication through the use of a communication board. Current B.C.F.
research is concerned with the application of symbols with the
retarded, deaf, autistic, aphasic, language development or reading
readiness, and adult (particularly stroke) populations (McNaughton,
1977).

Although the cost is minimal, and these communication boards,
or boards of similar types, can be constructed by almost anyone,
such as parents, friends, teachers, and therapists, the user is
somewhat limited. Since no memory is available, the client is
unable to interact independently; furthermore, the amount of informa-
tion available is limited to the size and arrangement of the board.
Although various menus can be interchanged, the handicapper must
rely on someone else to replace them. The evidence of these limita-
tions has not prevented and should not prevent the widespread use
of such communication boards. For some, this method has facili-
tated communication by challenging the upper limits of their intel—
lectual abilities. For others, it can be a stepping stone in the
development of more sophisticated means of C E. McNaughton reported
that 400 users displayed during the fall term that the use of sym-
bols does not discourage speech if it is available. It does not
take the place of reading and writing but is a stepping stone toward

this goal (McNaughton, 1977).

30

The Tufts-New England Medical Center of the Biomedical
Engineering Center, Boston, Massachusetts, places a major emphasis
on practical devices useful in vocational rehabilitation. A lan-
guage acquisition and communication project attempts to convert
symbols to spoken words. The processing of dysarthric speech
through the use of a speech analyzer constitutes a second project
effort.

Children's Hospital at Stanford Rehabilitation Engineering
Center, Palo Alto, California, helps to develop useful rehabilita-
tion devices and procedures. The needs might include devices
designed in orthotics or to enhance mobility, prosthetics to increase
function and to provide maximum cosmesis, or research in gait analy-
sis, balance, and biofeedback. The exploration of simpler and less
expensive communication systems, i.e., typewriters, television,
voice amplification symbol-to-speech, and various input devices, has
been a recent priority at the Center.

TRACE Research and Development Center for the Severely
Communicatively Handicapped, Madison, Wisconsin, directs its efforts
toward research by exploring, developing, and evaluating various
communication aids and techniques. Much of the research effort has
been sponsored by the National Science Foundation (NSF), Bureau of
Education for the Handicapped (BEH), and United Cerebral Palsy
Association (UCPA) grants. A Bliss symbolics research program for
mentally impaired children and a language acquisition study complete

two other branches of the Center's endeavors. In addition,

31

information dissemination and the provision of inservice workshops
are also viewed as important parts of the TRACE operation.

The Cybernetics Research Institute (C/R/I) has conducted
several studies in conjunction with the Bureau of Education for the
Handicapped, Office of Education, United States Department of Health,
Education and Welfare. The Cybercom man-machine systems were used
to determine to what extent nonverbal severely physically handi-
capped students could communicate. Through the use of appropriate
programing methods and individually designed interfaces, nonverbal
severely handicapped individuals are now able to utilize their
available motor control to direct automata to dramatically demon-
strate their ability to communicate. At C/R/I, flexibility in
interface design is the key in matching the performance capabilities
of each individual. Manual coordination, dexterity, and strength
are just some of the many areas to be objectively and quantitatively
evaluated utilizing visual, auditory, and tactual response methods
when selecting the most appropriate interface system. Sensory feed-
back is also essential in most learning processes. It was found
that the education of many handicapped individuals could be signifi-
cantly increased by matching writing and communicating systems with
the handicapped person's abilities. C/R/I also investigated a large
portion of the handicapped population who possess other disabili-
ties such as hearing or language impairments, rendering them unable
to use the telephone. Various technological devices have been
developed, i.e., amplifiers, signaling lights, meters, and vibrators,

to respond to coded signals. Their success has been limited due to

 

32

the lack of feedback, limited message capability, difficult coding
programs, and the inability to adapt these systems universally.

Stored program digital computers have become widespread
during the past two decades. This was due primarily to technologi-
cal developments such as the introduction of transistors and inte—
grated circuits, improvements in the storage elements used in the
computer memory, increased reliability of the electromechanical
peripheral devices, and the increasing use of microelectronics.
Present-day digital computers include special-purpose computers
tailored to a single use and general-purpose computers utilized for
multiple diverse uses such as control, data processing, and scien-
tific calculations.

Time-shared computer networks, which bring down the cost,
have connected users by telephone from all over the country to the
nodes of the network.

The availability of the less costly mini-computers made
many new applications, particularly in education, cost-effective.
The latest and smallest general-purpose computer available is the
micro-computer. The variety of micro-computers and micro-processors
(special-purpose micro-computers) has been ever increasing. This
has led to a diversity in their applications. Through the develop-
ment of miniaturization of electronic packaging, mini- and micro—
computers are now currently affordable to small businesses, schools,
institutions, and many individuals.

The use of modern computer technology has been shown to be

effective in education. Computer-based education in a nationwide

33

learning center network appears to be the most workable. Two
societies, the Society for Applied Learning Technology and the
Association for Educational Data Systems, were organized to bridge
the communication gap between educators and technologists. Under
some circumstances computerized systems can augment and enrich the
teacher's efforts by helping to provide a higher quality education
at a lower cost.

. . CAI (Computer-Aided Instruction) will become cost-
effective in special education, which is also frustrating
and time-consuming for teachers. The individual testing,
prescribing, feedback, recordkeeping and analyzing--all
done manually--require too much time, effort, and patience
to be done effectively. The computer has infinite
patience. It doesn't neglect any of those chores in favor of
something more interesting. And it is private. The pacing
factor in getting widespread usage is availability of course-
ware. But special education has a high priority with the
U.S. government, and substantial resources are being commit-
ted to this area (Norris, 1977, p. 452).

The transformation of language via computers has become a
reality only in the last few years. The C H, as well as the blind
and hearing impaired, will find their limitations diminished and
their potential enhanced (Nemeth, 1974).

In the next decade, computer-based systems will become a
dominant factor in the lives of a large segment of the han-
dicapped community. This dominance will be broadly based
with computers playing vital roles in vocations, education,
communications, and therapy. . . . Results point to impor-
tant new possibilities for intellectual and communicational

development of severely disabled persons (Miller, 1976,
p. 25 .

Centers have been established for applied and basic research
on computer-related problems of language processing. Among the
principal areas of research is the design of computer-based systems

for persons who experience communication handicaps. Researchers

34

are beginning to demonstrate how those who have never uttered an
intelligible word can speak electronically. Due to technological
innovations, custompmade voice synthesizers can be utilized to speak
for the nonverbally handicapped. The voice synthesizer uses com-
puter circuits to perform as an analogue of the human vocal tract.

In addition to conventional input devices that use a physi-
cal movement, other devices are being developed, e.g., electro-
myographic (EMG) input which takes electrical impulses produced by
the muscles, switches activated by a twitch of an eyelid, or switches
which permit the user to enter symbols into the computer by purposive
movements made with practically any part of the body. Speech pros-
thesis, or the use of the computer as an aid to speech impaired
persons, seems to be one of the most useful applications of the
talking computer to date. The Artificial Language Laboratory,
Department of Computer Science, Michigan State University, East
Lansing, Michigan, is one such center for applied and basic research
on computer-related problems of language processing, categorized as
follows:

1. Design of computer-based systems for persons who

experience communication handicaps.
2. Design of special-purpose computer language.
3. Design of computer-based broadband (cable) telecommu-
nication systems.
4. Design and implementation of systems of computer-

assisted instruction.

35

The Michigan State University Laboratory was among the first to
develop extensive software packages for the new (1972) relatively
inexpensive, compact, digitally controlled voice synthesizers (Rahimi,
1974).

Researchers have been investigating means by which the C H
can express themselves in written form or through the use of
computer-generated synthetic speech. When necessary, special input
devices are built to permit the client to interact with the computer
utilizing virtually any part of the body. Voice recognition systems,
or computers which accept human speech for input, are also being
explored.

The Wayne, Ingham, Kent, and Jackson County Intermediate
School Districts, Michigan, have established computer-based C E
programs in cooperation with the Artificial Language Laboratory.
Within these programs modern technological aids are being made avail-
able to students who experience speech and motor problems.

The Artificial Language Laboratory (ALL) has designed and
implemented a voice output software package homebased on the Civil
Service Commission's Honeywell 66/80 Computer, Macon, Georgia. This
system allows blind employees at Civil Service Commission offices
throughout the country to create and read files, as well as to per-
form mathematical calculations (Rahimi & Eulenberg, 1974). Research-
ers in the Laboratory have also developed a system for administering
educational lessons over a cable television system. In the Computer
and Cable Television in a University Setting (CACTUS) Project, a

computer software and hardware system provides studentsthe opportunity

36

to attend video-taped lectures at home via cable television hook-up
and to take computer-administered quizzes using a touch-tone tele-
phone.

In 1974, a group of handicapped students used "Alexander,"
the Michigan State University talking computer, to order a pizza over
the telephone. The successful call was made to demonstrate that the
handicapped can communicate for practical purposes over a telephone
using voice synthesis. The success of prosthetic speech usage is
based on the acceptance of the general public.

The ALL has developed numerous software packages by effec—
tively utilizing equipment provided by the Vocal Interface Division,
Federal Screw Works, Troy, Michigan, manufacturers of Votrax voice
synthesizers.

A future goal is to develop portable and inexpensive voice
prosthetics which will bring the user within the accepted limits of
normal communication expectations. Perhaps speech synthesizers will
eventually be made available to all individuals with speech handi-
caps. However, perfection of the system, along with extensive
education and publicity with the public, will be necessary before
individuals will be able to use this type of communication com-
fortably and acceptably in their activities of daily living. It is
the hope of educators and researchers that this new technology will
enhance learning, improve cognitive development, and increase the
communication abilities and quality of life of the handicappers.

Publications, exhibits, workshops and published research

should be encouraged with the public through the sharing
of information by special educators, administrators,

 

 

 

37

occupational therapists, physical therapists, physicians,

insurance companies, legislators, vocational rehabilita—

tion counselors, parents, advocacy groups, social workers,

speech therapists, consumers and professional associations

(Department of Health, Education and Welfare Conference,

1977, p. 6).

Administrative Operation
School administration has evolved, over the years, with

increased application of scientific management. It became apparent
to educators that the field of education could benefit from the
development of a framework for educational planning, inclusive of
philosophy, activities, curriculum planning, organization, teaching,
evaluation, and financial administration. What appeared to be a
necessity was long- and short-range systematic planning designed to
provide educators with choices for the future. The essence of such
an approach is:

The effort to compare alternatives systematically, in

quantitative terms when possible, using a logical sequence

of steps that can be retraced and verified by others

(Hartley, 1968, p. 25).

Management programs help guide people in making decisions.

The relationship of the many elements within such a program is
designed to accomplish a predetermined goal.

Among the elements in a system are problem identifica-

tion, establishment of priorities, goals, objectives,

inputs, outputs, environment, programs, decision-makers,

measures of effectiveness and recycling (Lessinger, 1970,

p. 217).
The interrelationship of these elements can be demonstrated within

such a program.

 

38

When related directly to educational administration, the
program design would be based on school or district planning
organization and needs. Within such a broadly based educational
program design, it has become equally important to develop individual
administrative program operational plans for guidance in the manage-
ment of such specialized programs as the Computer-Based Communication
Enhancement Program.

The organizational resources and knowledge of electronics,
electro-mechanics, and computer technology are enormous, yet the
educational communities have been somewhat reluctant to pursue,
exploit, and adopt these technologies on a widespread basis.

Pervasive public ignorance of the needs for communication

devices for the nonverbal severely physically impaired,

coupled with the lack of financial support, and reluctance

on the part of educators, the handicapped become victims of

a self fulfilling prophecy; they are labeled handicapped

and "there's nothing much we can do about that" (Kafafian,

1973, p. 258).
These computer systems can be effectively utilized by administrators,
teachers, and students within the educational setting if the software
is properly designed.

. . There is, and will continue to be, wideSpread rejec-

tion of innovation in education: . . . The reasons are

numerous and complex. Extreme conservatism, concerns for

maintenance of individual status, dislike for the idea of

profit in education, and concerns for quality of results

are some of them. . . . To eliminate the rejections and

institutional inertia, one approach is to offer superior

alternatives to the students (Norris, 1977, p. 453).
The Computer-Based Communication Enhancement Program is one such

superior alternative.

39

A management framework thereby helping communities to
gain the knowledge essential to understand the benefits of new
technological innovations appears beneficial. Only recently have
a few select boards of education, administrators, and educators
become aware that new opportunities and hope exist for the C H,
thanks to researchers in the technological world. Such an adminis-
trative management program can provide for logical thinking, for
bringing order, unity, and manageability, unique to the specific pro-
gram under consideration. It can also aim to assist in organizing
the efforts within the program by calling for the mutual involvement
of everyone, i.e., students, teachers, researchers, educators,
parents, and support personnel. It is important that the program
team plan, as they assess, design, and implement the basic program
responsibilities. They may demonstrate a concern with leadership
strategies from a human relations standpoint, as people must achieve
the results. It is assumed that more will be accomplished if the
personnel have a better idea of what they are to accomplish. The
plan must provide clarification for why they are there and how they
may best achieve their purposes. With the motivation, support, and
aid of informed educators, physicians, psychologists, sociologists,
physiologists, engineers, mathematicians, linguists, and computer
scientists, contributions can be made which until now have been
unachievable in the educational community.

In approaching this innovative program, it appeared to be

desirable to find an effective professional appraisal and development

40

program. A modified Management By Objectives (MBO) System was
planned and implemented. MBO, educationally based, serves to:

* effectuate an effective school planning program,

* increase the control and coordination of people and
activities,

* maximize proper utilization of personnel,

* install more effective methods for appraising perform-
ance, and

* initiate an improved training and development program
(Lewis, 1974, p. 21).

M80 was first developed for business and industrial manage-
ment; however, with some modifications it has gained acceptance in
educational administration. Peter Drucker and Douglas McGregor
are usually given credit for developing the HBO concept more fully
in the 1950's.
The most frequently used definition of M80 was developed by
G. S. Odiorne in 1965:
The system of management by objectives can be described as
a process whereby the superior and subordinate jointly iden-
tify goals, define individual major areas of responsibility
in terms of results expected of him and use these measures
as guides for operating the unit and assessing the contri-
bution of each of its members (AASA National Academy for
School Executives, 1973, p. 4).
About five years later, his definition became briefer:
A system in which the first step of management is the clari-
fication of corporate objectives and the breaking down of
all subordinate activity into logical subdivisions that
contribute to the major objectives (AASA National Academy
for School Executives, 1973, p. 4).

An early proponent of M80, Douglas McGregor, believed that

a person's view of people would influence one's style of administration

41

and the organizational structural design. His two sets of assumptions
were as follows:

Theory X--The average human being has an inherent dislike
of work and will avoid it if he can. He prefers to be directed,
avoids responsibility, has little ambition, and wants security.

Theory Y--One naturally expends physical and mental effort
in work and in play. Ambition, ingenuity, imagination and creativity,
and self-direction run high.

MBO seeks to stimulate creativity and to assist in the emer-
gence of the self-directed individual-—or by following the Theory Y
viewpoint.

MBO is a process-oriented method of assigning responsibili-
ties to the administrative team. All organizations are seeking to
accomplish certain stated purposes. Goals and objectives can give
direction and meaning to the personnel and to the activities seeking
to obtain the desired results.

The purpose of MBO is to help administrators differentiate
between movement and progress, and to help them establish more clearly
the goals toward which the school district wants to move.

MBO calls for the mutual involvement of everyone, i.e.,
students, teachers, administrators, and support personnel. As a
system it can provide clarification for why they are there and how
they may best achieve their purposes. Ralph Tyler, during an
interview, stated that systematic study of the kinds of learning
that a school should emphasize is essential to curriculum develop-

ment (Tyler, 1973). An objectives system can be most beneficial if

42

teachers can state these kinds of behavior so that the real meaning
is not lost, and so that the objectives are attainable. Unless the
teacher understands the objectives necessary to help the students
achieve, and unless he believes that the students can achieve them,
it is unlikely that they will be attained. MBO is concerned with
leadership strategies from a human relations standpoint, as people
much achieve the results. The HBO system has the capabilities of
managing people better through performance appraisal, job descrip-
tions, professional growth programs, and motivations. It is assumed
that more will be accomplished if the personnel have a better idea
of what they are to accomplish. The MBO mode calls for output-
oriented job descriptions. Results are emphasized, rather than the
activities to be performed. The management contract describes how
the individual expects to meet the goals. Training needs, or
objectives, may be divided into regular, problem-solving, or inno-
vative objectives. All of these management approaches lead to self-
directed, inner-motivated (McGregor's Theory Y) employees. In the
systems-oriented concept of MBO, management encompasses the total
organization. One can speak in terms of planning, supervising, and
budgeting, as well as personnel MBO.

A school administration may set up a hierarchy of outcome
statements, mainly a mission statement set by the board of education,
goals set by the superintendent and his team, objectives set by the
division administrators, performance objectives by unit teams, and
targeted performance objectives by teachers and other professional

personnel. These outcome statements will vary in focus.

43

The manner of development of objectives is as crucial as
their quality. Objectives of high quality will be understandable,
performance-oriented, measurable, challenging, realistic, signifi-
cant, accurate, and brief. Revision must be made possible on an
on-going basis. The identification of objectives may best be
approached by first recognizing the problem areas. The pressures
for action and staff aspirations also help to establish priorities
in setting realistic, beneficial objectives. The following outline
can be helpful when developing objectives:

1. Objectives are jotted down by staff members prior to

initial conference with the administrator.

2. Objectives will be problem-solving or innovative in
nature.

3. The administrator and staff member meet to discuss and
determine which objectives are of highest priority. Not
more than five objectives should be identified for imme-
diate action.

4. The administrator and staff member agree upon time
restrictions and criteria for degrees of accomplishment.
Criteria for success must be measurable.

5. Resources needed by staff persons in order to accomplish
objectives are discussed and mutually determined. Magni-
tude of objectives may be altered by available resources.

6. Date for the next scheduled conference is determined.

7. Essential aSpects of each of the above are recorded in

writing.

44

When implemented effectively, objectives are mutually deter-
mined by the administrator and employee; they focus on outcomes or
results; they may be process oriented or product oriented (process
objectives must ultimately be viewed in terms of overall results);
they must be measurable; they may be classified as routine, innova-
tive, or problem-solving; they are periodically discussed by the
administrator and employee; they are flexible and may be adjusted or
eliminated as the need arises; they allow an employee greater
degrees of participation, creativity, and autonomy; they assume a
positive view of man (McGregor's Theory Y); they provide a basis for
evaluation and accountability; and they allow the administrator to
function in a supportive, positive manner.

Important considerations when implementing an M80 management
system are:

1. Take your time--A full year will allow an opportunity to
build a solid foundation.

2. Use outside resources--Learn from their successes and
mistakes.

Have an administrative inservice planned program.
Top administrators must be involved.

Get the Board Members involved.

Stress practical management objectives.

. Practice writing management objectives.

Establish some easy procedures.

DmNOSU'l-bw

Have a clear line-staff organization.
10. Build in your own quality (Cunio, l975, pp. 19-20).

Opposition to NBC includes such criticism as: The government
is forcing the use of cost effectiveness and a "businesslike" approach

to human problems. Teachers are being held accountable fin~"objectives"

45

over which they have little or no control. The teachers' associations
must guard against mismanagement (by objectives) as it affects teach-
ing and teachers. MBO has no strict format, no limits, and no
agreed-upon definition or description. It can become whatever the
administrator or school board wants it to be. Often it makes teach-
ers the scapegoats for all shortcomings of the schools. Objectives
can mandate that teachers count the uncountable. Writing behavioral
objectives in measurable terms is complex and time consuming. An
overemphasis can penalize creativity and limit educational goals.
Measurement is needed and the validity of tests available for this
purpose is questionable. Therefore, most teachers want no part of
forced MBO. There is a tendency to emphasize those things easiest
to accomplish rather than those that will contribute the most,
therefore intensifying hostility, resentment, and distrust among
personnel. Fear may also be related to appraisal and its effect on
the appraised.
According to Drucker,

The greatest advantage of Management by Objectives, is

that it makes it possible for a manager to control his

own performance. . . . Self control means stronger moti-

vation: a desire to do the best rather than just enough

to get by (AASA National Academy for School Executives,

1973, p. 17).
The HBO system is only a tool that can provide structure for the
leaders to help them do a better job.

The decision to approach the C E program utilizing a MBO

system was based on the theoretical rationale that the program

could only function effectively as a cooperative endeavor. Those

46

whose efforts constitute the organization of the program need to
gain an acceptance of the objective or purpose. “A formal system of
cooperation requires an objective, a purpose, an aim. Such an
objective is itself a product of cooperation" (Barnard, 1970, p. 42).

Since the C E program members would constitute a multidis-
ciplinary team, not only within education and research individually,
but jointly and cooperatively within these two fields, individual
attitudes and philosophies would have to be molded into a well-
orchestrated operation. “Cooperative efficiency is the result of
individual efficiencies, since cooperation is entered into only to
satisfy individual motives" (Barnard, 1970, p. 44).

It is recognized that individual needs must be satisfied
if a successful program is to be forthcoming. In his hierarchy of
needs, Maslow identifies the social needs--egoistic needs. They are
rarely satisfied, i.e., those that relate to one's self-esteem--
needs for self-respect and self-confidence, for autonomy, for
achievement, for competence, for knowledge; and those that relate to
one's reputation--needs for status, for recognition, for apprecia-
tion, for the deserved respect of one's fellows.

The administrator of the C E program was looking for a man—
agement system that would make team members more conscious of why
they are there and what they must do to achieve their purpose. The
HBO system should elevate this purpose to a high order of priority
in the activities of the program. It should also provide the

administrator with a means to direct his own work and energies.

47

"Formulating objectives, winning commitment of all personnel to them,
clustering resources around objectives, and managing to obtain desired

results are really the essence of M80. . ."(Knezevich, 1970, p. 4).

CHAPTER III

CHRONOLOGICAL DESCRIPTIVE ORIENTATION

Introduction

 

Historical Information-—JCISD

Intermediate school districts were created in the State of
Michigan by decree of the legislature in 1962 (Hare, 1963, pp. 406-19).
Public Law 190 provided the JCISD with the authority and responsi-
bility to provide special education services to an identified popula-
tion of individuals with handicapping conditions.

The JCISD had first initiated special education services in
1958 to those school-age residents identified as handicapped. This
special education staff consisted of professionals from these dis-
ciplines: Speech Correction, Visiting Teacher, Diagnostic Services,
Homebound and Hospitalized, Type A Programs for the Retarded,

Type C Consultant, Blind, Deaf, and Orthopedic (Jackson County

 

Special Education, 1960).

 

As an awareness of the availability of special education
services was developed throughout the county, the requests for such
services intensified rapidly.

The JCISD has been in a supportive financial position to
provide comprehensive quality special education services with the

full support of the tax-paying community residing within the

48

49

intermediate district boundaries since 1958. Never has a proposal to
pass JCISD special education millage been defeated.

The most recent election was held on April 12, 1977. The
millage issue appeared as two separate proposals as follows:

I. SPECIAL EDUCATION MILLAGE PROPOSITION

Shall the 1.5 mills ($1.50 on each $1,000.00 of state
equalized valuation) limitation on the annual property
tax previously approved by the electors of Jackson County
Intermediate School District, state of Michigan, for the
education of handicapped be increased by 1.5 mills ($1.50
on each $1,000.00 of state equalized valuation)?

II. SPECIAL EDUCATION BONDING PROPOSITION

Shall Jackson County Intermediate School District, state

of Michigan, borrow the sum of not to exceed One Million

Four Hundred Eighty-Five Thousand Dollars ($1,485,000)

and issue its general obligation unlimited tax bonds

therefor, for the purpose of erecting, furnishing and

equipping an addition to the Lyle A. Torrant Training

Center; and preparing, developing and improving the

site (Special Education Millage, 1977, p. 1)?

The taxpayers passed the millage request (IlandII) by a vote
of six to one countywide. This was an obvious indication of commu-

nity support for such an innovative program as the C E program.

Program for the Multiply Handicapped

Multicap Background Information

The JCISD, with a public-school-age population of 31,618
and a non-public-school-age population of 3,707 (Information and
Comparative Data, 1977-78, pp. 12-13), has continued over the years
to apply for and receive various state and federal title monies,
such as Title VI. This has allowed for optimum program expansion
in areas of designated critical need, such as the C H. As early

as 1971, JCISD administrators and board members had recognized the

50

need for a program to be designed to serve young preschool multiply
handicapped children. A program proposal was written by the Direc-
tor of Special Education, JCISD, and Michigan Department of Education
Title VI monies under Public Law 93-380 were granted specifically to
serve this identified population.
Among the identified youngsters enrolled in this program

was a choreo-athetotic cerebral palsied quadriplegic, Derek Moore,
age four and one-half. Derek's mother speaks for all parents of
multiply handicapped children when she says:

We consider the first 4-1/2 years of Derek's life wasted.

We needed help. We didn't know how to care for him, how

to stimulate him, how to provide for him during those
developmental years (Moore, 1978).

Multicap Program Services--1978

 

Now the Multicap Program provides the services that Derek's
mother and father would have liked him to have. Children are
accepted into the program at infancy or as soon as they are diagnosed,
providing formal evaluation and appropriate programming in the home
and/or program setting in the following areas: psychological test-
ing, speech and language pathology. occupational therapy, physical
therapy, social work, health consultation, home training, and infant
stimulation.

The need for an early recognition of cerebral palsy is empha-
sized, as treatment started later, i.e., after the age of l
or 2 years, when athetosis or spasticity are stronger and
abnormal patterns of posture and movement established, can
achieve only limited results (Bobath, 1967, p. 390).

The health consultant and medical social worker initiate

services by making a home visit to obtain a complete health and family

51

history. This information can then provide the foundation for the
evaluation process leading to recommendations for appropriate pro-
gramming by members of the educational team.
The program for management and treatment of the child with
cerebral palsy has many facets and requires the skill and
expertise of a team comprised of a wide variety of per-
sons. . . . No single professional alone can provide all
that is needed (Scherzer, 1974, p. 198).

An intensive Child Find, or early identification program,
is in operation within the JCISD focusing primarily on infant and
preschool children. One of its purposes is to increase public
awareness of the types of services available to these youngsters
with special needs.

Basically, the strength and effectiveness of a local school
system depends upon the understanding and support it
receives from the community. But how do we nourish under-
standing and support? "Effective Communication" is the
answer given by the Michigan Communications Study after
five years of study and research (Moore & Parsey, 1969,
preface).

A pediatrician is now under contract with the JCISD as a
consultant and serves as a liaison with the medical community.

From these efforts, agencies, physicians, parents, and the
public have responded by referring young children with special needs
to the JCISD for evaluation and programming.

These youngsters, like Derek, will no longer have to wait
until age four and one-half to be identified, or until age nine

and one-half to communicate for the first time.

52

Derek's Entry Skills

 

Derek's entry skills into the Multicap Program can be classi-
fied as follows:

Physical: When Derek entered the Multicap Program in 1971
his athetosis and hypertonicity prevented him from performing any
type of neuromuscular task. Head control was nonexistent. He was
unable to feed himself or even chew, and lacked bowel and bladder
control. Testing had revealed that he possessed normal visual and
and auditory acuity. He was able to be transported in his wheelchair
to and from the program on a school bus equipped with a hydraulic
lift and served by a bus attendant.

Communication: The severity of the handicap also rendered

 

him unable to make the sounds and gestures demanded by society's
conventions of speech and writing. He could communicate only by
signifying "yes" by raising his eyes, and "no" by lowering his eyes.
These gestures he had learned at home from his parents.

Intellectual: He could express emotion through his normal

 

facial features, was good natured, and appeared to be an alert,
happy, receptive child. He indicated his awareness and interest in
his environment by the use of his sparkling eyes, pleasing personality,
and winning smile. He could appreciate humor and was very sensitive
to criticism or failure on a directed task.

fgmily; The family constellation, in 1971, included mother,
father, and a younger brother, age ten months. Derek's parents had
spent and continue now to spend much time and provide many stimulat-

ing experiences for him. His mother reads to him, and his father,

53

his brother, and he avidly follow sports events. He has a pet dog
for which he saved money and which he selected himself at the animal
shelter. He spends a great deal of time with the neighbor children
and swims in the pool with them.

His parents have continued to demonstrate a considerable
understanding of his handicap and are eager to meet his needs. They
provide love along with discipline. He interacts possessively with
his brother, and his brother is in turn quite protective of him.

His mother continues to be an active member of several organizations
for the handicapped.

To his parents, family, staff, and others close to him,
communication was carried out on a limited basis; however, these
"yes" and "no" signs were not readily understood or differentiated

by strangers.

Initial Programming Efforts

Such a handicapper was a certain challenge for the profes-
sional and nonprofessional staff. Obviously it was going to be
laborious to attempt to educate Derek and to attempt to teach him any
self-sufficient skills. A total team effort was required in order
to stimulate ideas, and to follow through with continuity in the
trial of newly devised methods and techniques.

The staff read and studied in their chosen fields and
attempted to consult with professionals who had experience working

with just such a youngster as Derek. They soon realized that very

54

little direct assistance was immediately available and they were to
become pioneers in providing an appropriate program for Derek.

The various techniques that are described throughout this
paper represent the best efforts of the staff.

The registered physical therapist (RPT) and assistant physi-
cal therapist worked under the order of a local orthopedic physician
and focused initial efforts toward increasing muscle tone, develop-
ing range of motion, and general motor ability. Their efforts
centered around improved head control, better arm coordination and
hand grasp, improved sitting balance, and an attempt to crawl and to
prevent contractures.

A program of oral-motor stimulation became the prime concern
of the registered occupational therapist (OTR) and the Speech and
Language Pathologist. Brushing, icing, and pressure were used to
develop lip closure control.

The speech and language pathologist implemented exercises
to improve breath control, worked for tongue control, and to improve
verbalization of "yeah" and "no." She also creatively devised a set
of lights that were sensitive to vocalizations. The more intense
the vocalizations, the more lights would light and the brighter
became the intensity. The purpose was to motivate and stimulate
vocalization through the use of visual clues. Although Derek was
able to produce some sounds upon command, the vocalizations were
unable to be controlled on a reliable basis due to the involuntary
hypertonicity and extensor thrust exhibited throughout his entire

body.

55

The educational component of Derek's program consisted of
varied short segments of preschool activities designed for responses
utilizing the "yes“ and "no" eye movements. By such maneuvering,
he was able to match words and pictures; to identify colors, numbers,
and letters; to recognize everyday objects; to identify concepts of

time and seasons; and to partake in meaningful preschool activities.

Initial Positioning Innovation

 

Community-wide c00peration and support, professionally and
financially, was essential in developing successful therapeutic and
education program components. The therapists, orthopedic physician,
and an expert in orthotics collaborated to design the vest, half-
helmet, and spring, in order to improve positioning and head control
(Photograph 1). The purpose of the design of the vest was to sta-
bilize the shoulders in order to prevent slipping in the chair, for
improved arm and hand control, and to keep the body from shifting
to the right caused by his strong asymmetrical tonic neck reflex.
Although this particular effort was not the best answer, it was an
improvement, and paved the way for future cooperative developments
from various community members.

Financial costs incurred for Derek's care and treatment had
been partially covered by the following sources, e.g., the family,
community donations, and the Michigan Department of Health, Crippled
Children's Division. Occasional requests, i.e., a new wheelchair,
had been paid by the local chapter of the United Cerebral Palsy

Association or the Easter Seal Society of Jackson.

56

 

Photograph l.--Derek's half-helmet and spring.

57

Staff Attitudes and Expectations

Progress in the program in all areas seemed extremely slow
if not seemingly negligible in comparison to other handicapped
youngsters. Several additional conditions were contributing factors,
e.g., acute fatigue, inability to remain in an upright seated posi-
tion, frequent upper respiratory infections and related health con-
cerns resulting in frequent hospitalization, absences, and an
inability to tolerate a full five-day-a-week program schedule.

Some staff members had openly expressed the belief that
Derek was probably retarded and should be placed in a center for the
trainable or severely mentally impaired. Even though progress
appeared to be extremely slow, the majority of the staff never
seriously doubted his potential.

. You see, really and truly, apart from the things any-

one can pick up (the dressing and the proper way of speaking,
and so on), the difference between a lady and a flower girl
is not how she behaves, but how she's treated. I shall
always be a flower girl to Professor Higgins, because he
always treats me as a flower girl, and always will; but I
know I can be a lady to you, because you always treat me as

a lady, and always will [G. B. Shaw's Pygmalion] (Rosenthal &
Jacobson, 1968, p. 183).

In order to obtain a professional, unbiased opinion concern-
ing Derek's potential, and to confirm or refute beliefs of the
majority of the staff, Derek was evaluated in 1973 by a team of
professionals, i.e., pediatrician, psychiatrist, psychologist, speech
pathologist, occupational therapist, and diagnostic teacher, at the

Genesee Educational Diagnostic Center, Mott Children's Health Center,

Flint, Michigan. The Mott Center had been designated by the State

58

Department of Education as a Regional Diagnostic Center, serving a
specifically defined geographical area, of which JCISD was a part.

Because of the extreme amount of energy Derek had to expend
to communicate, only informal subtests were performed. The results
indicated that his intellectual capacity appeared encouraging. Some
subtests indicated that his intellectual endowment could be within
the superior range. These results encouraged the staff at the JCISD
Multicap Center to continue their total program efforts.

Periodic evaluation of the C H individual from an impartial
point of view is important in maintaining a belief that the expecta-
tions that are being developed for the individual are realistic
and achievable. As has been demonstrated through experimentation,
". . change in teacher expectation can lead to improved intellec-
tual performance"(Rosenthal & Jacobson, 1968, p. 183).

Educational Planning and
Placement CommitteejEPPC)

 

According to Michigan's Mandatory Special Education Act, an
EPPC must meet to determine the best program for a special education
child. The members of the EPPC, i.e., psychologist, social worker,
speech and language pathologist, RPT, OTR, classroom aide, parents,
teacher of the orthopedically impaired, and program directors, agreed
unanimously that Derek deserved a chance to function and learn in as
normal an environment as was appropriate. The decision was made to
enter Derek into the kindergarten-early elementary self-contained
classroom program for the orthopedically impaired in the fall of

1973. These two classrooms were housed in a regular elementary

59

school building (Bennett School) within the Jackson Public School
System, allowing for integration with peers attending a regular
classroom program to as great an extent as was reasonably approp-
riate.

Approval in 1973 of this mainstreaming opportunity for such
a severely physically handicapped student was precedent setting.

The JCISD had moved ahead of federal mandates by ensuring education
for this multiply handicapped individual in the least restrictive
environment.

By allowing Derek to become socialized in as near a normal
environment as is possible, he will have a better opportunity to
develop a personality compatible with the characteristics of all men
in society: ". . . Every man is in certain respects like all other
men, like some other men, and like no other man" (Starr, 1974, p. 2).

It was agreed that Derek's program would combine time in
both the kindergarten and early elementary classrooms. Speech and
language pathology, physical therapy, and occupational therapy
would be provided. Various modes of communication would be explored,
including typing with a hand, head, or left-foot stylus, and the use
of a code grid using his eyes as the selecting device.

Kindergarten-Early Elementary Classrooms
for the Orthopedically Handicapped
Program Activities

When Derek entered this program in 1973, physical change,

other than growth, was difficult to measure. He was unable to roll

over from supine to prone and the reverse. The therapist had to

60

tuck his arm and leg to initiate the roll. He was also unable to
sustain head control for any length of time when he was prone,
using only his arms for control, or a bolster to help facilitate
the control.

Periodic video taping was completed by the physical and occu-
pational therapists. This provided documentation of the various
techniques being tried in the therapies along with evidence of
progress or change in Derek's responses. The therapists would often
use the video tapes to confirm or reaffirm a particular condition
that they were concentrating on at the time. The video tapes were
also shared with the orthopedic physician to demonstrate Derek's
current level of functioning and thereby to assist in determining
appr0priate therapy orders.

Documentation enhanced communication within Derek's program
and provided tangible evidence of progress being made over a period
of time, no matter how minimal or insignificant it appeared to be.

All academic classroom work was carried out by presenting
material so Derek could answer "yes" and "no" with his eyes. When
this instructional method was not operating on a one-to-one basis
with the teacher's aide or the classroom teacher, Derek was forced
to be a passive observer.

The notion that ". . . almost all human behavior is learned
throughout life from other human beings . . . man . . . must learn
through personal experience to be what he is" (Starr, 1974, p. 1)

suggests that the goal to find ways to make Derek an active,

61

participating member of the class was important and essential to his

development as a human being.

Second Positioning Effort

It was obvious that Derek needed a new wheelchair with a
head support, or some other type of chair, in order to function
effectively in this classroom setting.

Adaptive Therapeutics Systems, Inc., Madison, Connecticut,
had recently marketed the Mancino Relaxation chair with tray table
and attachments that appeared to be of help in attaining this goal
(Photograph 2). The chair was purchased by the JCISD using budgeted
equipment funds.

An intensive training program ensued. The therapists first
pursued the idea of using the handwriter as a pointer. It was hoped
that enough control could be developed to point to a "yes" or "no"
taped to his tray, instead of using his eyes to respond. The lack
of voluntary control became increasingly evident and did not appear
to improve. The head-pointer helmet for pointing and/or typing was
also tried. Again, the definite lack of head control did not show
improvement. The self-feeder was purchased for possible use follow-
ing a comprehensive oral-motor program. Head support was somewhat
facilitated by reclining the seat. Derek's thinness necessitated
cushions being added along the trunk, foot straps and leg straps
to counteract extensor thrust. An extra-wide band across his thighs
was added to keep his hips flexed. He could participate better in

class, but there was still needed improvement, especially as he grew

62

.mezo ocwucmz pseu-

.N camemopoga

 

63

taller and head control did not improve measurably. Video tape was
again used to document the training program used with the attach-
ments. Although the Mancino chair did not fulfill all of the expec-
tations for Derek, it did provide another substantial improvement.
In addition, the chair was of benefit to several other youngsters in

the program and is still in regular use.

Staff Observations of Derek

By March, 1974, staff felt that Derek had made a good adjust-
ment to larger groups and reduced adult attention. He had received
speech and language pathology, physical and occupational therapy.

He received one-half hour of individual instruction from the kinder-
garten teacher. This length of time appeared to be the limit of

his current ability to maintain attention, as he became quite
fatigued using his eyes to respond following the efforts of this
intense demand for a response on his behalf. During this time he
had demonstrated reading at the primer level.

The RPT continued to work to develop head control while
sitting Indian style using his arms for support. Some days the
control was better than others, but progress was limited. As he
grew and his head became larger, with such a thin trunk and arms to
support his head, it sometimes seemed that Derek was regressing.

Status at the onset of oral motor therapy in September,
1975, consisted of a flaccid obicularis oris muscle, mouthing and
roofing reflex still predominate, extensor thrusting of the mandible

and tongue, no voluntary control of the oral structures, excessive

64

drooling, inadequate head control, and an inability to produce mean-
ingful oral sounds. The speech and language pathology program con-
centrated on improving oral-motor functioning and increasing head
control. Methods employed included manual manipulation of the
obicularis oris muscle, brushing and icing of the obicularis oris
muscle, vibration of the obicularis oris muscle, stimulation of the
tongue through manual manipulation and icing, head control exercises,

and exploration of a realistic method of nonvocal communication.

Progress
As of May, 1975, speech and language pathology was continuing

to stress oral-motor function. There had been a slight increase in
lip activity with some evidence of voluntary control.

Occupational therapy had concentrated on left-arm control,
with little progress noted.

Given time and intensive therapies, it had been hoped that
Derek would someday be able to demonstrate voluntary control in some
neuromuscular'larea, and make certain vocalizations to communicate
his basic needs.

By the spring of 1975, the staff realized that if Derek
was to remain in the current academic setting, priorities would
have to change from focusing on gaining control over his peripheral
musculature to the addition of another program component--mainly,
that the presence of this severe neuromuscular dysfunction need not
deter Derek from learning communication through the use of a sur-

rogate aid. Educational programming could only benefit Derek optimally

65

by providing opportunities necessitating mental rather than physi-
cal skills. It had become evident that an effective communication
system was essential to his progress in terms of ensuring an active
academic program as opposed to one almost entirely passive in nature.

The investigations continued in order to locate a better
method of positioning. Efforts also were initiated to locate an
efficient and effective communication system especially designed for
a boy with handicaps of the above-described nature.

Pursuit of Improved Positioning and an
Effective Communication System

May 27,,1975--Initia1 Efforts--
Communication System

 

The Supervisor of the Department of Physically Impaired,
JCISD, first actively initiated efforts to discover an appropriate
communication method for Derek by contacting the Orthotics Depart-
ment, University of Michigan Hospital, Ann Arbor, Michigan. The
Director suggested that a letter be drafted to Dr. Dudley S.
Childress, Ph.D., Prosthetic-Orthotic Center Research Laboratory,
Northwestern University Medical School, Chicago, Illinois, seeking
his advice and assistance (Appendix 0).
September 14, l975--Various
Systems Explored

Dr. Childress responded as of June 16, 1975 (Appendix E).
Due to the summer vacation period, no action was taken until

September of 1975.

66

One of the seemingly never-ending frustrations for the staff
was the extensive time encountered between the initiation of an idea
to the time it was enacted, i.e., the letter to Dr. Childress dated
May 27, 1975, to September 14, 1975, when action was taken. The
staff was always eager to have things happen for Derek right now.
They believed that too much time had been wasted already.

The ETRAN Eye-Signalling system was discussed and discarded
after it was agreed by the team of professionals that Derek lacked
enough head and eye control to perfect such a system. It appeared
that strangers would still be unable to communicate freely with
Derek unless they had received instructions regarding the use of
the system. The device also did not seem to lend itself effectively
to portability. It appeared that the choices of "yes" and "no"
through the use of eye movements were still required in this process.

An inquiry was made by telephone to Shirley McNaughton,
Director, Bliss Symbolics Communication Program, Ontario Crippled
Children's Centre, Toronto, Ontario, Canada. Her written response
was encouraging (Appendix F).

Plans were initially completed to send a team of staff
members to a Bliss Symbolic workshop, in November (Appendix C). At
the same time arrangements were made to take Derek to Toronto for an
evaluation. Following much discussion and evaluation the team agreed
that a communication board, Bliss Symbolics or otherwise, would be of
little assistance in solving this particular communication dilemma,
since Derek lacked any means of input necessary to identify the

letter or word which he wanted to communicate. When considering

67

follow-up consultation that would be necessary regarding the effec-
tive use of the communication board with Derek, from such a great
geographical distance, the team decided to cancel the trip and pursue
other avenues that appeared to offer greater potential for Derek.

Their intense desire to evaluate each idea and to pursue
the most feasible one became evident as they proceeded to reject
the ETRAN Signalling System and later the Bliss Symbolics Communi-
cation Program.

By 1975 the staff believed that they knew Derek very well.
They had tried so many techniques that had failed to meet their
expectations. They were ready for a success, not only for Derek,
but for their own professional satisfaction.
Staff Organizational
Communication Structure

The active involvement of the staff in decision making and
program planning kept them alert and open to new ideas.

The system of communication with the team already provided

for an open two-way channel of communication among all team members

rf‘ki

Figure l.--Two-way communication channel.

(Figure 1).

68

According to Leavitt (1972), in this organizational structure
no clear organization is imposed. People can send messages, they
can get around more, and thereby spend more time. They can locate
and correct more errors through this two-way communication. They
also have more chance to participate and take responsibility. They
are less dependent on one person since they can check with another
person. So they are more happy and satisfied.

Because of the nature of the program, the administrator
determined that a two-way channel system would work to the best
advantage of the program. Time was not to be a critical factor.
Trial and error would play a major role. Ideas from all team members
would be an integral part of the operation. It would provide for
more valid communication, more accurate transmission of facts, and
also for more in-depth perceptions of working relationships. The
staff could provide support for each other's efforts, including
successes as well as failures and frustrations.

October 2, l975--Eva1uation,
Positioning

The OTR was still pursuing new alternatives to achieve better
positioning for Derek. She had taken video tapes of Derek to a
colleague who was presenting a workshop. From there, arrangements
were completed to have Derek travel to Indiana University Medical
Center's Cerebral Palsy Clinic, Indianapolis, Indiana, with his
parents, the RPT, OTR, and speech and language pathologist for evalua-

tion, positioning, and program development (Appendix H).

69

Financial support was made available through the Great Lakes
Area Regional Resource Center Project (GLARRC):

. to assist in the diagnosis and evaluation of handicapped

individuals whose problems are unique and unusually difficult

to diagnose. . . .The diagnoses made by psychological, physio-

logical and/or of programmatical definition, i.e. severe

cerebral palsied child evaluated by a special clinic to deter-

mine efficacy of communication device as speech substitute;
(Howard, 1975).

A wheelchair insert was designed and built for Derek. From
Photograph 3 is it evident that it was a better solution to his
problem. It features an upright padded head support, T-shaped pad-
ding on the back to protect the spinal column and to protract the
shoulders with firm upholstered lateral trunk supports. The seat
is elevated at the front to help flex his hips to facilitate sitting.
The tray has bilateral wrist cuffs to position his shoulders, arms,
and hands. The footboard is at an angle to dorsiflex the feet in
orthopedic shoes. Firm straps and heel cups help maintain the posi-
tion. A seat belt also helps keep Derek in the seat. One glance
demonstrates how much more studious and ready to participate in
classroom activities Derek has become.

The timing was right for successful positioning at the Indiana
Center in three respects:

1. Chronologically and psychologically, Derek was ready for

positioning.

2. The Center was ready and able to provide the service

requested.

3. Monies became available, allowing the service to become

financially feasible.

w
:1.

r' ~---—"""‘
ff ‘. ~. ' \

~14; t \

 

Photograph 3.--The wheelchair insert.

71

This was the first real success for Derek, experienced by the
staff. Everyone was elated! That included Derek, his parents, and
the staff.

October 30, 1975--Detroit Free
Press-ALL-MSU

 

 

The Supervisor's next step in the search for communication
aids was to call the TRACE Center, Madison, Wisconsin. Just at that

time an article appeared in the Detroit Free Press, Detroit, Michigan

 

on October 30, 1975 (Appendix I). This feature article reported on
the research being done with computerized communication aids for the
C H individuals in the Wayne County Intermediate School District,
Plymouth, Michigan, by professor and technologist Dr. John B.
Eulenberg, co-founder and co-director of the ALL-MSU.

The timing was right again. The newspaper article appeared
just at the time the Supervisor was urgently seeking such help.
October 31, l975--Initial
Contact--ALL-MSU

A telephone call to Dr. Eulenberg provided for an initial
meeting between the Supervisor and Dr. Eulenberg. This meeting was
followed by a visit by Dr. Eulenberg to the Jackson POHI classroom
to meet Derek and the Special education staff working with him.
November 8, l975--Visit and
Evaluation--ALL-MSU

The Jackson contingency, i.e., Derek, his parents, and the

staff currently working with Derek visited the ALL-MSU.

72

The purpose of Dr. Eulenberg's visit to Jackson and the
visit of the Jackson personnel to the ALL-MSU was to provide
Dr. Eulenberg with the appropriate information so that a thorough
evaluation of Derek, as a potential candidate for some type of
computerized communication device, could be completed.

The evaluation was carried out orally in an informal manner,
with procedures taking on a two-fold approach.

The first assessment took place at Derek's school. Dr. Eulen-
berg familiarized himself with Derek in his academic and therapeutic
environments. He also became acquainted with Derek's peers and with
the professional staff working in that setting.

Dr. Eulenberg's evaluation also provided these answers to the

following pre-determined questions:

Question Answer
1. Can this individual communi- 1. No.
cate by the use of any written
form(s)?

If so, by what method(s) and
how proficiently?

2. Can this individual commu- 2. Yes--eye movements; up for
nicate by the use of any "yes," down for "no," occa-
oral method(s)? sionally accompanied by gross
If so, by what method(s) and vocal1zations.
how proficiently?

3. Can this individual read 3. Yes--estimated Primer level.
books?

If so, at what level of pro-
ficiency?
4. Does this individual listen 4. Yes--also to radio and TV.

to talking books?

Question

5.

10.
11.

12.

13.

What are this individual's
hobbies and interests?

. Does this individual drool?

If so, to what extent and
under what circumstances?

. Does this individual possess

a hoarseness of voice?

. Can this individual vocalize?

If so, to what extent?

. Is there an involuntary

tongue thrust?
Is there lip closure?

Does the individual have
control of his:

arms?

hands?

legs/feet?

head?

If so, to what extent?

Is the individual right or
left handed?

Can the individual squeeze
and open the hand on command?
To what extent?

In different positions?

73

Answer

5.

10.
11.

12.

13.

Sports, listening to his CB
radio, playing with neighbor
children, swimming.

. Yes, nearly all of the time.

. No.

. Yes, frequently upon command.

. No

No.

Little functional control,
extreme hypertonicity mani-
fested.

Some wrist control when arm
is restrained by cuffs just
above the wrist. This can be
used for control of a pull
switch.

Little or no functional con-
trol. Possible control of a
pull switch attached to side
of left knee.

Possible control of lateral
movement, although complicated
by involuntary component.

Left

Not reliably so.

Question

14.

15.

16.

17.

18.

19.

Does this individual use
body language or gestures
with some success?

How is the health of this
individual?

What is the general atti-
tude of this individual?

What is the general atti-
tude of the staff regarding
this individual?

What is the attitude of the
parents or family?

What is the attitude of the

staff regarding the possibil-
ity of developing an effective

communication aid for this
individual?

74

Answer

14.

15.

16.

17.

18.

Yes, eye movements, facial
expressions.

Good, improving.

Excellent, positive.

Positive-~anxious to make
positive gains.

Positive, cooperative,
excellent.

. Positive and eager to get

started.

The second phase of the evaluation took place at the ALL-MSU.

Derek, his parents, and the staff visited the ALL for one-half day

in order to become acquainted with the work being done in the field

of communication for the handicapped.

Dr. Eulenberg demonstrated various possible communication

instruments and discussed several input devices that could be con-

sidered for Derek's use, e.g., electronically controlled communica-

tion boards, portable micro-computers, myo-electric switches,

knee-operated switches, joy sticks, and head pointers.

The evaluations clearly demonstrated the need for a research

project in order to determine the most appropriate communication

system for Derek if he was ever to function effectively in society

as a contributing adult.

75

December 12, 1975--JCISD-MSU
Officials Meeting

The first official meeting between JCISD administrators and
MSU officials was composed of the following personnel:

JCISD: Deputy Superintendent (Director of Special Education);
Supervisor, Department of Phys1callylhpaired(Commun1-
cation Enhancement Administrator To Be)

MSU : Chairman, Department of Computer Science; Administra-
tive and Financial Advisor, Division of Engineering
Research; Co-Director, Artificial Language Laboratory

The meeting was arranged to explore the possibilities of sign-
ing a cooperative research agreement in order to develop an efficient
and effective computerized communication aid for Derek Moore.

This luncheon meeting provided a congenial atmosphere for
both parties to become acquainted, and to review their respective
positions in relation to the proposed program.

Figure 2 displays the administrative organizational rela-
tionship among these management personnel. This meeting could be

considered as the first formal step in the evaluation process, before

a letter of intent was submitted by the JCISD.

ALL-MSU Program Evaluation
JCISD officials evaluated the proposed program, taking under
thorough advisement each designated area of responsibility in order
to determine if the district could provide all of the ingredients
necessary for the successful implementation of such an innovative

endeavor. The evaluation was based on the following criteria:

76

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MSU
Department Chairman Administrative and
Computer Science Financial Advisor
Division of Engineering
1 Research
Co-Directors L
Artificial
Language Laboratory Liaison with Deputy
Superintendent, Director
of Special Education
I- JCISD

 

 

 

 

Liaison with JCISD
Communication
Enhancement Administrator

 

 

 

Figure 2.--Organizational management chart.

Evaluation of the Candidate

 

MSU personnel agreed that the staff, school setting, and
classmates all appeared to be conducive to the successful operation
of a C E program.

The results of the evaluation of Derek were reported on
pp. 72-73. As the evaluation indicates, there was no question that
Derek qualified for such a program. His inability to speak or write
was the first legitimate qualifier. His inability to control any of

his peripheral musculature in a functional endeavor exemplified

77

a second challenging qualification. Belief in Derek's intellectual

potential by those working with him provided an added incentive.

By 1975 Derek and his parents were well aware that one of
the top priorities of the JCISD was to secure a communication aid for

him. Therefore, when they were first made aware of the ALL/MSU

'they were enthusiastic and eager for the pursuit of the idea.

The positive attitudes of Derek, his family, and staff all

cmantributed toward a bright outlook for the success of such a program.

F“inancial Commitment
A minimum of $30,000 was quoted by MSU officials as the cost

required to enable the computerized communication aid to become a

l“eaality. This dollar amount included the continuing on-site consul-

tation of the technologist, faculty advisors, graduate assistants,

vvc>r~k at the ALL in the development of the system, and the experimen-

tation necessary to construct a reliable input device.
The initial reaction of JCISD officials was that this program

“V5155 far beyond what the district could financially consider at that

Administrators realized, however, that this youngster had

time.
Now the opportunity

"3‘3 ted for nine years for a chance to speak.

Was near. The budget clearly showed that the most the district

‘3C3Lf1d financially commit to the program during any one six-month

Der-1 od was approximately $10,000. The earliest any such commitment

Could be made would be July, 1976.
MSU officials viewed Derek as an excellent candidate for the

Proposed program. They also were pleased with the interest and

78

enthusiasm displayed by the JCISD administration, staff, parents,

and Derek.

Personnel Commitment

 

Derek was currently being served in the school setting by
one POHI teacher, two classroom attendants, one registered physi-
cal therapist, one physical therapy assistant, one registered occu-
pational therapist, and one speech and language pathologist.
Theoretically, the JCISD team was already formed.

Considerations had to be given to the amount of time and
additional commitments that would be required of these educators
while working on the project, since they were all responsible to
other youngsters as well.

It was agreed that since all of the personnel, with the
exception of the Speech and language pathologist, were assigned at
the elementary school on a full-time basis, conditions should lend
themselves easily to the utilization of a team approach, and consul-
tation meetings that would occur with ALL personnel.

If and when warranted, an adjustment in responsibilities
would be made to allow the speech and language pathologist addi-
tional time that could be devoted to the program.

The district also would have to agree to give time to team
members when travel to the ALL/MSU was deemed advantageous, or when
their attendance was required at other related events.

The budget would not allow for additional personnel to be

hired especially for this program. It was important that

79

administration and staff jointly agree on job descriptions in order
to meet these new responsibilities while continuing to function on
their regular caseloads and under their signed union contractual
agreement. This was carried out through discussion, with mutual
agreement and understanding being reached at the verbal level. In
this instance all parties concerned were of the same mind-set and
unanimously agreed that the commitments decided upon were necessary
and feasible. In instances where complete unanimity is unachiev-
able, perhaps written policies and/or contractual addenda could be
formalized for future reference if necessary.

From these initial observations, it appeared that the required

personnel commitments could be met without difficulty.

Facility Requrements

 

It was determined that no special facilities would be
required, under this agreement, as the communication aid would be
designed to function within Derek's least restrictive environment.
Any modifications, major or minor, might have imposed an insur-
mountable financial burden. The fact that no modifications are

necessary is an asset to anyone considering such an endeavor.

Justification

Program justification is always a prime concern, as school
district personnel are accountable to the public regarding the effi-
cient expenditure of funds. Justifications for some type of C E were

defined in the form of proposed program goals and objectives.

80

To make a major contribution to society, through research
efforts to develop appropriate communication surrogates
for C H individuals. By implementing innovative ideas
that appear to be helpful to one individual, other handi-
cappers from throughout the world will be able to benefit
in the very near future.

To meet the requirements of the Federal Mandatory Law,
i.e. to provide severely physically handicapped children
with an appropriate education.

To assist handicapped individuals in gaining independence
and self-confidence by providing them with a means to com-
municate on a more free and equal basis.

To reduce the time involved for both student and staff in
the accomplishment of various tasks.

To provide staff with gratifying professional experiences
with C H children.

To provide a reduction in the future cost to the school
district in terms of requiring fewer staff to meet the
needs of this individual and to permit this individual
to attend school in his home school district, thereby
reducing the cost of long distance transportation to
special classrooms.

After becoming apparent that some type of C E program was

justified, it then became essential to determine why this particular

program should be selected over other types of available programs.

1.

The particular needs of this boy could not be met by
the purchase of equipment alone. Experimentation and
adaptations would be necessary in order to develop an
appropriate communication system.

As was discussed on pp. 65-67, other systems were con-
sidered; however, the district was interested in purchas-
ing a device that could be adaptable to other youngsters
with various types of physical handicaps.

The geographical commuting distance to and from the
ALL-MSU was convenient and easily accessible. This
became a prime consideration when the realization was made
that on-going consultation would be a necessary factor
in meeting the ever-changing needs of this individual.

81

4. The reputation preceding the ALL-MSU staff was positive.
The ALL was highly recommended by the TRACE Center per-
sonnel, Madison, Wisconsin; personnel from Children's
Hospital at Stanford, Palo Alto, California; and from
the Wayne County Intermediate School District, Plymouth,
Michigan.

The JCISD personnel were already familiar with the Wayne
County-MSU Communication Enhancement Program and could be certain
that the proposed JCISD-MSU program was worthy of JCISD affiliation.
If this were not the case, it might be best to become acquainted with
programs already in operation under the direction of the research
center being considered. Legal counsel may also be available for
consultation when discussing, agreeing on, and reviewing the con-
tractual terms.

Since this pilot program was designed to work primarily with
human subjects in a research endeavor, it is important that the
program be approved by the University Committee on Research Involv-
ing Human Subjects. This ensures that the rights and welfare of the
human subjects involved appear to be adequately protected. A docu-

ment such as the one found in Appendix B should be an integral part

of any contractual agreement of this nature.

Conclusion

 

After taking the above factors into consideration, a letter
of intent was written by the Director of Special Education, JCISD,
indicating that a joint agreement was to be reached between the JCISD
and MSU to initiate and implement a Communication Enhancement Program

Start Up Phase (Appendix J).

82

JCISD-MSU Agreement

June 3, 1976--Cooperative Research
Agreement (Installment I)

 

 

The first formal JCISD-MSU C E Pilot Program agreement was
signed on June 3, 1976 (Appendix K). This document was signed for
the duration of six months, July 1, l976-December 31, 1976. A six-
month agreement was Signed to enable the JCISD to spread initial
financing of the program over three six-month periods. At the end
of each six-month period, the program could be evaluated, objectives
redefined, and expected progress could be determined. Each new
research agreement could then be written to better meet the newly
defined goals and objectives, thereby utilizing financial and person-
nel commitments in the most advantageous manner.

June 4, l976-June 30, 1976--
JCISD Program Planning

 

Program Administration: When an administrator is selected as

 

Coordinator or Director of the Program, familiarity with programming
in special education for the physically impaired and/or for the speech
and language impaired would perhaps be beneficial.

A Communication Enhancement Program Director with a back-
ground in special education administration should be in a better
position to realize the staff's total job commitments, i.e., case-
loads, scheduling, time, and geographical restraints. This should
be of great assistance in establishing and coordinating a smooth

operational base for research center and school district personnel.

83

The Supervisor for the Department of Physically Impaired
assumed the responsibility as administrator of the JCISD/MSU Com-
munication Enhancement Program. This individual had made the initial
contact with the ALL-MSU personnel, and was responsible for the
implementation of appropriate programs to serve the physically han-
dicapped population within the JCISD.

Now that a program had officially been agreed upon, the
program administrator was responsible for short-range planning.

Programppersonnel: One of the first considerations was the
selection and deployment of an optimum staff. In this particular
instance, the staff was already working with Derek and assisted in
defining the role of the team, as well as their individual roles.

An administrative decision was made to change one staff
member, the Speech and language pathologist. This was accomplished
over the summer months in order to provide a continuity of personnel
to the program from its initiation in July to the full program
implementation in the fall of the 1976-77 school year.

Officially identified multidisciplinary team members included
an OTR, RPT, physical therapy aide, POHI teacher, Teacher/Consultant
POHI, two classroom aides, speech and language pathologist, speech
and language supervisor, and a medical social worker.

The role of this multidisciplinary team was to:

1. function as a cohesive team,

2. attend and actively participate in team meetings as
scheduled,

3. work cooperatively with ALL-MSU personnel,

84

visit ALL-MSU upon request,

be available to attend conferences and/or meetings either
as an attendee or as a presentor, and

be directly responsible to the Communication Enhancement
Administrator regarding all matters related to the Com-
munication Enhancement Operation.

Individual roles were broadly defined as:

1.

Registered Physical Therapist (RPT)--To develop range
of motion and motor ability, suggest adaptive equipment
and a variety of input devices;

Physical Therapy Aide--To follow the direction of the RPT
and to assist the professional team members during the
instructional periods as is deemed appr0priate;

Registered Occupational Therapist (OTR)--To develop range
of motion, appropriate positioning, oral-motor stimula-
tion, to care for personal needs, to direct the feeding
program, suggest adaptive equipment and a variety of
input devices;

Speech and Language Pathologist--To assess and develop
expressive and receptive language, assess appropriate
language levels, help to determine vocabulary to be
used, monitor effects of general language ability, to
monitor frequency, duration, and intensity of vocaliza-
tions, to facilitate more vocalizations;

POHI Teacher-~To assess and implement a curriculum,
based on the student's achievement level;

Classroom Aide--To follow the direction of the POHI
teacher and to assist the professional team members
during the instructional periods as is deemed approp-
riate;

Medical Social W0rker--To maintain an on-going contact
with the family, providing them with information and
assistance as the situation arises;

Teacher/Consultant POHI (T/C)--To consult with the POHI
teacher and to provide tutorial instruction to the indi-
vidual;

Speech and Language Supervisor--To consult with the
speech and language pathologist and to offer guidance
and suggestions to the total team effort.

85

Administrative approach: The team members were coming to the

 

program from differing administrations and departments of supervi-
sion. The POHI teacher and two classroom aides were hired and
administered by the Jackson Public School System. The Speech and
Language Pathologist, although from the JCISD administration, was
under the direct supervision of the speech, language, and audiology
department supervisor. The RPT, Physical Therapy Aide, and the

OTR were under the direct supervision of the JCISD Supervisor of the
Department of Physically Impaired.

The C E Administrator viewed the program as one with a long
lead time and a high probability of not succeeding in the eyes of
outsiders. Therefore, it appeared to be in the best interest of
everyone concerned to proceed with the program in a manner that
would create the least amount of change within already existent
schedules, caseloads, and daily operational procedures.

The C E Administrator was responsible for effecting a stable
program by utilizing and germinating ideas from a competent staff.
To accomplish this, the program administrator chose to fashion the
C E program using a modified MBO system.

School M80 is useful in the following ways: it provides a
means for systematically conducting long- and short-range
planning; it improves control and coordination . . . by

keeping check . . . on all the activities. . . ; it makes for
maximum utilization of school personnel through the distri-
bution of specific performance objectives; it assures equitable
distribution of time, work load and compensation through the
review of job performance; it establishes a more effective
method for appraising the performance of school personnel by
the objective nature of the specific performance objectives;

and it fosters better training development programs through
. . personal development objectives (Lewis, 1974, p. 29

 

86

Overall program objectives were developed in the first
Pilot Program Cooperative Research Agreement (Appendix K).

Each JCISD team member would be expected to develop indi-
vidual program objectives, and would be individually responsible
for their accomplishment.

The purpose in identifying individual objectives was to
assist each staff member in providing definite direction to their
segment of the program. By exchanging these objectives with other
team members and with the administrator, a clearer in-depth under-
standing of the direction of the program could be reached.

The effective use of objectives could also allow the adminis-
trator to be sensitive to each member's problems, to look at each
person's strengths, and to work to get "a good operational fit”
within the team.

Developing an efficient and effective C E Program can be
likened to the conductor and his orchestra. In the beginning they
each perform as individuals playing different instruments. The con-
ductor assists them in emitting a beautiful, harmonious piece of
music. Here we can see the individual communication enhancement
team members and the administrator evolve the program into a har-
monious C E organization.

Dailypgperation: The program was to be implemented as a
matter of routine. High visibility during the initial phases might
elicit unfounded criticism and be the ruination of a potentially

successful program.

87

Regular daily school operations were to continue for the team
members. Scheduling changes would only occur as the needs of the
program dictated. Schedules were to be compared and meetings would
be conducted at a time agreed upon as being most convenient to all
members.

Meetings were to be called by the administrator. Team mem-
bers would be asked to keep a log of telephone Calls, contacts, and
trips made to the ALL/MSU.

Since this was the first program of its kind, any alteration
would be made according to the dictation of the needs and progress
of the program.

Interface--JCISD-MSU: In actuality, such a C E program

 

requires two teams, i.e., the ALL/MSU team composed of the technolo-
gists, faculty associates, and their undergraduate and graduate
research assistants; and the JCISD team composed of Derek, his parents,
and the educators.

It appeared necessary that an effective interface be developed
between the two teams.

Occasional visitations to the ALL were arranged for the team
and Derek to become acquainted with the personnel in that setting
and to obtain a more in-depth understanding of the processes required
to develop such a highly sophisticated communication aid.

The telephone was also to be considered invaluable in main-
taining contact between the various JCISD team members and the MSU

technologists.

88

The multidisciplinary team agreed to meet formally every other
week in the Jackson setting (Occupational Therapy Room), to discuss
such agenda items as the current status of the project, progress being
made, the latest developments in technology, any concerns that might
have surfaced, any new ideas, and ways to improve and continue the
program (Photograph 4). This time would also be devoted to discuss-
ing other projects and devices in the outside world that had come
to the attention of the team members. These regularly scheduled
"Team Meetings" were considered to be an especially effective and
valuable step in the administrative program plan.

Public relations and acceptance: This program was the first

 

of a research nature to become a part of the JCISD. There was con-
cern expressed by some administrators as to just how the program
would be accepted by both staff and the community. The administra-
tor believed that the school district had more than adequately jus-
tified the need for the program and could easily provide this
justification to the staff and community. Any questions that should
arise were to be handled individually by the administrator of the
program.

Evaluation: Informal evaluation would be in operation daily,
due to the multidisciplinary interface that would be developed through
the various methods of communication cited above. An informal but
regular evaluation procedure was built into the written objectives
and regularly scheduled team meetings.

As a part of each meeting agenda, team members would be

invited to discuss and evaluate the progress being made. The group

89

.Emm A
u cmcw_amumwuwp_:e m;p--.¢ smengHo
gm

 

90

could then decide on any changes to be made to improve the daily
operation of the program.

The same type of informal assessment would also be conducted
at the conclusion of each school year, summer program, and/or six-
Inonth research agreement. Program objectives and personal program
«objectives would be evaluated in an open discussion forum by all team
Inembers. This would serve as a foundation for the writing of the
second and third phase of the program objectives.

gull-August, 1976--Conmunication
Enhancement Implementation

 

AS early as the spring of 1976, JCISD personnel were actively
planning for some type of communication program. This thinking was
reflected at the EPPC meeting for Derek, held on March 30, 1976.

Medical social work services were requested to explore parent
and teacher concerns which centered around Derek's academic program.

Social work participation on the Communication Enhancement
team is based on the nature of the role. Concerns include improving
the quality of life by various modes of social intervention, including:

a. restoring, maintaining and enhancing social functioning
of individuals and families by equipping them with

resources, and competencies that are essential for social
participation,

b. developing and securing resources may not be sufficient;
one may need to serve as an advocate and/or facilitator
on behalf of clients to assure the individual/family
obtains the resources (Romanyshym, 1974).
Derek's teacher noted that his primary mode of learning was
through vicarious experiences or passive learning. She emphasized

how difficult it was to develop measurable objectives. She seemed

91

frustrated by the lack of feedback, both positive and negative,
regarding her teaching efforts. The issue of teacher accountability
also seemed to contribute to her anxieties concerning Derek's progress.
She appeared to hold herself fully responsible for Derek's success in
school.

The medical social worker reviewed Derek's progress and noted
the socialization gains made by Derek's presence in the classroom.

She had hoped to compliment the teacher for the gains made, no matter
how small they were. An additional purpose was to allow the teacher
to vent her frustrations and concerns, thereby allowing the medical
social worker to make recommendations.

A home visit revealed that the family felt that Derek would
benefit by greater individual instruction focusing on basic skills.
They were appreciative of the allowances made for a special bus run.
They also expressed concern that Derek's program was primarily passive
in nature.

The medical social worker's role as advocate and facilitator
of transactions has assisted staff and the parents as well as Derek.

By March, 1976, there had been very little progress noted by
the speech and language pathologist. There seemed to be a mild
increase in the strength and control of the lips. Derek could
approximate them to a limited degree upon command; however, they
were still held open in the rest position.

These progress reports reinforced the need for communi-

cation.

 

92

Derek's first communication aid--"The Communicator": The

 

decision was made by the staff and administrator to order a Commu-
nicator from Adaptive Therapeutics Systems. The delivery date was
too late for use in the classroom; however, it was introduced to
Derek during the summer program. This is the simplest of linear
scanning devices presented using a circular approach (Photograph 5).
Various messages such as letters, numbers, words, phrases, or pic-
tures are presented and the individual responds as the indicator
moves in a clockwise motion to the choice he has selected. Various
menus can be made by the instructor to be interchanged on this
device.

The Communicator became the first facilitator of communi-
cation for Derek. While it works well for a child with limited cog-
nitive ability, it is a Slow method allowing the individual to make
the selection from only a relatively few items at any one time. The
variation of menus that could be presented for use on the Communi-
cator: is endless; however, the preparation time for the instructor
and/or aide could become quite extensive, depending on such criteria
as the complexity of subject matter and/or the quantity of subject
areas to be covered during the instructional period. The student
also remains totally dependent on the instructor in the selection of
the menus. The Communicator could perhaps be viewed as a better
instructional tool than as an effective communication aid. The Com-
municator benefited the C E Program by providing a means to teach

Derek to track visually while placed in an upright position, as well

93

5382358 9:16. camemopoca

 

94

as for the experimentation of various switching methods, while
readying Derek intellectually for the computer.

The OTR and speech and language pathologist mounted a control
switch on its side on Derek's lap tray. The idea was for him to push
against it with his left hand (Photograph 5). This was continued
until he began to extend his fingers over the back of the switch .
plate, thus catching them in the plate. Consistent responses were
also unattained using this method.

The C E Program quietly moved into official operation during
the summer months on a limited basis as the summer program consisted
only of physical therapy.

The initial visits by Dr. Eulenberg were exploratory and
evaluative in nature. Various switching devices were tried for use
with the Communicator. The ALL-MSU research group made a knee switch
for control by pushing against it with his left knee. Although
this method seemed to have gained more reliability, it still did not
appear to provide the consistency needed to establish an effective
communication system. The evaluation of a variety of switches con-
tinued. Derek learned to track visually and to attempt to coordi-
nate his physical and visual responses. Derek had control of
something by himself for the first time in his life. This independence
provided tremendous positive feedback. When a response was correctly
time, the positive feedback was double.

The amount of material provided for his direct response

increased in all academic areas. The presentation/selection mode

95

of educational materials using the Communicator ranged from simplistic
to more complex.

First the field was divided in half; then in fourths, sixths,
eighths, and twelfths. With the twelve-area presentation, the
responses became more difficult because of the gross movement of the
pointer in a small area. The switch would seem to produce a one-
second lag, which was just enough to prevent Derek from making a cor-
rect selection.

The classroom teacher, homebound teacher, speech and language
pathologist, and the OTR joined to develop and make appr0priate edu-
cational and entertaining programs or menus for the Communicator,
i.e., discrimination between shapes, colors, and sizes; discrimina-
tion between sounds and their association with visual letters; pre-
sentation in the visual mode of small words from Derek's reading
book; presentation and discrimination of numbers; presentation and
discrimination of words from Derek's reading book and from Derek's
vocabulary such as the names of family members, animals, and play-
mates; sports and games.

The Communicator had provided a beginning, just as it was
intended, and was used daily until another practice exerciser was
developed at a later date for use prior to the arrival of the com-
puter system being especially developed for Derek, dubbed the Omnicom.

Staff attitudes and expectations: This "readiness period"
caused the staff members much anxiety and frustration. They had
come to the program possessing differing attitudes, experiences, and

philosophies. At times they held unreasonably high expectations,

96

in terms of both the communication aid and Derek. They blamed their
frustration much of the time on the equipment; i.e., the switching
mechanism was not reliable or it was not positioned properly, or

the pointer would fall off, or the connection to the Communicator
would be faulty and therefore not respond appr0priately. At times,
they would expel their frustrations at the technologist. At other
times they would find it easy to blame one another or themselves.

Participating in research experimentation and development
was a new experience for the educators.

In the beginning, some staff appeared to feel threatened by
their own actions, as if their every move was being "judged" by
their superiors and colleagues. They also became impatient. They
expressed their unwillingness to wait an undetermined length of time
for the Omnicom.

Frequent reminders of the goals and objectives of the program
helped to keep realistic expectations in focus. Gradually they
learned to overcome their fears. They asserted initiative and began
to experiment with new ideas and techniques in their own respective
fields. They began consulting with one another. Cooperation and
patience became essential components in the daily and monthly opera-
tion of the project. Everyone soon found it rewarding not to be
afraid to try various techniques. They could fail and still feel
good about themselves. If they failed with one idea, they tried
another, until they succeeded. Pride in their role and in the C E

Program took precedence.

97

Early parental involvement: During the infancy stages of

 

the program, information and progress were relayed to Derek's parents
by telephone. Staff made home visits and Dr. Eulenberg also kept in
touch with the Moores via the telephone.

By August of 1976, the entire C E team was called together
to visit Derek and his family at their home. Accompanied by Derek,
Dr. Eulenberg demonstrated a number of communication systems being
studied at the ALL and currently under consideration for Derek. All
JCISD team members were present. They attended eagerly and volun-
tarily without pay during their vacation time. The meeting was docu-
mented by video tape. The purpose of the meeting was to provide the
family with first-hand information regarding the latest developments
in technology and to provide them with some insights into the pro-
gress being made on the program with Derek. This home visit also
provided the team with a clearer picture of the home setting, thereby
better enabling the design of the device to be appropriate and
applicable in either the home or school setting. Derek's positive
interaction with his friends, brother, and his parents, his interest
in sports, swimming, and the CB radio was evident.

August 26-28,p1976--Communication
Enhancement Institute--MSU

Being one of the leading research centers in the development
of C E aids in the United States, the ALL/MSU hosted the first nation-
wide Communication Enhancement Institute. The Institute was spon-
sored by the Michigan State Department of Education and was held on

the MSU campus.

98

The main purpose of the Institute was to acquaint interested
persons with the latest developments in the field. A second purpose
was to bring several of the leading research technologists together
from throughout the United States to display their devices, to
exchange ideas, and to relate progress being made with their various

products. The following representatives were present:

Jana Fothergill, M.A.

TRACE Research and Development Center for the Severely
Communicatively Handicapped

University of Wisconsin-Madison

Richard Foulds, Director

The Biomedical Engineering Center
Tufts-New England Medical Center
Boston, Massachusetts

Maurice LeBlanc, M.S.M.E., C.P.
Chief, Rehabilitation Engineering
Children's Hospital at Stanford
Stanford, California

Louis Esposito, Vice President
Adaptive Therapeutic Systems, Inc.,
Madison, Connecticut

Barry Romich, B.S.E., P.E.
Prentke Romich Company
Shreve, Ohio

J. R. Charbonneau, Senior Research Engineer
Medical Engineering Section

National Research Council of Canada

Ottawa, Canada

Kathryn L. Fons, Speech Scientist
Research and Development

Federal Screw Works Company

Troy, Michigan

John B. Eulenberg, Assistant Professor
Director, Artificial Language Laboratory
Computer Science Department

Michigan State University

East Lansing, Michigan

99

Judith Montgomery, M.A., C.C.C.

Fountain Valley School District

Fountain Valley, California

Cheryl A. Rogers, C.C.C.-Sp.

Senior Speech Pathologist

United Cerebral Palsy Association of Western New York

Buffalo, New York

Travis M. Tallman, M.S., C.C.C.-Sp.

Speech Pathologist

United Cerebral Palsy Association of Middlesex County

Edison, New Jersey

Throughout the entirety of the JCISD-MSU C E Program the
administrator has found it beneficial to attend the various insti-
tutes and seminars focusing on communication aids for the handicapped.
It is during these times that the administration can become acquainted
with prominent researchers in the field, be able to view the various
products, and have the opportunity to become better informed about
the efforts being made the world over to help the C H. Upon return-
ing to the C E Program, this information is shared with the team
members.
1976-1977 School Year--Official
Program Implementation
By the fall of 1976, Derek was enrolled full time in the

elementary POHI classroom at Bennett School, Jackson Public Schools.
The administrator initiated the C E Program formally by arranging for
the first Team Meeting to be held on September 23, 1976. Minutes of
each Team Meeting are prepared by the C E Administrator. These are
distributed to all team members prior to the next team meeting.

The recording of the Team Meeting minutes has been reduced to

100

narrative form in order to provide a more concise description for

the reader.

Team Meeting: Thprsday,
September 23, 1976

Notification of the first official team meeting was mailed

out to all team members prior to the meeting (Appendix L). The meet-

ing agenda was distributed at the meeting (Appendix M). Minutes

follow:

I.

II.

III.

IV.

Copies of the Research Agreement were distributed and program
objectives were reviewed.

Team members were asked to write individual objectives.
These were to be ready by the next meeting.

The team agreed to hold a team meeting every other Fridayglat
11:45. The next meeting was scheduled for October 15, 1976.

Notebooks were distributed for the team to keep a daily log
of phone calls and meetings. Individual anecdotal records

of the time actually spent with Derek and the content of that
time would also be recorded. Concerns, progress and perti-
nent information should be communicated to the Communication
Enhancement administrator.

Materials and equipment are to carry over and be placed
in total use by all team members. All requisitioning of
supplies, materials, aids or equipment must be submitted to
the Communication Enhancement administrator.

The team established the following as initial priorities:

1. Behavior management--work must be done with Derek to
reduce his apparent fatigue factor and/or display of
disinterest, i.e. short attention span.

2. Derek's parents Should be informed regularly of the pro-
gram and should be encouraged to participate.
The Communication Enhancement administrator was to
meet with the parents. Each team member was to make a
home visit or invite Derek's parents to school for a
meeting.

101
3. Individual work schedules were to be Shared among the
team members and with the parents.

4. Staff was to stress that their efforts should be carried
out at home as well as at school.

The actual logging of phone calls and meeting dates has been
minimal. In most cases it has been nonexistent. The itinerant varied
schedules of the staff have prevented them from recording this infor-
mation on a regular basis. Most phone contacts to the ALL can be
traced on the office telephone statements if this information is
needed. The regularity of the team meetings has enabled the team
members to communicate the frequency of contact with MSU personnel
and with one another. Therefore, logging of these particular items
has not appeared to be a necessary or valid request.

A large three-ring notebook personally identified for each
team member lends organization to the program. The use of dividers
allows for the C E information to be filed in an orderly fashion.

It is also easily accessible, portable, and allows all material to
be centrally located.

The program has centered around team decisions whenever pos-
sible. The decision to hold the team meetings bi-weekly was such a
decision. This schedule has seemed to work well for both MSU and
JCISD personnel.

The establishment of initial priorities was done to give
some immediate direction to the team members and to initiate their

thinking in terms of writing their individual objectives.

102

Team Meeting: Friday,
October 15, 1976

The team reviewed Dr. Eulenberg's visit on Thursday,

October 14, 1976. Because of their commitments to other
students from throughout the county they would like advance
notice of visits. In addition to the regularly scheduled
team meetings, Dr. Eulenberg often visited Derek to experi-
ment with various switching devices. Without advance notice,
the staff found it difficult to change their schedules so
they could be in attendance. This was corrected.

The team was anxious to know when to expect the new commu-
nication system. Although a date was not able to be pro—

jected at this time, discussion did center around progress
being made and on projected work to be done.

The JCISD expressed a need for a large screen and large let-
ters. Concern centered around Derek's ability to track and
focus due to the involuntary extensor thrust and its effect
on his head control and eye direction. An evaluation to
determine the best size screen and print will be a priority
for the next meeting.

A head switch being especially designed for Derek will be
ready by Friday, October 22nd. This made the team happy.

The speech pathologist is using the Communicator with Derek.
The knee switch elicits inconsistent responses. Derek has
overflow of head movement and therefore responds with his
eyes.

The teacher will use the Communicator in the classroom,
reinforcing the activities of the speech pathologist.

The RPT noted that Derek should have stationary placement
of his legs to function in his chair. When his legs are
released, he exhibits extensor thrust. At home his head

is held as he Sits on his mother or father's lap to watch
TV, or he is in a prone position on the floor.

The team shared and discussed their initial objectives. They
are presented next in their original form.

The staff members were asked to limit their objectives to a
few (five or so) select areas of major emphasis. They were asked to

jot these down in a direct, simplified manner. The staff is accustomed

103

to writing individual program objectives in a more detailed manner
for their various respective roles. If staff members are not accus-
tomed to writing detailed program objectives, the writer suggests
using the following format as a guide. This form has served as a
valuable outline enabling staff to write objectives in a consistent,
acceptable format (Appendix N).

The team decided that Thursday was a better meeting day
than Friday. The next team meeting was scheduled for Thursday,
October 28, 1976, during the lunch hour, 12:07-12:42.

MSU COMPUTER RESEARCH GRANT OBJECTIVES

MARY WILLY. REGISTERED OCCUPATIONAL THERAPIST
10-19-76

I. Begin to help Derek develop a personal needs vocabulary.
II. Begin to help Derek develop a how do you feel vocabulary.

III. Reinforce and practice as directed by Speech and Language
Pathologist.

IV. Use (Mancino) headpiece pointer to type for head control
practice.

V. Use (Mancino) feeding adaptation to develop hand to mouth
pattern for feeding.

VI. Work with Aide to Physical Therapist to develop potty and
feeding practices.

MSU COMPUTER RESEARCH GRANT OBJECTIVES
ELLIE MADDEN CASTEEL. REGISTERED PHYSICAL THERAPIST
10-19-76

I. To continue to work on head control, in prone, supine, and
sitting; fasciltation techniques such as brushing, strok-
ing. . . .

II. Developmental activities, i.e., all fours, indian sitting,
on knees. . . .

III.
IV.

VI.

II.

III.

IV.

104

Relaxation techniques, i.e., rocking, rolling. . . .
Diaphragmatic breathing, concentration on expiration
Functional hand to mouth activity

Co-ordinate on computer speech program as instructed, and
as deemed most beneficial

MSU COMPUTER RESEARCH GRANT OBJECTIVES
SHIRLEY STUTZMAN, AIDE TO THE PHYSICAL THERAPIST
10-20-76

Building up tolerance to Sit on his potty chair, following
the direction of the Registered Occupational Therapist and
the Registered Physical Therapist.

Communicating with Derek at lunch time, during feeding. To
provide oral motor stimulation during feeding time.

Building up Derek's tolerance, using therapeutic exercise so
several team members can work with him in one day.

Working with the team to help me develop a better under-
standing of Derek's education, other than transporting and
doing the above.

To assist the Speech Pathologist in logging Derek's responses
when using the Communicator and in other ways determined to
be of benefit.

MSU COMPUTER RESEARCH GRANT OBJECTIVES
RITA FORSYTH, MEDICAL SOCIAL WORKER
10-14-76

Immediate:

A. Schedule interview with family and summarize role with
them last Spring and assess present role with them.
Report back to team about our mutual agreement with
respect to my present relationship with them.

B. Gain greater understanding of Derek's communication pro-
gram and his progress by attending team meetings, work
sessions with each team member, meeting with MSU tech-
nologists, and parents.

II.

II.

III.

II.

III.

IV.

VI.

105

Long-term objectives:

As Derek's progress is assessed, my role with the family
may be better defined; i.e., exploring environmental supports.

MSU COMPUTER RESEARCH GRANT OBJECTIVES
LARRY JACOBS, TEACHER CONSULTANT,
PHYSICALLY AND OTHERWISE HEALTH IMPAIRED (POHI)
10-17-76

To develop a positive rapport with Derek Moore through regu-
lar contacts in the school classroom setting.

To become better acquainted with the communication enhance-
ment program for Derek Moore by reading literature, attending
conferences, and observing Dr. John Eulenberg, his MSU team,
the physical and occupational therapists and the speech
pathologists.

To become better acquainted with the classroom program for
Derek Moore through regularly scheduled visitations to the
classroom.

MSU COMPUTER RESEARCH GRANT OBJECTIVES
ANN HEATH, M.A., C.C.C.
SPEECH AND LANGUAGE PATHOLOGY

To adjust the Communicator (with periodic assistance from
Dr. Eulenberg, Computer Science Program, M.S.U.) for guaran-
teed operation on a daily basis.

To coordinate the response apparatus with Derek's responses
upon verbal command. "Point to . . ."

To design Communicator menus for informalized receptive and
expressive language testing and therapy.

To implement the use of the Language Master for tracking
purposes.

To design Communicator game menus for stimulation and to
maintain a high interest in this artificial form of com-
munication.

To record any changes in vocalization, in voluntary and
involuntary muscle control during therapy using the Com-
municator.

106

V11. To maintain a daily log of the therapy sessions.

VIII. To coordinate the goals, therapies and lessons of the other
team members for consistency, progress and success in this
project.

IX. To confer with Mr. and Mrs. Moore regarding Derek's use of the
Communicator in therapy and suggestions for use in the home.

X. To implement the recommendations and new programs suggested
by Dr. Eulenberg and his staff at the M.S.U. Computer Science
Program.

Team Meeting: Thursday,
October 28,,1976

 

 

The next team meeting will provide team members the opportu-
nity to demonstrate their findings concerning Derek's func-
tional strengths and limitations.

Derek is using the Communicator one hour per day with the
OTR and Speech Pathologist. The Physical Therapy Aide is
logging the responses during the sessions with the Speech
Pathologist.

The teacher is using long and short sounds in the classroom
as well as rhyming words and conceptual development in reading.

Discussion centered around Derek's integration with his peers.
He is integrated in assemblies and other Special school func-
tions. He is active with his family and is in regular contact
with normal peers. Integration into a regular classroom

could only be done if he is accompanied by a Teacher's Assis-
tant. This Should be considered when more reliable communi-
cation is achieved.

The team agreed that following an in-depth evaluation over the
past two weeks, Derek can use small print.

This meant that the Size of print need not be a concern when
purchasing a TV monitor or when programming the computer. This was
good, because a smaller screen can lend itself to greater portabil-
ity. Smaller letters on the screen means that a greater amount of

material can be presented at one time.

107

It was agreed that a call should be placed to the family
each week following the Team Meetings. The C E administra-
tor will assume that responsibility.

Team Meeting: Thursday,
November 11, 1976

 

 

A report was given on the pre-arranged meeting with

Dr. Eulenberg. Emphasis was placed on: (a) mat activities
and exploration; (b) head switch, good, alterations to be
made; (c) phonation on mat, good, to be continued.

The staff expressed the desire to continue exploration of
various modes of communication; however, were anxious to be
able to use a reliable switch with Derek.

Derek's teacher states that he works well using upper and
lower case letters when responding with eye movements. The
Speech Pathologist states that the carry over to the Commu-
nicator is extremely limited. This will continue to be
pursued.

The Medical Social Worker reported that she made monthly
home visits, i.e., September 23, 1976, October 22, 1976, and
November 4, 1976. Her findings were that in September and
October Derek had been resisting school attendance and the
new Teacher's Aide. Derek's mother thought that perhaps he
was bored with school. By November, an improved relation-
ship had developed. Derek also became more actively involved
in classroom activities. Derek's mother noted that he was
striving more because she believed that there was a greater
focus on academics. He was also being challenged by the
brother who was also in school. The Medical Social Worker
observed Derek and the OTR working with the Communicator on
November 11, 1976. She could observe that the development
of a consistent response system would be crucial in the suc-
cess of the C E Program.

The C E administrator also related that progress is being
made at MSU on the development of the controlled TV display
for Derek. Copies of the controlled TV display plan were
distributed to team members (Appendix 0).

Team Meeting: Thursdgy,
November 23, 1976

Dr. Eulenberg drew a diagram of the controlled TV display on
the blackboard. One TV monitor will take care of input and
output. Eventually Derek may be able to draw graphic

108

expressions on the display. The video board and circuits
are being developed at the ALL. Software into the micro-
computer system is being programmed.

An adequate response system is needed with the Communicator.

Staff is learning how Derek conceptualizes and uses language:
first with spelling, then sight vocabulary, then phonetic
symbols.

Derek phonates best when on the mat in a relaxed position.
His voice could be used as a signaling device. The team
should encourage phonation.

The movies demonstrate that Derek can control the switch.
He should try expanding the number of responses he can make.

Team Meeting: Thursday,
December 9, 1976

 

A trip to the ALL/MSU for team members is scheduled for
Friday, December 10, 1976, to help them gain a greater aware-
ness of the progress being made on Derek's computer system.
Derek's next trip will be in January.

Emphasis is now being placed on getting a differentiated
tone through vocalizations.

Derek is motivated and excited.

It has been nice to see such an enthusiastic, positive team
at work!

Dr. Eulenberg's colleague, Dr. Morteza Rahimi, joined the
JCISD/MSU Program upon his return to MSU following a two-year assign-
ment overseas.

Team Meetipg: Thursday,
January 13, 1977

Dr. Eulenberg fit a new head piece containing a new response
system to Derek's chair.

109

Photograph 6 displays the head piece as it is aesthetically
viewed by the public. Attention is directed to the location of the
embedded head switch. Once the terry cloth cover and foam rubber
padding are removed, as is shown in Photograph 7, the switch mounted
on the wooden frame is easily exposed for changes in positioning
and/or repairs if necessary.

Derek will begin working on his own for 5-10 minutes. The goals
will be threefold:

1. Introduce Derek to the concept of time periods.

2. Learn to work independently.

3. Learn to experience "expressive" language independently.

The Speech and Language Pathologist described her recent use of
the workbook Consonant Sounds and Symbols, Level 2, Ginn. She
Showed rhyming words to Derek, instructed him to say them in his
head and respond "yes" and "no" as to whether they rhymed. Some
words could have several responses, i.e., bag, luggage, suitcase.
Derek successfully indicated the concepts of rhyming and auditory
discrimination. She also suggested that movie magazines or teen
magazines be used as high-stimulus material, i.e., using Fonzy

to teach a language concept.

Derek is responding well to a new Student Teacher and Aide in
the classroom.

The Medical Social Worker has an appointment with Derek's mother
on January 21, 1977.

Team Meeting: Thursday,
January 23, 1977

 

The new switch is working fine.

The Therapists are working on the head motion to attain consis-
tency, ease of movement, and accurate responses.

Several new menus for use with the Communicator were demonstrated.
Everyone please bring in new ideas.

Derek now has a notebook to take home daily with a letter to
Mother and Father noting his activities and accomplishments.
They send back responses.

110

vmcw>oo--momwa umm: m;p--.m :amcmouoza

 

111

.umcm>ooczuumowwa one; och--.“ squamouocm

 

112

The medical social worker reported that Mother is pleased
with Derek's health and school attendance. Derek is eager
to attend school. She is pleased with the program.

Because of a scheduling conflict, the team agreed to meet

on Wednesdays from now on. The next team meeting will be
Wednesday, February 16, 1977.

Six-Month Program Evaluation

The first Six-month evaluation, in terms of program objectives
and individual objectives, brought about a reaffirmation and decision
to continue functioning with the original objectives. See Appendix P
for the second JCISD/MSU contractual agreement and pp. 103-106 for
individual objectives. This decision was made by the team and was
substantiated by the fact that all of the objectives were currently in
process and were determined to be appropriate for the continuation of the

program.

Team Meeting: Thursday, February 16,
l977--Cooperative Research Agreement
(Installment II)

Copies of the Research Agreement were distributed to all team
members (Appendix P). This revised version of the June 3,
1976, agreement provides for further refinement in the design
and development of the projected communication prototype.

The team agreed that small team meetings Should be held to
improve communications between team members. The pressures
of time can create problems.

The teacher and speech and language pathologists will meet
to better coordinate the use of the Communicator.

Derek's mother will be invited to observe Derek working on
the Communicator on Friday mornings. She will also be able
to meet with the various team members at that time.

The medical social worker is playing an important role with
the family by helping them to retain a realistic outlook
regarding Derek's progress. On January 23rd, Derek's mother
reported to the medical social worker that she appreciated
hearing from the team members regarding progress being made

113

with Derek. The family was pleased with Derek's attendance
and academic program at school. The February 4th home visit
centered around baby-sitting needs and the difficult manag-
ing required while a parent is working. The team suggested
that the medical social worker help the family to retain a
realistic outlook regarding Derek's progress, and to reinforce
the occupational therapist's efforts regarding the implemen-
tation of an effective program designed to teach Derek to
assist in caring for his personal needs. The February 3rd
home visit was cancelled due to illness with flu in the
family.

The response system has been sticking. It seems to need
constant readjustment, which can be frustrating.

It appears that another Communicator is needed. Two more
students in the class could use it. Derek could use a second
one at home. Because the Communicator is a temporary commu-
nication, it was agreed that another one would be ill-advised.
If the teacher finds it to be an effective teaching aid and
would like to purchase one or two more, she may do so out of
her classroom budget.

The teacher has initiated a task analysis plan in order to

record and use the amount of time spent with Derek by the
various team members.

The teacher's task analysis plan was a good one, but just
never reached fruition. The time required to carry this out did not
become feasible with the teacher or her assistant.

It was good to see an enthusiastic cooperative team with
refreshing new ideas ready for implementation. Let's keep up the
good work!

Educational Planning and
Placement Committee (EPPC)

 

An EPPC was held in the spring of 1977 to determine the best
educational placement for Derek during the 1977-78 school year. The
decision of the EPPC was to place Derek in an upper elementary POHI

resource classroom, Ridgeway School, Jackson Public Schools, on a

114

nearly full-time basis. He would be interacting with peers of his
own age and would be integrated in regular school activities when
appropriate.

The EPPC had made the recommendation that some type of a
summer program be planned for Derek.

The acquisition of the Omnicom was near and staff was anxious
to provide some continuity to the program and to Derek's academic
achievement.

Financing was not a deterrent as the Jackson Chapter of
United Cerebral Palsy had provided $5,000 to finance summer therapy

programs for cerebral palsied youngsters residing within the JCISD.

Staffing Changes

The C E team met to discuss the purposes, staffing, and
scheduling of a summer program.

During the first eleven months of the program, continuity of
staff members remained stable. It was not until the summer of 1977
that changes in personnel became necessary.

In some school districts there may not be a choice of per-
sonnel since only one professional at each level in each category
may be on staff. If there is a choice, then it becomes important
for the administrator to select members who are competent, self-
confident, interested, enthusiastic, innovative, work well using a
team approach, and are willing to take on this assignment in addition

to carrying their regular caseloads.

115

Several staff changes were imminent. Due to the resignation
of the RPT, services would have to be provided during the summer
months by another RPT until a new team RPT was selected.

A new OTR would join the C E team, begin assessing Derek's
needs, and provide appropriate services during the summer months.
This person would continue as a member of the team during the 1977-78
school year. This personnel change would be necessary because of
Derek's move to a new school in the fall.

Since there would be a change in POHI teachers come fall, due
to the change in school placement, and the Jackson Public School POHI
teachers were unavailable for summer employment, the homebound teacher
(POHI certified) from the JCISD agreed to work on the team during the
summer months. Her goals included: helping Derek to respond accu-
rately to questions using his communication aid, establishing a level
of functioning in mathematics, and allowing time to experiment with
the different response programs and input devices on his computer.

The Speech and Language Pathologist would continue providing
services following the goals established for the C E Program in
January, 1977.

The Team agreed that medical social work services would not
be necessary during the summer months.

May 19, l977--Colloguium--
Gregg C. Vanderheiden

Research centers, e.g., TRACE, ALL-MSU, are working coopera-

tively to improve the usability of the microprocessor by developing a

highly versatile control system, allowing for adaptability in the

116

type of direct selection, scanning, or encoding mode best suited to
the abilities of the handicapper.

Gregg C. Vanderheiden, Director, TRACE Research and Develop-
ment Center, University of Wisconsin, Madison, Wisconsin, visited
the ALL-MSU on May 19, 1977, to discuss and better coordinate the
related research being performed at both centers.

The lecture presented by Mr. Vanderheiden was stimulating in
terms of the information presented relating to the Autocom currently
being produced for use by nonvocal severely physically handicapped
individuals. Wheelchair portability, a strip printer, a functional
vocabulary of 2,000 words, easy maintenance, durability, light
weight, and correctability are the key features. One challenging
aspect has been to develop an Autocom whereby various interfaces
might be interchanged as the controlling unit, in order to evaluate
and meet the special needs of those C H able to utilize such a
device.

The particular operational mode for an aid need not be defined
until the aid actually reaches the hands of the teacher in the
classroom. In this manner, the aid can be more closely fitted
to the abilities of the individual and can be changed as the
child develops (Vanderheiden, 1977).

Through collaboration by the TRACE Center, ALL-MSU, and other
centers, goals such as these can more easily be accomplished.

The administrator attended the colloquium by Gregg C. Vander-
heiden to relate the information to the JCISD team members. It was

beneficial to learn that research and progress being made at the

TRACE Center related directly to the computerized aid being developed

117

for the JCISD Program. It also has allowed JCISD team members to
better evaluate other individuals who might be able to utilize other

devices.

Team Meetipg: Tuesday, June 7, 1977

Dr. Rahimi arrived with the Exerciser (Photograph 8).

Since Derek would be expected to use the Omnicom by July,
the technologists thought it to be in Derek's best interest to devise
a linear scanning device for him. This simplistic communication aid
would allow him to practice tracking visually from left to right, and
to develop in Derek the internal timing necessary in order to
anticipate accurately the movement of the cursor and make a correct
selection. He could practice making selections using the head switch,
the same input device as he would be using with the Omnicom. A light
would serve as a cursor and would move across the board, lighting up
each selection sequentially. The speed of the cursor could be regu-
lated Slower or faster as desired. The Exerciser was one more step
in the readiness process.

Derek was quite successful in his first effort.

The RPT suggested a "Shrug of the shoulders" movement as

another means of controlling the device. It was decided

to explore this movement, along with as many others as

is possible (Photograph 9).

If used at all, the Communicator will only be used as a
change of pace.

The OTR suggested that various types of switches should
be available as alternatives for Derek to use in differ-
ent environments.

118

.cmmwocwxm one--.m namemopoga

 

119

.zopwzm mcmupzocm esp mo mscgm w;w--.m zaecmouosa

 

120

All team members should be aware of Derek's fatigue factor
and work to get the most from him.

The team members will evaluate the extent of Derek's under-
standing of the use of the Exerciser.

A record will be kept of the accuracy with the device, to
get a quantitative measure of his success. This turned out
to be a necessary and good idea.

Other avenues of communication aside from scanning will be
explored, i.e., myoelectrodes.

Six-Month Program Evaluation--
Cooperative ReseaFEh Agreement
(Installment III)

 

 

The third JCISD-MSU Cooperative Research Agreement (Appen-
dix Q) reflects the outcomes of the second evaluation session. The
overall objectives remained the same. The current procedures for
accomplishing these objectives were stated and the accounting of
progress made was spelled out. The team members agreed that they
should continue functioning with their current set of objectives and
write new objectives for the fall of the 1977-78 school year. The
Omnicom would be arriving in July and the adjustment period could
take place during the summer months of July and August. Assessment
of the daily operation and programing efforts was being carried
out on a regular basis during each team meeting. All team members
were pleased with the progress being made to date.

The third six-month installment, July 1, 1977-December 31,
1977, provided the financial resources necessary to complete the
program design of the computer, to purchase the Omnicom package
solely for use by the JCISD, and to provide for the continued

research and exploration of appropriate input devices adaptable for

121

effective use between the handicapper and the machine. A descrip-
tion of the features of the Omnicom are presented in Appendix R.
Photographs 10, 11, and 12 complement the description found in

Appendix R.

Team Meeting: Thursday, July 6,_1977

The purposes of this meeting were:
1. To discuss the summer programming for Derek and other
potential students for the Program.

2. To discuss the scope of the C E Program.

3. To discuss Team operation.

4. To discuss delivery date and features of the Omnicom.
Daily Log

The daily log was kept by the Speech and Language Pathologist
during the summer program and is presented next.

July 5, l977--Derek was tired and anxious. No head rest and no
Exerciser. Used oral motor therapy. Tried to get Derek to drink
water from squeeze bottle. Doesn't like water. Took a P.T. break.
Session too frustrating. Then bombarded Derek with phrases on lan-
guage master--guessing game: "00 you know what this says?" then
played it on machine. Phrases good for Sight vocabulary and visual
tracking. Buy Gatorade!!!

 

July 6, l977--Oral motor therapy--not so good. Makes no effort to

suck juice. No choking, however. Exerciser--Head switch appears

close to face and triggers a response from an involuntary movement

of the jaw. P.T. before. Derek looks washed out. Had a pep talk to
increase motivation. Did fine with Exerciser when his head was manipu-
lated. Needs hands in cuffs to operate head switch more effectively.

July 7, 1977--Worked primarily on good use of the headrest without
banging on the response system. Overflow, extensor thrust, or
anxiety caused Derek to lift head out of rest and bang on switch.
Did quite well at times. Used M&Ms.

July 8, l977--A trip was made to the ALL-MSU for Derek's computer,
the Omnicom. Hurray!!! (Photograph l3).

 

122

.AFszcmpxmnucommmooca EoUcho w;e--.o_ camcmouoza

 

123

.XFchcmu:_--commmooca Eouwcso one--.—_ camcmouocm

 

124

.mpcmconsoo Emcmocauicommmooca Eoowcso one--.mp zancmouoga

 

125

.Louvcos >H--Eouwcso m;e--.m— squamouocm

_ h... “.vhuuhfifi

. than..." u ”TIL

. l»...
5:1!l!
‘- Iago“;

,’ I;

I

1 ,lIIIIIII
1w ‘ M II
. a 4

nununununnuullnul.

 

126

July 11,,1977--FIRST DAY WITH THE COMPUTER. Explained menus to Linda
Moore, Derek, and Deven. Derek was extremely anxious today--much
extensor thrust and little control of headrest and response. There
may be some problems with Deven working second switch along with
Derek--too competitive for what little control Derek has over the
switch at this time.

 

July 12, l977--FIRST DAY ALONE WITH THE COMPUTER. Derek banging away
at the headrest--no consistencies. Difficult to stay with one menu.
Seemed to be a lot of extensor thrust today. Difficult to keep him
in his chair. Worked well playing with it by himself--nothing con-
sistent or profound except that it appeared that Derek stayed on the
same menu J-Z for most of the Space.

Observed that the cursor was not allowed to move past the mid-
line of the screen without Derek hitting the response switch and-
triggering whatever happened to be on that particular line and bring-
ing the cursor to its original position, sometimes causing a change
in menu.

 

July 13, 1977--Much extensor thrust. Took Derek to P.T. Came back
more relaxed. Derek vocalizes when the cursor is lodged as in PR to
let me know--this is when he is working alone. I noticed two impor-
tant factors today: Derek works well alone (not as much extensor
thrust) and he vocalizes a need, help attention as in releasing the
cursor when it gets lodged. He appears to be structuring sentences.
Used A-I menu, "BUT IN HIM WAS SO WHICH SHE MY WAS THEY."

July 14, 1977--An administrator and Speech and Language Pathologist
observed. Worked on common expressions such as I'M TIRED I'M SCARED
I'M HUNGRY. Derek was relaxed and it was easy to manipulate his head.
Responds well to observers, a real Showoff!

 

July 15, 1977--Head switch came apart--plastic came unglued. Took it
to Audio-ViSual Repair and it was glued with silicone glue. Before
this, Derek had constructed the following sentences with the use of
the headrest: I'M SAD I'M HUNGRY GET LOST I'M TIRED T.V.?
BASEBALL ON T.V.? Derek was trying to tell about the All Stars Game
when the switch broke. He had ALL on the screen.

 

July 18, 1977--A friend, Johnny, and Derek's brother, Deven, came with
Derek today. The first lesson was to put everyone's name on the
screen. We then worked off the music menu with the three boys. Dis-
connected Derek after manipulating his turn to save everyone the
frustration. Johnny, Derek's best friend, seems to really cater to
Derek's every need and want. Almost treats Derek like a baby but
Derek seems to eat up the attention. Johnny doesn't seem to mind
either. Sometimes I don't know whether I should allow Derek to make
mistakes especially when he is playing with other children, as men-
tioned above, or help him out so that the game can continue to be
enjoyable for all. I think Derek can learn about mistakes when he

 

127

works alone awhile longer. He still needs to get the feel for the
machine. I do not want to discourage him in any way from all the
multiple purposes this communication system has to use.

 

July 19, l977--Derek has worked on the system six days now. This
is the seventh. No coherent message yet. Was able to get to music
menu by himself today. Showing good head control. WXYS PIAWXSNE
ME WHICH SHE NO was interpreted to mean play piano, Mom teaches me.
(Derek agreed with interpretation.)

July 20, 1977--Attempted to spell ice cream--I guessed at that word.
Derek'sspelling seems to be poor. He seems to prefer to abbreviate
his sentences.

Suggested format for therapy:

1. Ask Derek if he has any messages from home.

2. Cuff arms and check to see if feet are strapped. Derek
Should be sitting deep into his chair.

3. Check to be sure that headrest is at appr0priate level for
good switch control. Have Derek click it several times and
ask him if it feels all right.

4. Ask Derek if he would like to work alone first or would he
like to do a lesson first.

5. Allow for individual free time.

6. Work towards individual assignment time.

July 21, 1977--T 4 TIRED I'M AUNT TO PLAY LET'S GO GINGER FISH

GRANDPA TIRED *** First Sentence: LET'S GO TO PLAY BILL KICKBALL
(Cleared) LAURIE MOM LAURIE GINGER AUNT ANGEL ANGEL AUNT ANGEL FISH
SWIMMING FISH Derek was tired today! His head kept dropping, more
overflow causing poor head control, more drooling. Flashcards were
used for finding words and making sentences on one menu at a time
(A-L), (J-Z),(DM). Morse Code was introduced. The Director of Special
Education came to observe.

July 22, 1977--Derek was home sick today.
Week of July 25, 1977--Camp--no therapy.

August 1, l977--Derek came without his tray today--computer was not
used--needs hands cuffed.

August 2, 1977--Speech Pathologist was sick.

 

August 3, l977--Computer lesson came first. Constructed following
sentences: I'M HUNGRY I'M TIRED HELP ME PLEASE THANK YOU Took
each sentence and put each word under a Foke's Sentence Builder
heading. Who is doing what where when which Head is very
passive today. Working alone and vocalizing with "ahs" as he works.
AALG HHWEB GRANDMA AI "Now" is the que for Derek to hit the switch.
Slow cursor down three times for Derek's rate.

128

August 4, l977--He worked alone initially. Cleared monitor after he
hit the PG menu. He worked on flashcards--Derek's jaw and chin kept
elevating. I concluded that my flashcards were too high. I had to
manipulate his head quite a bit today. Said "yes" when I asked him
if he was tired. I feel it was my fault that we were not as success-
ful as we could've been.

August 5, l977--Last day for the summer. The computer will receive
an invoice from the JCISD and then be delivered to the Moores next
Tuesday. Derek has been looking forward to the computer going home
with him and it would have been a big disappointment if we hadn't
kept our agreement. I feel that the Moores are prepared with some
rules for Derek and the computer. It's better that he feel comfort-
able with the computer before he goes to Ridgeway than to get re-
acquainted with it in the fall.
Recommendations:

1. Begin with a lesson that needs head manipulation.

2. Assign same lesson for Derek to do as someone observes--
allows for errors.

3. Discussion--sentence structure, spelling, semantics.
Free time for Derek to do whatever he wants.

A foreseeable primary goal of speech and language services
may be to instruct Derek on the means of obtaining messages to commu-
nicate on the T.V. monitor.

The daily log kept by the speech and language pathologist
recorded a great deal:

The instructor's feelings

Derek's feelings

Progress (or lack of it) being made

Problems encountered

Successes encountered

Techniques and types of lessons used

Observations and inferences made by the instructor

I o o o o o o

129

It also provided the instructor with a means of referring
back to develop recommendations and goals for future programming,

including all team members.

Summer Program Evaluation

 

The proposed summer program had been implemented according to
schedule beginning on June 16, 1977. Unfortunately, several inter-
ruptions occurred due to unforeseen transportation difficulties and
necessary wheelchair repairs. Other disruptions were due to more
positive circumstances, i.e., camp attendance and a preplanned vaca-
tion period for the entire Moore family.

The Omnicom did arrive in July and was in use the five school
days each week.

An informal evaluation of the summer program was conducted in
September, 1977. The discussion revealed the following:

1. The transportation difficulties were beyond control of the

C E administration, staff, or student, but were internal

within the transportation system.

2. The wheelchair repairs were unpredictable and circumstantial.
3. The camp attendance and vacation periods were anticipated.
The staff followed a schedule designed to best meet the needs

of all students.

4. The summer program did allow staff to accomplish their
objectives.

5. With the arrival of the Omnicom in July, the Speech and
Language Pathologist and the teacher were immediately able to
begin work with Derek on a regular basis. It was learned
that the Speech Pathologist had scheduled several additional
fleetings with the family to assist them in the use of the

mn1com.

130

6. As Derek entered the fall program it became evident that the
summer program was profitable since Derek could use the
Omnicom with the continuity that had been anticipated.

August 29-30, 1977--Presentation--
Roger M. Jefcoate

 

Roger M. Jefcoate, British government advisor on electronic
aids for employment, came to the United States primarily to speak to
the International Disabled Exposition in Chicago. He then moved to
Grand Rapids, Michigan, to speak on "Toys and Technology for the
Handicapped" and "Technical Aids for Disabled Persons."

The presentation was co-sponsored by the Kent Intermediate
School District, Grand Rapids, and the Michigan Department of Edu-
cation.

Mr. Jefcoate spoke of remotely controlled toys, using joy
sticks controlled with the foot, micro-switches with a hard-snap
action, pneumatically operated or air bottle switches. These would
be totally safe for use with a child confined to a wheelchair.

He encouraged the use of light-weight electric wheelchairs.
He showed slides of a page turner for use with paperback books. He
is currently working on ultrasonic switching devices for the blind
and paralyzed.

. . . Roger helped develop the equipment from the simple early
typewriters, operated by a foot switch, chin pressure or "suck
and blow" method, to the highly sophisticated environmental
control systems in use today (Plummer, 1977).

Mr. Jefcoate's lectures were attended by the JCISD C E admin-

istrator. He provided ideas that could be shared with parents of

young severely handicapped children.

131

September 12, l977--Presentation
of the JCISD-MSU Program

 

 

Being the first research program of its kind in existence,
time was needed to determine whether the program was meeting its
objectives, and whether it was proving to motivate and profit Derek.
Only at this time did the JCISD believe that they were ready to dis-
cuss the merits of the C E Program.

The first presentation of the JCISD-MSU C E Program to the
Jackson community was given by the Speech and Language Pathologist.
The presentation was made to the Jackson Civitan Service Club on
September 12, 1977. She presented a detailed explanation and demon-
stration of the Omnicom. The purpose and objectives of the program
were also stressed.

The club members responded with approval and interest,
making the presentation a successful endeavor.

ALL-MSU Communication
Enhancement Expansion

 

 

The work of the ALL-MSU has gained in prestige since 1975.
Their encouraging outcomes have resulted in requests to establish
similar programs within other intermediate school districts. Two
such districts have been the Ingham Intermediate School District,
Lansing, Michigan, and the Kent County Intermediate School District,
Grand Rapids, Michigan.

Through experience, the ALL personnel have found that their
first task is to educate the intermediate staff to their various

programs already in progress. This is accomplished by providing a

132

one-day inservice meeting. The inservice is planned to include a
video tape demonstrating the functional use of a computer by a com-
municatively handicapped individual. Another handicapper demon-
strates the use of a portable micro-processor. Small-group sessions
allow staff to informally view, discuss, and experiment with a variety
of computerized communication aids. A myoelectric control switch is
also demonstrated. Administrators and/or staff members from the Wayne
County Intermediate Program and the JCISD Program are invited to
participate in the presentation.

The Jackson staff demonstrates the use of the Omnicom during
the small-group sessions. The administrator of the JCISD Program
then describes the administration and management components of the
program.

Being a part of this presentation has enabled the team mem-
bers to summarize their roles and involvements in the project, to
discuss these issues with their colleagues from other districts, and
to gain a feeling of confidence and expertise in the area in which
they are working.

September 21, l977--Presentation--
JCISD Program to the JCISD Board
of Education

The first presentation of the Program was made to the JCISD
Board of Education on Wednesday evening, September 21, 1977. The
administrator of the program provided background information, goals,
operational procedures, and results achieved to the present time.

The Speech and Language Pathologist discussed her role and presented

133

a scrapbook with pictures documenting the progress being made with
Derek.

Dr. Eulenberg then made a presentation about the Omnicom to
the Board members. He also described in detail several other com-
puterized aids that are in various stages of development by ALL
personnel.

Dr. Rahimi presented a demonstration of a myoelectric (EMG)
control switch (Photograph 14). With modern electronic techniques,
this rich EMG signal can be analyzed and put to use by obtaining
information through the muscles about what an individual intends to do.

The various devices presented were described because they are
being considered as alternative modes of communication for the young
C H individuals of Jackson County.

As the presentation was concluded, it was obvious that the
C E Program had the Board's continued support.

Upper Elementary POHI Resource
Classroom--l977-78 School Year

The C E Program works well when the C H individuals are
attending a self-contained program, i.e., where academics, physical
therapy, occupational therapy, and Speech pathology are provided as
support services by itinerant personnel as many times a week as is
required by physician's orders, or as the schedule will allow. Since
the entire team is unable to work together daily, it becomes more
difficult for them to see one another regularly. In such a resource

room setting the team may find it advantageous to schedule an

134

 

Photograph 14.-E M G.

135

additional meeting so they can meet regularly as a team to discuss
their work and progress.

Because Derek had moved to an upper elementary school POHI
classroom setting, new appropriate therapeutic equipment was needed.
He was unable to tolerate sitting in the wheelchair for the entire
day. Floor mats were ordered so he could be prone on the mat. A
wedge was also ordered so Derek could be placed in prone position
but would still be able to participate in classroom activities.

In this setting Derek is seen by the itinerant OTR a minimum
of two times per week. The therapeutic sessions are conducted in
his classroom on a one-to-one basis. At times the POHI teacher is
included so that she may carry through with suggestions. Lesson
plans usually include mat activities to increase left upper
extremity control. At least one time per month is spent working
with the Omnicom.

A typical lesson plan is described below:

I. To improve head control while on the mat.

A. When sitting Indian style, Derek tries to bring his
head to an upright position.

While holding his head Derek turns his head to the
right and left.

B. While prone on the mat, Derek pushes up on his arms and
raises his head until he can see a positioned object.

While positioned prone on his elbows, Derek raises
his head.

While positioned prone on the mat, Derek turns his head
to the right and left.

136

II. To improve left upper extremity control while prone
on the mat.

A. Position an object in various places. Derek tries to
hit it with his left hand.

B. Position an object in various places. Derek tries to
reach and grasp it.

Although Derek appears to have fair control between 90° and
150° abduction while prone on the mat, voluntary control of the

grasp is questionable.

III. 'naimproveleft upper extremity control while in the
chair.

A. Use objects same as were described in II, A and B
above.

Control is much less when Derek is in the wheelchair.

IV. To improve hand-to-mouth patterning.

A. While in the wheelchair the proximal joints of the
left upper extremity are stabilized. Then Derek is
helped to bring his hand from the lap tray to his
mouth. He then tries it by himself.

The OTR met with the POHI teacher to discuss Derek's physical
needs, such as the necessity for a regular change in positioning
during the school day. Characteristics of the wheelchair insert
were also described.

Arrangements were made to have linens and diapers delivered
to the school on a regular basis.

The wedge arrived and was found to be very slippery. Because
it was vinyl, it was also very hot. Derek was unable to maintain
position on it. The OTR made a covering for it out of terry cloth

with velcro attachments. She also contacted Derek's mother regarding

137

the use of the urinal. Derek was still in diapers. Mrs. Moore said
that she did attempt the use of the urinal over the summer with no
success. Derek did not seem receptive to a toilet training program.
At this time it also did not appear to be a primary concern of

Mrs. Moore's.

On a return visit to school, the OTR found that the wedge
was still slippery. Another terry cloth cover was made so that one-
half of the wedge was covered. This appeared to be a satisfactory
solution.

During the first few weeks of school, the OTR worked with
Derek on the Omnicom to help him become accustomed to using it with
a variety of people, and to help the OTR become familiar with its
characteristics. Derek was using the head control switch. The
sessions seemed very discouraging since Derek displayed only minimal
head control. He needed much physical assistance to keep his head
away from the switch until it came to the correct word. He seemed
very anxious when working and had a great deal of extraneous movement.
The OTR also evaluated Derek regarding his physical ability. He
showed the best control in the use of his head and his left upper
extremity. The left upper extremity demonstrated more control when
Derek was prone on the mat stabilizing his Shoulder than when he was
in the wheelchair. The session continued with work on some head
control activities.

At this time physical therapy evaluation of Derek's body
control placed his motor ability at about the six-month level. His

actions were inhibited by the persistence of the primitive reflexes

138

which tended to lock him into various postures whenever he initiated
a voluntary action or was placed in a different position. The total
extensor thrust pattern predominated in most positions. This pattern
included extension of the head and opening of the jaw. The asymmet—
rical tonic neck reflex (ATNR) was also not integrated into active
patterns of motion. When Derek turned his head to the right his
right arm extended and the left flexed. He was unable to change this
posture voluntarily without a great deal of effort.

Derek's athetoid movements demonstrated that when he was able
to make a voluntary motion it was total flexion or total extension.
Therefore, he had marked difficulty with graded action.

In the normal developmental sequence it is essential to gain
head control in order to control other body parts. Treatment was
started with head control for this reason and because it was apparently
the best means of using the switch for the computer.

Physical therapy techniques used are as follows:

1. Place Derek in prone position to increase the general tone
in the flexors of the body and therefore inhibit the
extensors.

2. Place body in pattern of complete flexion so as to facili-
tate voluntary control of the head. Muscles work in
synergy patterns.

3. Place deep pressure on a tendon end to inhibit its action
and facilitate the antagonist muscle (pressure on exten-
sor muscle tendon inhibits its action and facilitates the

opposite action of flexor).

4. Stroking of Derek's muscle belly tended to facilitate
contraction of that muscle.

5. Work for resistance to voluntary motion, thereby facili-
tating stronger contraction.

10.

11.

A typical

1.

139

Work for voluntary motion of one muscle in a synergy
pattern in order to facilitate the action of the other
muscles in this pattern. '

Work for integration of vestibular reaction by giving
Derek total swinging and turning motions.

When Derek was “caught" in a primary reflex pattern such
as the ATNR to the right, by placing him in the ATNR
pattern to the left helped to release him.

Plan to control outside stimulation such as noise, smell,
motion, increased light so as to decrease the environ-
mental interference with voluntary control.

Use general relaxation techniques to start treatment,
such as Speaking in a gentle, soft voice, moving slowly,
stroking, and rocking.

The use of a quick stretch of the muscle facilitated con-
traction.

treatment to increase head control included:

Place screens around treatment area. Lower blinds. Ask
for unnecessary noise to be stopped. Reduce all extraneous
stimuli.

In a gentle voice tell Derek in what position he was to be
placed. All positions were used.

When supine position was used, his knees, hips, back, and
neck were placed in flexion. The therapist straddled his
bent legs holding flexed upper extremities against his
side, flexed if possible with his knees. Derek was in
the semi-sit up position.

Derek was asked to precede all his head motions with eye
motions, of which he had the best control.

Resistance was given to the motion as needed.

When flexing his head, the therapist stroked flexors of
neck, and pressed on base of tongue under the chin, which
inhibited protrum, apart of the extensor pattern. By
stroking the muscles which close the jaw, this would
stretch the jaw open further to facilitate closure.

Derek was then able to be placed across the therapist's

knees and appropriate techniques were used to facilitate head control.

140

Derek was positioned in his wheelchair using the aforemen-
tioned criteria for posture efforts and then facilitations and inhi-
bition techniques were used to accomplish the best environment for
learning control of the computer head switch. EXample: Instructor
stood to the left and instructed Derek to lead his motion to activate
and release the head switch with his eyes.

The following anecdotal records were kept for documentation

purposes:

Daily Log

September 27, l977--Using the head switch, with help from the teacher,
Derek moved’to the DM menu. He placed the following words on the
screen in an undirected activity: GO GINGER ANGEL AUNT AUNT LAURIE
MOM FISH ANGEL ANGEL FISH ANGEL A A ALL ALL ALL AAA AUNT GINGER AUNT
FISH I'M BILL FISH AUNT ANGEL ANGEL BOWLING FISH LAURIE A A WILL M U.
At this time he became anxious and the drooling increased.

Se tember 28 1977--While using the A-M and N-Z menus, Derek wrote:
I HY ME OR THIS NO THEY AS K E HAD N H O H 210. He then moved to
the Morse Code menu and produced: T T T T TTT ALL HA C FISH LAURIE
(Derek Moore Menu).

 

September 30, l977--Derek played a game with the teacher. The reward
for a correct response was a sucker. If he "jumped the gun" the
teacher got the sucker. The game lasted 15 minutes. Tenseness or
nervousness was not in evidence, as drooling was not profuse.

Derek then worked alone for seven minutes. The results were:
BY ME ME AAA

Derek purposely cleared the line and began a new line.

OR A ________BEEN A TIRED

 

October 3, l977--During the month of October the OTR continued to
evaluate Derek and worked on the program plan.

Derek worked on the Omnicom with the teacher for 20 minutes. His
responses included words, short phrases, and names.

 

October 4, 1977--In the beginning stages much work was done with the
teacher, OTR, or Speech Pathologist moving Derek's head to the switch

141

at the proper time through manipulation with their hands. Using
this method Derek and the Speech and Language Pathologist wrote
(Photograph 15):

HAPPINESS IS HARD WORK.

By this date, Derek was able to purposefully clear the Omnicom, place
selections on the screen, and then move to another menu. Errors, of
course, occurred frequently.

October 10, 1977--The teacher and Derek (using head manipulation)
wrote:

DEREK MOORE LIKES CHOCOLATE.
Tenseness was observed.

October 12, 1977--Together again they wrote:
I HAD MY PICTURE TAKEN.

Derek tended to rest on the switch and inadvertently moved back and
forth from the alphabet menu to the A-I menu.

 

The documentation continued to describe the successes as well
as the problem areas and the frustrations being experienced by the
staff and by Derek. However, progress was evident. Derek was print-
ing more during each lesson using various menus. He was also working
alone with the computer for an increased period of time, in addition
to working on the computer with the instructors.

Head manipulation was necessary to give Derek the sense of
rhythm, the knowledge of intensity needed to hit the head switch,
the length of time to hold the head switch down before releasing it,
and the sense of timing as the cursor moved along to determine when
to hit the switch to obtain a correct response.

Having never before controlled a mechanism by himself, Derek
had much to learn, i.e., patience with himself and with his instruc-
tors, to relax, to concentrate, to coordinate his eyes with his head

movement to get the correct response, and not to lose eye contact with

142

.cowumpzuwcme ummzl-.mp squamouogm

 

143

the TV monitor. These were great expectations for a boy with Derek's
physical limitations. Although progress was slow, progress was evi-

dent and Derek was off to a good start!

Administrative Communication

The C E Administrator prepared nearly all communications in
written form. This served not only as a record of procedural opera-
tions, but gave the staff official notices in advance. Changes in
meeting dates, additional meetings, or notices with short lead times
were sent via telephone by the secretary of the C E Administrator.

The notification of the first team meeting date of the 1977-78
school year, the agenda, and the minutes are presented in Appendix S
in their original form. The agenda for the first team meeting of the
1977-78 school year was sent out in advance of the meeting. If any
team members wished to contribute agenda items, they could do so by
calling the administrator or the secretary.

Invitations to team meetings and minutes of team meetings
were always sent to the Directors of Special Education, JCISD and JPS,
as well as to the staff. The Directors would attend the meetings on
a periodic basis; however, the primary purpose was to keep them
informed of the progress being made.

A narrative describes the content of the remainder of the

team meetings.

144

Team Meeting: Tuesday,

 

October,4,el977

 

members.

The following updated objectives were shared by the team

These objectives were based on the progress demonstrated to

date and on the overall direction that the C E Program was taking,

as was indicated by the JCISD-MSU Cooperative Research Agreement.

II.

III.

IV.

VI.

VII.

VIII.

IX.

XI.

XII.

XIII.
XIV.

SPEECH AND LANGUAGE PATHOLOGY
Objectives for Derek Moore
Ann Heath, M.A., C.C.C.

To modify involuntary assaults on the head switch using
temporary restraints.

To see more self-initiated control of cursor for scanning
and selective purposes.

To encourage "crossing the midline" of the screen with the
cursor as a voluntary action.

To coordinate the use of the switch and Derek' 5 responses
after verbal command using no temporary restraints, e.g.,
"Spell . . . ," "Copy. . . ," "Print. .

To record any increases in vocalizations.

To record any changes in voluntary and involuntary muscle
control during therapy while Derek is using the computer.

To make adjustments with regard to Derek's resting pose away
from the switch.

To provide another unit for use at home. (Processor would
have to be transported.)

To prepare Derek for the printer.

To use Derek's computer as a means of gradually expressing his
physical, emotional and educational needs.

To see Derek rely on the computer gradually as a means of
communicating with substance.

To observe, evaluate, and discuss the content of material Derek
displays on the monitor over designated periods of time.

To rely less on the eyes for communication.

To coordinate the goals, therapies, and lessons of other team
members for purposes of enhancing Derek's abilities to use a
nonvocal communication system.

XV.

XVI.

XVII.

XVIII.

XIX.

XX.

XXI.

XXII.

II.

III.
IV.

VI.

145

To see more proficient use of telegraphic communication once
the switch is controllable.

To experiment with other types of switches utilizing existing
vocalizations and myoelectric (EMG) signaling.

To work closely with the Moore family.

To improve head movements for better control of the headset
switch using direct manipulation and passive restraint con-
trols.

To encourage vocalizations using the laryngeal switch for
direct selections on the menus.

To encourage consecutive vocalizations on the laryngeal switch
for more letter selections on the Morse Code menu.

To voluntarily allow the cursor to cross the midline of the
T.V. screen for selections to the right of the screen.

To produce short, meaningful sentences using the (A-M) or
(N-Z) menus for purposes of syntax, semantics, and word
recognition.

SPEECH AND LANGUAGE PATHOLOGY
Objectives for Derek Moore
Betty Jo Van Schoick, Supervisor

lO-l-77

Support the Speech Pathologist and share in the discouraging
and encouraging events.

Offer support for the Program to the Deputy Superintendent
for Special Education and his administrative assistant in
terms of the budget as to its value for Derek and others.

Attend team meetings for the purpose of information exchange.
Visit the ALL with the Speech Pathologist.
A. See research in various lab projects.

8. Watch application of projects to other nonverbal or
nonvocal conditions of verbal expression.

Suggest materials or other resource professionals to help
with Derek's academic programming.

Report to others concerning the C E Program.

II.

III.

IV.

VI.

II.

III.
IV.

VI.
VII.

VIII.
IX.

146

OCCUPATIONAL THERAPY
Objectives for Derek Moore
Christine Southwell, OTR
lO-3l-77

To explore different switches to find which is most suitable
to Derek's needs.

A. While in the wheelchair.
B. While out of the wheelchair.

To observe and evaluate maintenance of, or need for improve-
ment of, proper positioning in the wheelchair.

To increase function of the left upper extremity while in
the wheelchair or in prone position.

A. Beginning activities to include targeting and patterning.
Long-term goal of hand-to-mouth patterning.

B. To explore use of left upper extremity as a possible way
to operate switch, especially when prone.

To evaluate the need for any adaptive equipment that will
improve Derek's functioning in school or at home.

To work closely with Derek's family to assist in any func-
tional problems in the home.

To coordinate programming with other team members.

PHYSICAL THERAPY
Objectives for Derek Moore

Kenneth Lauterwasser, RPT
9-30-77

Become familiar with Computer in order to understand Derek's
needs in using it.

Foster a positive natural attitude in relation to use and
purpose of Computer.

Improve head control in all positions.

Develop any other physical means of reliable control.
Promote relaxation to enhance controlled motion.

Improve breath control to keep lungs clear, esp. expiration.

Improve developmental activities: Indian sitting, on knees,
all fours.

With C.E.T. co-ordinate.

Become familiar with home, Derek's routines, physical layout,
etc. so as to be aware of total program.

147

MEDICAL SOCIAL WORK
Objectives for Derek Moore
Rita Forsyth, MSW
9-26-77

I. I see my immediate role as being available to the family and
participating in the team meetings.

Maintaining realistic expectations is best achieved by involv-
ing the family in periodic conferences and visits to the
classroom (Ann met frequently with Linda last year). A log
between family as well as staff member visits will also be
helpful (per Ann's suggestion for staff working with Ken).

Linda and Betsy have already communicated several times and
Betsy reports feeling comfortable contacting Linda when she
needs to.

I plan to make a contact soon with the family; after this
initial contact--others will be dependent upon need.

II. Long-term objectives:

 

AS Derek grows and becomes more difficult to manage physically,
I see more involvement with re: to realistic alternatives and
acceptance of these.

To: Communication Enhancement Team

From: Betsy Mark, Teacher

Re: Derek Moore 1977-78 Educational Objectives
Date: October 14, 1977

Following are the Mead Objectives chosen for Derek. These objectives
are subject to change or amendment, and suggestions are welcome at

any time. The math objectives have been coordinated with the Heath

Math Program being used by the Jackson Public Schools. Science, Health,
Spelling, Social Studies, Reading, Language, and Computer objectives not
Specifically stated here follow the course books prescribed for Third
Grade Students enrolled in the Jackson Public Schools.

060B Identifies four shapes by name

060C Picks up two objects of similar shape

064B Counts to five and shows corresponding numeral cards

O64C Counts sets of objects and states cardinal number of set (1-9)
0650 Names penny, nickel, and dime

069C Points to sets having same number of objects

0690 Places string around set with more members

069E Places string around set with fewer members

O7OA Picks picture of unmatched sets and says which has more members
O7OB Picks picture of unmatched sets and says which has fewest members

071E
072A
0720
076E
077A
0778
077C
0770
0780
0780
079A
0798
079C
0790
079E
080A

0808
080C
0800
080E

0828
082C
0820
082E
O83A
083B
083C
0830
083E
084A
0848

0840

0888
088C
0890
089E
094C
095E
097A
105E
106E
108B
108C
1100

1268

Points

148

to one of two numerals which is greater than other

Picks out requested numeral card (1-5)
Says number of any point on number line
Finds correct sums using number line

Finds correct difference using number line

Counts

and groups objects in sets of tens and ones

Puts numbers under proper place value

Shows knowledge of place value in written form
Arranges pictures from shortest to tallest
Arranges pictures from smallest to largest objects

States
Writes
Writes
States
Writes
Writes

sum of two sets of objects

sum of two pictured sets with number sentences (1-5)
sums of five problems no greater than five

sum of two sets of objects (1-10)

sum of pictured sets with number sentences (l-lO)

sum of five vertical or horizontal problems no greater

than ten

Writes

addition facts to 19 using number line

Writes missing addend no greater than five in number sentences

Writes

missing addend no greater than ten in number sentences

Writes missing addend no greater than nineteen in number
sentences

Writes
States
States
States
Writes
Writes
States
Writes
Writes
Writes
Writes

sums for 3-digit problem with renaming-carrying

and demonstrates role of zero in addition

difference of two sets of concrete objects
differences no greater than five of two pictured sets
difference no greater than five of two pictured sets
difference no greater than five of vertical problems
difference no greater than ten of two sets of objects
difference no greater than ten of two sets of objects
difference no greater than ten of vertical problems
subtraction facts up to nineteen using number line
difference of 2-digit subtraction problems with renaming/

carrying

Writes

difference of 3-digit subtraction problems with renaming/

carrying
Identifies and writes half, third and fourth when parts presented

Writes

half, third and fourth when presented as part of set

Identifies and writes fractions 1/2, 1/3, 1/4 as parts of whole
Identifies and writes fractions 1/2, 1/3, 1/4 as parts of set
Tells time to nearest hour and half-hour

Matches money equivalents

Writes money values in symbols from written words

Measures objects to nearest inch, foot, yard

Equates cups to pint and quart using water

Identifies terms, abbreviations of metric linear measurement
Measures to nearest centimeter

Identifies, interprets, constructs bar, broken line, picture

graph

Writes whole name in cursive

149

Writes father's and mother's names

Writes own telephone number

Writes address

Writes birthdate

Corrects error shown to him

Corrects error discovered by self

Works on task for specified period of time
Follows appropriate direction

Follows direction after specific time interval
Attempts to follow directions

Identifies words with same initial consonant
Reads letters left to right

Relates initial consonant sound to symbol
Identifies ending consonant of words
Identifies initial consonant blends of words
Identifies ending consonant blends of words
Pronounces Preprimer Dolch list

Pronounces Primer Dolch list

Pronounces First Grade Dolch list

Pronounces Second Grade Dolch list

Pronounces Third Grade Dolch list

Infers meaning from statement

Distinguishes between fact and fantasy in written selection
Distinguishes between statements of fact and opinion
Tells if paired words have same meanings
Tells if paired words have opposite meanings
Recalls orally information presented orally
Recalls details of story read

Derek is scheduled for an eye exam in Ann Arbor, Michigan.

The speech therapist will work on the Omnicom with Derek on
Tuesdays and Thursdays.

The media director will provide a Polaroid camera for use
on a trial basis to determine the best camera to purchase
for the program for documentation purposes.

The Omnicom has been reprogrammed. Features of the new
program are:

l. ability to correct

2 expanded vocabulary

3. easier to lock in different menus

4. ability to talk

5. into the future: the computer will be lighter in weight
and come in two boxes.

The teacher and speech therapist have been conditioning
Derek for control.

150

The teacher is not using the Omnicom for academics with Derek
at this time.

Derek works on the Omnicom on a daily basis.

A cassette tape recorder and cassette video tapes will be
provided for documentation purposes.

The next agenda will include:

1. EMG demonstration
2. Discussion of additional students

October 7, 1977--Presentation--
American Academy of Cerebral Palsy
and Develppmental Medicine (AACPDM)

 

 

 

In the fall of 1976, Dr. John B. Eulenberg, Dr. Morteza A.
Rahimi, and Lucylee Neiswander submitted an abstract describing
the JCISD-MSU C E Program. The intent was to present a paper based
on the C E Program to the AACPDM at the October, 1977, National
Conference, Atlanta, Georgia.

Over 135 abstracts were submitted, from which the JCISD-MSU
abstract was one selected to be presented. The abstract, as pub-
lished in Developmental Medicine and Child Neurology, accompanied by
displays of foreign correspondence received concerning this research
program, is presented in Appendix T.

The presentation was entitled: "The Administration and
Management of a Computer-Based Communication Enhancement Program."
The presentation was made during the Friday afternoon session,
October 7, 1977, to over 300 conference participants.

Due to the enthusiasm of the audience, composed mainly of
physicians, physical therapists, occupational therapists, and adminis-

trators from throughout the world, the news media videotaped a

151

broadcast for the Channel 11 News, Atlanta. This was the only
presentation deemed worthy of coverage by the news media.

It was the first time in history that such a presentation
had taken place, interfacing the latest developments in communication
computer technology with the medical and educational communities.

The Omnicom was taken to Atlanta, Georgia, for the AACPDM
Conference presentation. In the interim, the Exerciser was used with
Derek in the classroom. The purpose was to educate interested profes-
sionals worldwide in the technological advances being made in the
field of communication aids. It was also intended to be a stimulant
to professionals to pursue such a program to better assist their C H
individuals in obtaining the best educational program possible.

The OTR and the RPT C E team members also attended the Confer-
ence for the purpose of gaining knowledge in their respective fields
which would be beneficial in programming for Derek, as well as other
youngsters on their caseloads.

Team Meeting: Tuesday,
October 1S, 1977

 

In order to involve the family to the fullest extent possible,
the Moores are now being invited to the team meetings. A
calendar of meeting dates is enclosed (Appendix U). The
Moores function as team members by offering agenda items,
report on Derek's progress and condition, and partake in the
discussions.

The team will visit the ALL-MSU on Friday afternoon,
November 11, 1977, 1:30 p.m. We'll meet for lunch at 12:00
noon at the Pretzel Bell.

Everyone was pleased to see that Derek is using the head
rest both at home and at school.

152

Derek may be outgrowing the chair insert. The occupational
and physical therapists will do a joint evaluation and follow
up on appropriate adjustments.

A future goal of the program will be to duplicate computer
components for home use.

It is the responsibility of the team to help others under-
stand the program. Everyone needs to share their progresses.
A yellow pad is being left by the Omnicom so everyone can
leave notes.

A video tape of EMG was shown. At the next meeting Derek
will use EMG.

Dr. Eulenberg reported on the AACPDM national conference.

The main new features of the Omnicom are:

1. Cancel feature--should reduce frustration.

2. Music--now just put notes down--much faster to
compare music.

3. Cursor starts at the best Speed for Derek.

The teacher asked if Derek could control his wheelchair by
using the computer. The answer is "yes"--in the future.
Next meeting agenda:

1. Derek will use EMG or voice input.

2. Discuss other C H candidates

3. Council for Exceptional Children (CEC) State Convention
presentation format

4. Be thinking of a logo design for the program.

Daily Log

The anecdotal record-keeping continued by the various team
members as they worked with Derek during their regularly scheduled
sessions.

October 20, l977--While working on the Omnicom with the speech
pathologist,0erek selected: BRUCE LAURIE AUNT ANGEL GINGER GINGERALL
I MALL HELP FOR ARE HAVE HAS AN SHE NO WHICH NO WITH.

October 24, l977--Derek wrote three letters on the Omnicom while
wafking by himself.

l53

October 25, l977--Nhen a letter was deleted in the middle of the page,
everything thereafter changed to the deleted symbol. This denoted a
problem with the Omnicom. The problem was minor and was immediately
remedied by the staff.

 

October 2§lgl977--The technologists provided a movable switch so that
the occupational therapist could vary the positions. She tried the
switch on Derek's knee, left hand, and various positions on the head.
It was difficult to assess because it was not stationary and the
therapist knew she was giving Derek clues as when to hit it. At
present the head switch appeared to be the best solution.

The OTR also observed and evaluated Derek for proper positioning
in the wheelchair. He did not seem too big for the chair but did not
appear to be getting enough hip flexion.

November 2, 1977--The OTR worked therapeutically with Derek on the
Omnicom. He did not seem to be operating the switch consistently.

He seemed to be resting on the switch and not bringing his head back
to midline. His head appeared always turned to the right. She
thought the switch might be too easy to operate so she switched the
headrest around so the switch was on the left side. Derek had a
great deal of difficulty with this approach. It seemed that the
switch was too far back or too far to the side. He was unable to
turn his head far enough to the left. Some suggestions were given to
the teacher; i.e., Derek's hands needed to be restrained in wrist
cuffs while working on the Omnicom to decrease extraneous movement
which overflows to the head. It was best for Derek to be repositioned
in the wheelchair each time he used the Omnicom to get Optimal posi-
tioning.

 

November 7, l977--It appeared that the sensor was not sensitive
enough. The team was still experimenting with equipment. The sensor
was sensitive enough. It was the positioning of Derek and of the
switch that needed adjusting.

The anecdotal records show that Derek is now working with no
head manipulation.

Problems with the Omnicom have been minimal. Any minor
repairs have been done by the MSU team. The problems that have

occurred occasionally have been with the switching device.

154

Visitors to JCISD
From Rackham School

 

 

The presentation delivered at the AACPDM Conference prompted
staff from the Rackham School, a center-based program for POHI,
Ypsilanti Public Schools, Ypsilanti, Michigan, to call for an appoint-
ment to visit the JCISD Program. The notification to the C E team
members,accompanied by the agenda, is displayed in Appendix V.

Two RPTs, one OTR, and one Speech and Language Pathologist
arrived on Tuesday, November 8, 1977. This date was selected so the
Rackham staff could attend the regularly scheduled team meeting, as
well as being able to view Derek working with the computer. Each
team member was available to talk with the Rackham staff about their
role in the program. The therapists discussed various ideas for the
use of straps to obtain improved hip flexion and better positioning.

A small party was also enjoyed by the group in honor of
Derek's birthday, November 7, and the JCISD-ALL-MSU program's second
anniversary.

The purpose of their visit was to become better informed
about the JCISD/MSU program, so that plans could be made to encour-

age the establishment of such a program at the Rackham School.

Daily Log

November ll, l977--The OTR visited the ALL-MSU to see the various
types of’input devices available. She discussed the need for a
switch that could be attached to a sturdy object so that staff is
not giving clues to Derek as to when to hit the switch.

 

November l4, 1977--The teacher and Derek began using different menus
to construct a sentence (the DM menu and the A-M and the N-Z menus).

DEREK MOORE IS HUNGRY AND TIRED.

 

155

By himself, Derek wrote:
AUNT MOM IS HIS

The teacher requested and received from Derek:
BY AND BEEN FOR HELP HAS A

The teacher asked for names:

DEREK MOORE ANGEL BILL BOB DAD MOM BRUCE DEVEN SUSIE GINGER
GRANDMA GRANDPA AUNT LAURIE JOHNNY RUSSELL

The lessons varied--e.g., the teacher asked for: words ending in
"ing," words with "m," words ending in "d."

By November Derek has begun using different menus to con-
struct sentences. Heis also now able to accurately respond to ques—
tions. Academically oriented questions are also receiving accurate
responses by Derek using the Omnicom (Photograph l6).

Expansion of the JCISD-MSU
Communication Enhancement Program

 

 

Parents, additional JCISD staff, the JCISD C E team, and the
technologists were all eager to expand the program to other poten-
tial C E candidates. The JCISD has chosen to limit the C E Program
to students thought to possess normal intelligence. This does not
mean that similar programs cannot and should not be developed for
the Trainable Mentally Impaired and the Severely Mentally Impaired
populations. In terms of the financial status, priorities had to be
set. Eventually the goal is to serve all those C H individuals,
regardless of intellectual ability, on the belief that everyone
deserves an opportunity to communicate.

The identification of five potential JCISD C E candidates

prompted the informal evaluation of each candidate.

156

.mmz chowpmuzvm--.oP cqacmopozm

 

157

Dr. Eulenberg and Dr. Rahimi visited each student in their
respective school settings. Parents were notified of the evaluation
and the purpose, and were invited to attend. The evaluations took
place on November l5, 1977. The C H students under consideration
varied in many respects; however, all were classified as possessing

normal intelligence.

 

 

Vocal
Communication Physical
Gender Agg_ Diagnosis Level Restrictions
female l4 Cerebral Palsy syntactic yes--very
restricted
male 8 Autistic phonemic none
male 7 Cerebral Palsy syntactic yes, few
restrictions
male 9 Cerebral Palsy syntactic yes, tremors,
some restric-
tions
male 8 Cerebral Palsy syntactic yes, tremors,
some restric-
tions

The same basic evaluation format was followed as was described
earlier on pp. 72-74. As a result of these evaluations, the cerebral
palsied girl has used the Omnicom on a trial basis. Two of the
boys, one cerebral palsied and one autistic, are being schooled in
the use of the Handivoice. Evaluation will continue as they become
more familiar with the equipment.

The other two candidates were determined to have enough
improving intelligible speech to be placed on a waiting list, to be

reevaluated at a later date.

158

The JCISD could easily identify numerous potential candidates
attending programs for the retarded. Because of the extensive commit-
ment required on the part of the school district in terms of both
personnel and finance, it was agreed that it was essential to estab-
lish priorities in order to do what is attempted in the best manner
possible.

As the current program gradually expands to include additional
candidates, the financial factor per client should decrease to some
degree and staff will be better versed in serving these C H indi-
viduals.

At this time the program can be extended to included the

retarded C H.

Daily Log

November l6, 1977--The OTR worked therapeutically with Derek on the
program plan. He appeared to be increasing in head control as he was
operating the head switch more accurately. He was able to bring his
head back to midline.

 

Thanksgiving Week--Derek was absent.

 

November 28, l977--Derek worked for 20 minutes, then became tense
when aides and other students entered the room. Concentration was
lost and the lesson was terminated.

 

November 30, 1977—-He selected notes from the music book and wrote
them on the screen using the music menu. He then worked alone for
30 minutes selecting words of his own choice and some requested by
the teacher.

He appeared to be more tense. Perhaps this was because the
teacher didn't joke with him before the lesson to loosen him up
and relax him.

December 1, l977--Norking with the speech pathologist, using head
manipUTation, the student wrote:

 

159

YES PLEASE. WILL YOU? ND. WE WANT THIS ONE. PLEASE.
NO ND WE WERE THERE. THAT ONE PLEASE. DEREK ON THE FLOOR.
I'D LIKE TO PLAY. I'M HUNGRY.

The OTR talked with Derek's mother about the wheelchair, straps and
the need for adjustments. They agreed that he did not need a new
insert at this time. It was agreed that an appointment should be
made at the orthotics shop to investigate the possibility of having
adjustments made to the insert.

The team had continued to experiment with various input
devices. One appearing to hold promise was the laryngeal switch

(Photograph 17).

December 2, l977--Initially it was held to Derek's vocal cords and
he worked for 15 minutes producing the short sound of e and the long
sound of t. He produced many e's and two t's.

December S, lQ77--By himself using the head switch he wrote:

BILL DAD GRANDPA FISH GRANDMA MOM BRUCE GINGER ANGEL SWIMMING
ANGEL GINGER ANGEL TIRED ON THE FLOOR.

December 7, 1977--The laryngeal switch was used for 20 minutes to
teaCh Morse Code. Derek was able to get six t's spread out over the
three lines and place e's next to each other in groups of 2, three
times, and groups of three once (t's require long signals; e's require
short signals). With the OTR using the laryngeal switch taped to

his neck he wrote:

TRUCK A P B V O U
December 8, l977--The teacher asked, "Who's been making all that
noiEE?11 With the head switch, Derek replied (taking ten minutes):
I HAVE BEEN. HE HAD BEEN. IT IS ME. WE ARE. SHE WAS. YOU WERE.
The teacher asked for the following (taking 20 minutes):
HELP IS BE BUT WANT
Then he moved by himself to the Derek Moore menu. He selected:
DEREK TV BRUCE I'D LIKE

Using the laryngeal switch for ten minutes with the Morse Code, the
teacher asked Derek for as many T's as he could give. (T's require
longer control on the switch.)

E EE E ET T E T E E TE EE EEEE EE E T E T
E E E EE T E T E E T T T T E E T E

160

 

Photograph l7.-The laryngeal switch.

161

The OTR, Derek and his Mother went to the appointment at the orthotics
shop. They talked with the orthotics expert about ideas for main-
taining Derek's position in the wheelchair. They decided to place
seat belts inside the lateral pads instead of around the insert. A
center post was also suggested. It was decided that Derek's feet

come out of the straps because he was not wearing orthopedic shoes

as was designed for the chair. The OTR suggested a Y-strap to keep
his hips flexed. The appointment offered many suggestions. These
would be presented to the physician at the orthopedic clinic.

December l2, l977--While working on the Omnicom, Derek used the head
switch (taking 20 minutes) and the alphabet menu except for the last
two words which he formed from the Derek Moore menu; he wrote:

HAPPY HANUKAH AND MERRY CHRISTMAS FROM DEREK MOORE.

 

December l2, l977--Today is the first day that Derek cancelled a
wrong choice on the Omnicom. He was excited about that.

The Omnicom was shutting off inadvertently. The teacher finally
realized that Derek had been accidentally hitting the reset button
with his knee.

The OTR attended the orthopedic clinic with Derek and his mother.
The suggestions were discussed with the physician. The final deci-
sion was to adjust the seat belt as was suggested and try knee straps
to keep the knees together. This would hopefully keep Derek more
flexed at the hips. Orthopedic shoes were also ordered. If these
do not help to keep his feet in position, a change in foot straps may
be necessary.

 

December 16, l977-January_4, l978--The Omnicom went home with Derek
over Christmas vacation. 'The Speech and Language Pathologist assisted
the parents in setting up the Omnicom and in the operation of the
machine.

January 6, l978--Derek demonstrated the Omnicom to a junior high
school teacher using the laryngeal switch.

Using the head switch he answered the following questions cor-
rectly asked by the teacher:

 

Who is your best friend? Johnny

Who is your brother? Deven

What sport do you participate in on Mondays? Bowling
Where do you like to go after lunch? On the floor.

He had very good control and demonstrated a minimum of anxiety and
tension.

January ll,,lQ78--Derek worked for 40 minutes. In addition to using
the head switch he used the laryngeal switch and chose as many t's
as he could.

E E E T EE EE E
T E E E T T T T

 

T E T T E T T T T E
T E

162

January 12, 1978--This was the first time that Derek used the laryngeal
switch taped to his neck without using the Morse Code menu (Photo-
graph lB). He worked for l5 minutes using the Derek Moore menu.

 

The laryngeal switch has been quite successful, as Derek's
ability to phonate on command has been reasonably reliable.

Derek remains quite sensitive to mistakes and to his percep-
tion of failure on his part. On two occasions Derek has cried when
asked to perform a task on the Omnicom in the presence of a large
group of professionals. This has happened only after Derek's efforts
failed to produce the results he desired. The pressure appeared to
be too much for him. The team has learned to be sensitive to his
feelings and not to treat him as a performer before a large group of
individuals. This has been a difficult lesson for the team, as they
are all just as curious and anxious as Derek to see the results of
their total team efforts. Derek has recently displayed maturity and
is learning that the entire team is there for the same purpose. This
learning experience has profited Derek and the team.

December 6, 1977--Presentation--
Shirley McNaughton

 

The Director of the Bliss Symbolic Communication Foundation,
Toronto, Ontario, Canada, Shirley McNaughton, visited the ALL staff
at MSU on December 6, l977. Her trip centered around the latest
research being conducted at the ALL. Experimentation has been car-
ried out to make an electronic Bliss symbolics board "speak" by

attaching it to a computer equipped with a voice synthesizer. The

I63

.gupTZm memczcmF asp mcwm: chmo--.w_ :aacmopocm

 

164

board can be triggered by touching an area within the selected word
field with an electronic pen.

Representatives were also present from Votrax, Vocal Interface
Division Federal Screw Works, Troy, Michigan, manufacturers of the
Phonic Mirror Handivoice.' A prototype of the latest model, Handi-
voice HCllO, was available for discussion, evaluation, and experimen-
tation. This model is available to the public beginning in the spring
of l978.

Shirley McNaughton presented a slide program of the Bliss
Symbolic Foundation's work. She stressed that Bliss symbolics can
be beneficial to those who possess various levels of retardation by
providing them with some method of communication. For these people,
Bliss may be the only method of communication that they are ever
able to use effectively.

For youngsters unable to communicate by any other method, an
apron printed with the Bliss symbols can be worn. This allows for
portability and is available for use whenever the youngster has a
need to communicate.

Four hundred symbol users have displayed, during the fall
term, that the use of symbols does not discourage speech if
it is available. The user will point to the symbol and
speak. Bliss does not take the place of reading and writ-
ing, but is a step toward achieving this goal (McNaughton,
1977).

The program first started six years ago by working with chil-
dren at the primary level. Now the program has expanded to include

the use of Bliss symbolics with individuals of all ages, including

adults.

165

Since Bliss symbolics were being implemented at the Trainable
Mentally Impaired and Severely Mentally Impaired Program within the
JCISD, the C E administrator attended the lecture by Shirley
McNaughton.

December 12, 1977--Newsletter-—
COmmunication outlook

 

 

The International Action Group for Communication Enhancement
is addressing interested individuals through the quarterly newsletter,
Communication Outlook. The ALL-MSU and the TRACE Center for the
Severely Communicatively Handicapped, University of Wisconsin, are
co-editors and publishers. The first issue was published in April,
l978 (Appendix W).

Financial contributions were accepted from the Wayne County
Intermediate School District and the JCISD, to enable this publication
to become a reality.

Communication Outlook was created to increase the dissemi-
nation and exchange of information about the on-going developments in
communication aids technology to meet the needs of persons who experi-
ence communication handicaps due to neurological or neuromuscular
conditions.

The newsletter is also aiming to bring together individuals
from widely varying backgrounds and academic disciplines, i.e., pro-
fessional developers, teachers, therapists, aides, communication aid
users, their families, and the medical community.

Topics might include new aids, setting up a communication

aids program, conference notices, review of literature, employment

166

listings, sources and strategies of funding, and various types of

communication systems.

Six-Month Program Evaluation

 

The Speech and Language Pathologist wrote the following
evaluation: Derek has shown considerable improvement in his ability
to voluntarily control the headrest switch. Movement is much more
deliberate and concise. At times manipulation of the head or passive
restraint is necessary for purposes of controlling overflow contributed
by the cerebral palsy or for purposes of structure such as sentence
building. It has only been recently that Derek has taken more interest
in the laryngeal switch. He has been very successful in his ability
to independently select words from the (DM), (AM), and (NZ) menus
with the laryngeal switch taped to his neck. The vocalizations con-
sist of "ah" and have increased considerably since September. Lately
Derek has been encouraged to attempt consecutive vocalizations such
as "ah-ah" so as to produce different letters on the Morse Code menu.
At the present time he is limited to T and E (one long or one short
vocalization). Although it appears that Derek is attempting to
modify the vocalizations, auditory success has been extremely limited.
Imitation and patterning have been the instructional tools used to
encourage sound variations. Laryngospasms have been observed during
attempts to vocalize, probably caused by involuntary opening of vocal
fold muscles as a result of cerebral palsy. It is advised not to
overtax the vocal folds so as to discourage any possible vocal abuse

to the folds. Although there is improved head control, Derek

I67

continues to have some difficulty allowing the cursor to cross the
midline of the T.V. screen. Structuring short, meaningful sentences
such as "You were there," "This one please," "This one or that one?" or
"We want to please" has been a direct teaching-learning approach to
the computer. Sentences are presented auditorily or visually through
the use of flashcards. It is then Derek's responsibility to reproduce
these sentences on the T.V. monitor. The (NZ) menu is frequently
used. Passive restraint with the headrest switch is used during

this exercise. Thisstructure admittedly discourages errors. Derek's
ability to consistently recognize words or comprehend word order
(syntax) is questionable. It is assumed that he understands the
content of the sentence (semantics). His current expressive commu-
nication mode using the computer consists of an understandable schema
based on key words representative of a message being sent by telegram,

e.g., LET'S GO TIRED (Photograph l9).

December 3l, 1977 to Present—-
Epilogue

The future of the Program holds much promise. Cooperative
Research Agreement (Phase IV) was agreed upon and signed as of Januaryl ,
1978 (Appendix X). This agreement was written with financing of
$5,000. Future program objectives reach beyond the intent of the
original agreement.

JCISD/ALL-MSU is now looking toward achieving communication
for the several additional candidates who were recently evaluated.

The team is interested in reaching out to secure additional

financial resources. Agencies may prove to be of the greatest

168

 

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""""""""""""" .-‘I'IIIIIIIIT.
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DdH WHI zwwm >m .._...GNoomQUQZ

169

immediate assistance in this pursuit, although other sources will
also be investigated.

Regular consultation with the technologists is essential to
the maintenance and improvements necessary to make the Omnicom a
functional machine for Derek. A strip printer and a voice synthe-
sizer have been added to the Omnicom. A remote-control switch is
now being developed for Derek's use while he is lying prone on the
mat--or out of his wheelchair. This will eliminate the necessity
for Derek to be "hooked up" to the machine. A variety of switches
continues to be tried in order to improve Derek's control of the
Omnicom. One such switch is the pneumatic squeeze switch (Photo-
graph 20).

His growth and development, both physically and mentally,
require that this sophisticated combination of man and machine be
in a constant state of assessment and reevaluation.

Programming needs are likely to change frequently. As new
control mechanisms are discovered, they must be given a trial, evalu-
ated for effectiveness, and either implemented as an additional
effective mode of input or discarded as inappropriate for this par-
ticular individual.

Since this program was conceived for the purpose of develop-
ing a unique computerized communication aid, it remains the obliga-
tion of the program staff to initiate innovative ideas and to
implement those that have merit.

As these events culminate in actuality, the results will

not only provide Derek with an effective mode of communication

170

.SUSLzm

mNmmzcm ovumszmcn ochlu

ON camcmopoea

 

171

but will become common knowledge and will provide the communicatively
handicapped from throughout the world with an answer to their "silent

plea for help."

CHAPTER IV

ADMINISTRATIVE STRATEGIES FOR THE ITERATION
OF A COMMUNICATION ENHANCEMENT PROGRAM

Based on the descriptive study, several considerations are
presented following the basic skeletal outline, i.e., assessment,
design and development, and implementation, as diagrammed in the Basic
Conceptual Design for Administration and Management found in Appen-
dix A.

Flow Chart l, Appendix Y, provides the administrator with a
procedural, step—by-step outline of the C E Program iteration,
including assessment, design and development, and implementation.

Flow Chart 2, Appendix 2, describes the direct relationship of pos-
sible available resources to each of the three categories, e.g.,

assessment, design and development, and implementation.

Assessment
During the assessment period, answers to the following ques-
tions might be helpful as an administrator develops programming

guidelines for the C H population.

1. What is the minimum and maximum number of C H individuals that
can be served by such a C E program?

As was demonstrated by the JCISD-MSU program, only one C H

individual is required. The phil050phy of this program had been to

172

173

initiate the program with one student and then if successful to
expand the program to include additional appropriate candidates.
This was done primarily because the program was the first of its
kind, and outcomes remained highly questionable.

A classroom consisting of several C H individuals would
appear to be ideal. In this setting various types of communication
equipment could be concentrated as diagnostic and evaluation tools
to be used interchangeably for all identified students. The oppor-
tunities to experiment with a variety of adaptations for each commu-
nication device could be implemented on a more economical basis and
on a time-saving schedule.

Another mode of operation might be to develop satellite pro-
grams in a variety of settings (wherever the identified individuals
are located) utilizing a variety of staff members to function on each
team. This method could provide for program coverage to a larger
identified population spread over a large geographical area. The
variety of staff could also allow for more ideas to be tried in the
total program. Each staff from the various satellite projects could
join together on a regularly scheduled basis (meeting on a rotating
schedule at each program) to exchange ideas and to compare progress
notes regarding the C H individuals.

All indications are that any number of candidates could be
served by such a program if technological, personnel, time, and
financial resources were available to meet the programming needs of

each C H individual.

174

2. How large does the school district have to be to effectively
implement such a program?

 

The size of the district need only be a factor from a staff-
ing and financial point of view. The MSU Research Center has chosen
to work primarily with intermediate school districts (1505) within
the State of Michigan because they are responsible for special edu-
cation prograrrming throughout the state. Each ISO is accountable
for the provision of quality services to all school districts within
the designated ISD boundary; e.g., JCISD serves all twelve local
school districts and nonpublic schools.

a. The 1805 are large enough to provide the variety of
staff necessary to serve all identified individuals.

b. The ISO is the sole recipient of educational monies
allocated in the State of Michigan for serving handi-
capped individuals.

For these reasons, it appears advisable for several neighbor-
ing school districts, large or small, to form a consortium, like an
ISO, and jointly to implement one Communication Enhancement Program
to serve their combined population.

3. Does the school district need to be located near a Communication

Enhancement Research Center such as the ALL/MSU, or can consul-
tation be carried out by phone or mail?

 

The geographical proximity of JCISD to the ALL/MSU was an
important consideration in the decision to sign the research agree-
ment with MSU.

The need for regular, almost daily communication with the
research center is absolutely essential. Progress, or the lack of

it, and why, must be communicated immediately. If the response

175

system or input device needs adjustment, it must be done as soon as
possible in order to establish a feeling of continuity, dependency,
and reliability between the communicatively handicapped individual
and the system being developed.

As experience has demonstrated, nearly every system must be
designed especially for that particular individual. The development
of the design may take months of experimentation, trial, error, and
consultation until a satisfactory system has been achieved. And then
growth and development, both physically and mentally, create the need
for constant reevaluation. A communicatively handicapped person
could advance from a fairly simplistic unit to a highly sophisticated
alternate mode of communication.

To date, reprogramming, experimentation, and adjustments
cannot be made over the phone or via the mail.

It is realized that only a very few research centers exist
that currently possess the capabilities of developing a communication
enhancement program of the scope and dimension described here.
However, knowledge and interest are spreading fast.

Administrators in every school district should be encouraged
to explore the possibilities of such a program with their respective
university research centers. Through consultation with the well-
established center personnel, fresh new ideas will be born as these
new centers are formed, and progress in the field of communication

enhancement will flourish.

176

4. Must equipment beypurchased or can it be borrowed from a nearby
research center?

 

At present, the type and number of communication aids is
extremely limited. Perhaps only two or three of a kind exist in
the country or the world.

Initially, the research center will be using several types
of equipment for trial and experimentation. Once the decision has
been made on a particular alternative mode of communication, a commit-
ment must be made to purchase such a unit. This allows for the center
to use those same devices elsewhere.

Ownership can be a highly motivating factor, not only to the
communicatively handicapped individual and his parents, but also to
the staff working to gain proficiency with the device.

To only borrow a unit (and that could only be done if it was
already designed and available) could denote to the individual and
his parents that it really is not an important, worthwhile, lifelong
surrogate. By making a purchase, the educational personnel are say-
ing, "We believe in you. We want to help you communicate with us
because we want to communicate with you. We want to help you become
an independent, contributing member of society."

In the future it is hoped that these individuals will be
able to go to a nearby center designed specifically to loan various
types of aids for trial only. In this way, C H individuals could
find a device most helpful to them, and then by themselves, or with
assistance, purchase or pursue the development of just such a device

for themselves.

177

5. Can anyone effectively implement a C E Program?

Parents, physicians, friends, agency personnel, and numerous
others should be encouraged to become knowledgeable of what is avail-
able in the area of C E. In this way the C H can more easily and
readily become identified for such a program. Implementation of such
a program almost certainly requires the expertise of a variety of
professional personnel (technologists and educators) to evaluate,
plan, experiment, implement, and reevaluate the individual's needs
as well as the long-range program needs (see Chapter III). These
professionals have the opportunity to be in contact with other
researchers and educators in this field and in related fields and
can bring to the C H individuals the latest in research and technol-
ogy from throughout the world.

Schools appear to be in the best position to recruit a team
of appropriate professional personnel and to receive the necessary
financial support to provide a C E Program to serve this population.

When salaries, time, equipment, and program costs are totaled
the commitment can be quite extensive. And when this program is
accurately viewed as an extended long-term program, the commitment
becomes even more intense. In certain instances where agencies,
hospitals, or rehabilitation centers have completed a self-evaluation
and have found themselves in a comparable position to support such
an endeavor, they should take advantage of the opportunity to incor-

porate a similar program into their operational framework.

l78
6. Do the C H have to be moved to a center to effectively implement
a C E Program?

C E Programs may be implemented in any location where a C H
individual is attending an educational program.

The technologists and staff may work itinerantly, if neces-
sary, seeing these individuals located in a variety of settings. The
program philosophy is to provide C E for these individuals in the
least restrictive environment. Therefore, the C E team and the com-
munication equipment can quite easily be transported to the C H
individuals. Portability and functional everyday use of this commu-
nication equipment is the desired result. By serving these identi-
fied individuals in a natural setting, the staff is contributing
toward making them as independent and self-sufficient as is possible.
7. How can school districts meet the financial demands required

by_such a program?

School districts are finding themselves legally responsible
for providing an increasingly broad scope of special education ser-
vices in every community. At the same time the local, state, and
federal financial aid never quite seems to be enough to meet these
mandates. Therefore, if an innovative program such as this one is
to be effectively implemented, financial resources in addition to
those budgeted may have to be secured.

A basic list of potential financial sources is listed below:

LOCAL: A encies--United Cerebral Palsy Association, Cancer
Society, March of Dimes

Service Clubs--JayCees, Civitan, Rotary, Elks

 

179

Gifts and beggests--private individuals

 

Fund raisers-—marathons, bingo

 

STATE: Foundations--Kellogg, Mott
FEDERAL: Government--Bureau of Education for the Handicapped (BEH)

 

Foundations--Kennedy, Kresge, National Science
Foundation (NSF)

 

Corporations--Enco, Textron, Control Data Corporation,
Bell Telephone

If the school district can respond favorably to the assessment
questions just presented, the administrator will likely direct atten-
tion to the design and development phase. Several issues of concern

at this stage are highlighted for the administrator's consideration.

Design and Development

 

Effective communication within the community can assist in
increasing public awareness and understanding of the needs of the
C H. This support can be of assistance in a number of ways; i.e.,
passage of millage elections which in turn helps to provide financing
for such programs as the C E Program; professionals from a variety
of community disciplines will perhaps be more inclined to provide
cooperative expertise and financial support for the C H; agencies,
private foundations, and local industry may also be more willing to
provide financial support; the medical profession can offer valuable
assistance in the early identification of C H individuals and can
collaborate with the C E team on the treatment and care of the C H.

The investigation of all known available resources will help

constitute a well-informed board of education, administration, and

180

staff. This will allow them the opportunity to be open and alert

to ideas and suggestions from other research centers and school dis-
tricts interested in the C H. They can benefit by openly campaigning
for information about C E from such sources as periodicals, news-
papers, companies, neighboring districts, radio, TV, and universi-
ties. Administrators and interested staff can also be encouraged to
attend various institutes, seminars, or colloquiums relating to C E.

Also, before deciding on a C E program design, school district
personnel would most likely benefit from investigating the best C E
programs or ideas firsthand by conducting a formal evaluation of
each program or idea before a commitment is made. Consideration
might include: appropriateness of the program for candidates,
financial commitment, personnel commitment, facility requirements,
program justification, reputation of the research center and existing
programs, and legal contractual terms including approval for research
involving human subjects.

Following the appointment of a program administrator, short-
range planning can be accomplished by including the careful selection
of staff, the definition of roles, the establishment of a type of
management system, the identification and writing of individual
objectives, the establishment of daily operational procedures, and
the development of evaluation procedures as an integral part of the

daily operation.

181

Implementation

 

The initial identification of individuals for a C E program
will most likely consist of candidates of all ages.

Among the early programming concerns for the C H might be
provisions for an early identification program for young C H indi-
viduals, coupled with periodic, thorough, impartial evaluations by a
team of professionals.

The administrator may want to consider as a primary goal
the development of an effective interface between the university
research technology team and the school district educational team.
This can be enhanced as the staff becomes actively involved on a
regular basis in the decision-making process and program planning.
This two-way channel of communication among staff members allows for
all team members and the administrator to be an integral part of the
operation.

Active parental participation can also be encouraged by
including them as members of the team.

Experience has demonstrated that contingency program monies
should be made available at the local level for small incidental
purchases such as micro-switches, film, and conference travel.

Throughout the duration of the program, the administrator
can provide certain organizational procedures that will enhance the
success of the daily operation.

By placing communiques in written form whenever possible, by
directing these communiques to all appropriate administrators, staff,

and parents, and by planning frequent team meetings in advance, staff

182

are better able to meet their additional caseload obligations. Written
agendas prepared in advance, as well as a personally identified note-
book designed to hold all CE information, can also lend an air of
organization to the program.

Regular program documentation using a variety of recording
media, i.e., video tape, tape recorder, slides, photographs, Polaroid
photographs, movies, anecdotal records, written meeting minutes,
individual objectives, and the keeping of a daily log, can provide
evidence of progress as well as valuable information for future
reference.

The team's morale, attitudes, and understanding toward the
program can be uplifted as they are assisted in the realization of
the importance of planning for and implementing a "readiness period"
allowing for evaluation and experimentation with various input
devices and response systems which could last for an extended time,
depending on the complexity of the system to be developed.

A team approach can be encouraged and more easily sustained
if trips are planned for the entire team to the university research
center. A luncheon during the trip or an arranged social gathering
can also promote cohesiveness among the team. The team can profit
from praise for their innovative ideas, efforts, and progress, as
many frustrating times can occur as well.

As staff assumes the responsibility for keeping the lessons
varied, interesting, fun, and adaptable, they can also develop an

awareness of the C H individual's social and peer relationships as

183

well as physical, academic, and communication needs, thereby providing
the framework for meeting the total needs of the C H.

A sensitivity to the emotional and psychological feelings of
the C E candidate may prove essential when experimentation is being
carried out over an extended period of time. An additional considera-
tion may also be to realize the necessity of remaining flexible and
accepting program disruptions as they occur.

Once the program is established and progress is evident to
a certain degree, the district may want to encourage staff members
from nearby districts to visit the program. As other districts are
ready to initiate similar programs, staff can also be encouraged to
assist and offer helpful suggestions.

Program presentations on the state and national levels can
assist in the sharing and dissemination of the latest information
in the field of C E.

A successful program will most likely be open to expansion
to other identified potential C E candidates within the district.

As program expansion is being considered, all appropriate staff can
be given the "professional advantage" of becoming a member of at
least one particular C E team serving one or more C H individual(s).
This technique will allow for additional staff to become actively
involved, to offer ideas, to become informed, and to disseminate

information about the field of C E on a broader basis.

CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary
The JCISD, Jackson, Michigan, is mandated by law to provide

appropriate special education programs for all students identified

as handicapped residing within the JCISD. Technological advances are
playing an important role in helping special educators solve the
communication and programming needs of the C H. One such pilot
research program is the JCISD/MSU C E Program, which was initiated
July 1, 1976, and is continuing at the present. This program is
focused on one choreo-athetotic cerebral palsied quadriplegic C H boy
named Derek.

Prior to the inception of the C E Program, programming efforts
for Derek had centered on oral-motor stimulation, increasing muscle
tone, range of motion and general motor ability, improved head con-
trol, sitting balance, breath control, tongue control, vocalizations,
and limited tutorial academically oriented activities.

Derek's winning personality, sensitivity to staff requests,
and limited "yes" and "no" responses with his eyes led the majority
of staff to believe that Derek possessed normal intellectual poten-
tial. This notion was confirmed during an evaluation session con-

ducted by a regional evaluation center.

184

185

Because of his intellectual potential, the EPPC determined
that Derek should be given the chance to attend school in the POHI
classroom which was housed in the least restrictive environment, a
regular elementary school building.

Appropriate positioning was necessary in terms of helping
Derek to function more effectively in this educational setting.

After varied attempts had not accomplished the desired results,
effective positioning was achieved for Derek at the Indiana Univer-
sity Medical Center's Cerebral Palsy Clinic, Indianapolis, Indiana.

In l976, Derek was age nine. It was evident that a commu-
nication system was necessary if Derek ever was to become an active
participating member of his class.

Various communication systems were explored by the staff and
administration at the JCISD. The JCISD/MSU Communication Enhancement
Program was agreed upon following a thorough evaluation of the pro-
posed program.

The designated C E Program administrator was responsible for
program planning. A multidisciplinary team was selected and a modi-
fied MBO administrative approach was implemented.

The program was viewed as one with a long lead time and
having a distinct possibility of not succeeding. However, because
the program was deemed important enough to make progress in the type
of equipment and services available to all C H, it was initiated in a
quiet yet sequential manner. Program evaluation was carried out on a

regular basis, during regularly scheduled team meetings.

186

The goal of the program was to develop, for Derek, an effi-
cient and effective computerized communication aid consisting of a
micro-processor, TV monitor, printer, and voice synthesizer. This
was to be a prototype, designed especially to meet Derek's needs.
In order to accomplish this goal, an effective interface had to be
developed between the educational and the technological teams.

During the developmental period, Derek's first communication
aid was "The Communicator." Various types of input or switching
devices were tried. To date, the head and laryngeal switches appear
to be the most reliable for Derek. Just prior to the arrival of the
computer (Omnicom), Derek used a second communication aid, which was
a simple linear scanning device called an Exerciser. The Omnicom
arrived in July, 1977. Since that time the programming focus has
been on the functional use of the Omnicom, i.e., control of the input
device and the development and understanding of language concepts.

Additional C H individuals have since been identified. The
C E Program continues with a focus on experimentation to determine
the best communication systems for Derek and those newly identified
individuals. Work has continued with each student to develop edu-
cational components and to improve language concepts and bodily

functions.

Findings
As a result of this C E Program research study, the following

significant findings have emerged.

187

l. Administrators can put a team from various professional
fields together and be able to (a) introduce them to new technology,
(b) introduce them to a new level of cooperation, (c) use the computer
as a central focal point for communication and educational purposes,
and (d) learn that resentment toward new technology is expected and
can be overcome.

2. Although initially the cost seems prohibitive, there are
many sources for finance that are available and can be tapped.

3. The administrator's role combined essential skills in
program management, personnel management, public relations, budget-
ing, the understanding and coordination of the new technology of C E,
and in defining projected C E Program goals for the district's C E
population.

4. The dissemination of information to the public, parents,
other school districts, research centers, and other entities was an
important obligation.

5. There was a necessity to remain informed through the
interaction with other school districts, agencies, and organizations
involved in C E.

6. The professional staff selected found it essential to
function as a team. By encouraging them to actively partake in the
decision-making process and in program planning on a regular basis,
they brought to the program a variety of new and innovative ideas.
They identified with the student and developed realistic expectations
and attitudes. They shared their thoughts, ideas, and frustrations

with one another, with the parents, and with administrators, thereby

188

functioning as a cohesive, progressive unit. They eagerly shared
information with other C E centers and openly campaigned for the
latest information in C E.

7. An active, interested, participating family was essential.
They offered insights, direction, and support to the program. They
encouraged Derek and carried out the instruction and use of the
equipment in the home setting, thereby bringing to fruition the daily
functional coordination and use of the C H individual and the machine.
For the first time they realized the potential of their C H child to
communicate and encouraged other parents to pursue similar endeavors
designed toward the development of independent communication.

8. Community—wide cooperation and support, professionally
and financially, was essential to the development of a successful
therapeutic and educational C E program component.

Agencies offered financial support for the provision of
appropriate medical care and treatment and in meeting the equipment
needs of this individual.

Physicians and related professional personnel provided
knowledgeable services and encouraged and assisted in the experi-
mentation of devices and methods thought to improve bodily functions.

9. The acquisition and use of the communication system with
Derek assisted in the development of improved peer and staff rela-
tionships with Derek. As a result of this program, Derek's isolation
decreased. It offered a medium for him to relate not only to signifi-

cant others but to the world around him. It allowed Derek to

189

participate more independently and to improve through socialization,

to develop self-esteem, and to function with greater adaptability.

Conclusions

 

As a result of the findings, the following conclusions have
been drawn:

l. With society's concern surrounding the depersonalization
of man through the advancement of science and technology, this C E
team has had the good fortune of being involved in a program where
science and technology have been subordinate to human purposes.

2. Technology and education are two ingredients essential
in providing appropriate surrogate devices and programs for C H indi-
viduals. The fields of technology and education can develop a
compatible and effective interface.

3. The C H can learn to communicate in a manner acceptable
to society using these alternate modes of communication. Programming
for these individuals in the least restrictive environment can
enhance their first-hand experiences and can provide situations where
communication becomes a necessity in their day-to-day existence. The
results of this research can lead to the benefit of C H individuals
the world over. The development of efficient and effective communi-
cation aids and the subsequent ability of the C H to efficiently use
these surrogates in a manner acceptable to society would appear to be
a giant step toward achieving acceptance as potentially capable,

productive citizens.

190

4. If a C E program is to become successfully operational,
it becomes the responsibility of the program administrator to develop
effective ways to blend the varied philosophies and this wealth of
knowledge held by the technologists and educators into a workable
and effective program.

5. Although financing will continue to be a major concern
of program planners, it no longer need be a deterrent to program
implementation.

6. Intermediate school districts or a consortium of school
districts appear to be in the best position to initiate C E programs
for their C H populations in concert with their local university
research centers.

7. One such C E program can stimulate the inception of other
similar programs and assist in the dissemination of information,
knowledge, and ideas over a broad geographical area.

8. C E is a young field functioning in many ways as an
infant, but growing rapidly as a result of the interface of engineers,
linguists, computer scientists, educators, lay people, and the C H

themselves.

Recommendations
The writer views the following recommendations as desirable
in meeting the needs of the C H.
I. As members of the C E team, researchers and educators
should strive to educate the public to the needs and potential of

the C H. Children and adults need to realize that direct contact,

191

along with cooperation in the pursuit of common objectives as func-
tional equals, is of critical importance in improving attitudes
between the nonhandicapped and the C H. This can be accomplished and
should be pursued through inservice training for parents, students,
teachers, and administrators; conferences Sponsored at the state or
local level; workshop and discussion groups; and grants awarded to
institutions of higher education including training in working with

C H children, hiorder to help foster positive attitudes toward

the C H.

2. The C H should be identified and evaluated at the earliest
age possible. Nearby research centers should be made aware of the
need for the establishment of C E programs. Programs should be
designed and implemented wherever the C H reside.

3. Parent groups for the C H should affiliate to assist in
the gathering and dissemination of information and to assist one
another to better meet the needs of their children. These influential
groups, i.e., educational centers, research centers, and parent
groups, should also emphasize to the federal government the need for
continued financial support for research programs throughout the
country.

4. Educators need to familiarize themselves with the numerous
beneficial uses of computerized technology so they can intelligently
interact with the technologists and their equipment.

5. The writer encourages formal documented research in order

to support the notion that C H individuals are capable of communicating

192

in a functional manner with the use of a suitable communication
prosthesis.

6. Further documentation of various techniques being tried
by multidisciplinary team members should be recorded and published.
Only in this way can successful methods and techniques be shared with
colleagues working with individuals with similar needs.

7. The documentation and sharing of administrative strate-
gies by special education administrators and research center personnel
is also recommended so that other administrators can profit from
these successful administrative experiences. As tried and suggested
guidelines are followed, administrators can more easily establish
C E programs that function with efficiency and effectiveness at both

the educational and technological levels.

APPENDICES

193

APPENDIX A

BASIC CONCEPTUAL DESIGN

194

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APPENDIX A

BASIC CONCEPTUAL DESIGN

Program Iteration

l

ASSESSMENT

 

O.K.

V/

 

 

 

 

DESIGN
&
DEVELOPMENT

l

l

IMPLEMENTATION

 

 

 

 

 

 

 

 

 

195

196

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a
szmma

 

 

 

 

 

 

 

V. a

 

 

 

 

 

 

 

 

 

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9

 

 

 

 

 

 

 

 

 

 

 

 

 

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mmogzommm we compmNPpr:

APPENDIX B

UNIVERSITY COMMITTEE ON RESEARCH INVOLVING
HUMAN SUBJECTS (UCRIHS)

197

APPENDIX B

UNIVERSITY COMMITTEE ON RESEARCH INVOLVING
HUMAN SUBJECTS (UCRIHS)

MICHIGAN STATE UNIVERSITY

 

ounce M IBEAICH DEVELOPMENT EAST LANSING ° IJCHIGAN ° 0824

33. MISTRNUON “DING

Ms. Lucylee Neiswander

Supervisor

Department of Physically Impaired

Jackson County intermediate School District
2301 East Michigan Avenue

Jackson, Michigan h9202

Dear Ms. Neiswander:

A preposal entitled "Communication Enhancement Pilot Program"

 

to be conducted by

 

0r.g;ohn Eulenberg, Div. of Engineering Research was approved by the
Office for Research DeveIOpment, Michigan State University, for transmittal
to your office on July i3. 1977 .

In order to meet the application deadline, this project was forwarded
as "PENDING REVIEW" by the University Committee on Research Involving Human
Subjects (UCRIHS).

This University Committee completed its review of this project on

August 1. 1977 and can now recommend approval.

XX The rights and welfare of the human subjects appear
to be adequately protected.

 

This project does not include activities which are
considered to constitute the use of human subjects.

 

H nry E. Bredeck, Ph.D.
Chairman, UCRIHS

198

APPENDIX C

PREVALENCE OF PEOPLE WHO CAN UTILIZE COMMUNICATION AIDS

199

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xom flop woe No ooo.omn mu
acmucma ucmucma pcmugwa ucmucmm accompmu
peuo>icoz _encm>-:oz mcwawczicoz Acmcanoh Peach Auwpwnemwo

 

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ZOO

APPENDIX D

LETTER TO OR. DUDLEY S. CHILDRESS, Ph.D.

201

APPENDIX D

LETTER TO OR. DUDLEY S. CHILDRESS, Ph.D.

JACKSON COUNTY INTERMEDIATE
SCHOOL DISTRICT

COMMERCIAL EXCHANGE BUILDING
2301 EAST MICHIGAN AVENUE

. . . JACKSON MICHIGAN 09202 60300” 6. SMITH

BOARD 0f EDUCA TIOIV nmaows (am var-sacs “wmmnm
CHSMWW E SCHESKY
THIRD” fl. TELLER, human: Deputy “”mm‘am
“ELI/IN L SCH/MING, Vice Hanson: Iov Special Education
EHAH‘ E. JAAIIESON, Tum"! HENRY W. KUEH‘
HAROLD E‘ SPINK Donuts! Suoarmtsnoam
CAROL y~ u CLAIR Io: Vocational Education
May 27, 1975

Dudley S. Childress, Ph.D.

Prosthetic - Orthotic Center Research Laboratory
Northwestern University Medical School

345 East Superior Street

17th Floor

Chicago, Illinois 60611

Dear Dr. Childress:

I am writing at the recommendation and suggestion of Dick Koch, Orthotics,
University of Michigan Medical Center.

He indicates that you are the man most knowledgeable in the area of elec—
tronical technology for use in communications for the severely impaired.

Our concerns center around a boy, quadraplegic, cerebral palsy, birthdate,
November 7, 1966. He is a severely involved child with total involvement.
He has no functional speech, or head and body control.

The child has demonstrated only minimal improvement in body function over
the years.

It is indicated that he is of normal intelligence. His only current means
of communication is by utilizing eye movements to answer yes and no.

Several comunication methods have been tried to no avail. Therefore we
realise that we must provide him with a method of communication for his im-
mediate use.

With this brief discription we are hoping that you can realize and appreciate
our frustrations as educators, as well as his as a young boy.

We are anxious to utilize your expertise if at all possible.

we are most willing and able to bring the boy to you for an evaluation, or
to work out a plan convenient to you. You can contact me by calling 517-787-4833.

$2erely, / ' I

Lucylee Neiswander, Supervisor
Department of Physically Impaired

ZEN!

APPENDIX E

LETTER FROM OR. DUDLEY S. CHILDRESS, Ph.D.

203

APPENDIX E

LETTER FROM OR. DUDLEY S. CHILDRESS, Ph.D.

NORTHWESTERN UNIVERSITY

CHICAGO. ILLINOIS 60611

REHABILITATION ENGINEERING PROGRAM
ROOM MOI
343 EAST SUPERIOR STREET

AREA CODE 11:. «”560 June 26 , 1975

Ms. Lucylee Neiswander, Supervisor
Department of Physically Impaired
Jackson County Intermediate

School District
Commercial Exchange Building
230i East Michigan Avenue
Jackson, Michigan 49202

Dear Ms. Neiswander:

I am writing to follow up our phone communication of June 24, l975, with
respect to the severely disabled boy in your district.

Since our talk, I've wondered about the boy's language development. The

ETRAN conmunicator which we discussed assumes a knowledge of language and
spelling which he may not have. If he has not developed reading skills,

you may wish to investigate symbols as a Speech substitute until reading

and writing abilities are developed. My background, as you know, relates
to technical developments and I would refer you to:

Shirley McNaughton

Ontario Crippled Children's Centre
350 Ramsey Road

Toronto, Ontario, Canada

for suggestions. She is an expert in the use of Blissymbolics. Of course,
the boy in question may be beyond this point develOpmentally.

I also think it would be well fOr you to communicate with Gregg Vanderheiden.
His address is:

Gregg C. Vanderheiden

Director, Cerebral Palsy Communication
Group

922 ERB, l500 Johnson Drive

University of Wisconsin-Madison

Madison, Wisconsin 53706

Phone: (608) 262-6966.

Mr. Vanderheiden is an engineer, but has wide experience in communications
problems of cerebral-palsied children.

Information on the ETRAN Eye-Signalling System is enclosed. You will want to
get instructions for its use and construction directly from Mr. Eichler if you
decide to use it. Basically, after eye contact is established, the user looks

204.

205

Neiswander June 26, 1975

E

 

 

P 8
e.a. > ‘9 V

at the grouplin which the letter or nunber he wants is located. For example,
if he looks at the group and then looks back, the letter desired is "E". If
he looks at this group and then down to the right corner of the board, the
letter desired is "V". The person being conmunicated with then says "V" and
the user confirms or rejects the choice with a "yes" or "no" indication.

If you have not used simple letter boards with the boy, you may want to use
them before trying the ETRAN communicator. Some of these techniques may be

amenable to more sophisticated approaches if they prove useful in the simple
state.

I'll be interested to know of your results. This is a difficult case and I
suggest you discuss it with sources other than myself. '

Best wishes.
Sincerely, / ,
Dudley S. Ehildress, Ph.D.
Co-Director

use/39w

Enclosures

206

NAME OF AID

 

Etran Eye Signaling System

PHYSICAL CONSTRUCTION

 

Size: 245" x 20;" x 10" Weight: Approximately 4% lbs.
Portability: Fully Portable

Power Requirements: None

GENERAL APPEARANCE

 

24 " x 20%" x l0" clear plexiglass sheets with l2§" x 12;" hole
cut out of center. Letters are printed on plexiglass around perimeter
of sheet.

BRIEF DESCRIPTION OF OPERATION

 

The sender and receiver sit facing each other 4 or 5 feet apart
as in normal conversation. The chart, which contains arrangements of
5 letters in 8 distinct areas, stands upright midway between the two
people permitting them to view each other through the large aperture
at its center. The sender directs his eyes to one of the chart areas
and in accordance with the code directs his eyes to the receiver or
to one of the four corners and then to the receiver. After eye con-
tact is obtained, the receiver speaks the letter while watching the
sender's eyes for confirmation or correction and then writes the
letter on the message paper. His gaze is then returned to the sender
which indicates he is ready for the next letter. Speed of transmis-
sion usually improves up to a letter per second as a receiver gains
experience.

ANY OTHER INFORMATION

 

Mr. Eichler is available on a volunteer basis for consultation,
design and development of communication alternatives, if specific
requests are presented to him.

COST

Not available. However, a dimensional drawing providing instruc-
tions for fabricating the "Etran Chart" (5/23/73) is available to per-
sons requiring the eye signaling system at no cost from Jack H. Eichler.
Instructions for use of the Etran Eye signaling system are also available.

207

ESTIMATED DELIVERY TIME

For plans only--2 weeks

PERSON/INSTITUTION WHO DEVELOPED AID
Jack J. Eichler and Hugh C. Neale

FOR FURTHER INFORMATION

Jack H. Eichler
P.0. Box #685
Westport, Connecticut 06880

or

Jack H. Eichler
5 Beaver Brook Road
Ridgefield, Connecticut 06877

Rough Drawing of ETRAN Communicator

 

 

 

 

 

 

A R N
H up c
3w F 2G
E ‘5) T
P8 0 X"
9v u so
5 I 0
J2 v KL
5 7B 4

 

 

 

 

 

 

 

 

208

 

 

ETRAN EYE SIGNALING SYSTEM
Courtesy of Jack H. Eichler,
Ridgefield, Connecticut, U.S.A., l973.

  

a,“

HEAD STICKS AND HEAD ATTACHMENTS
Courtesy of The National Institute of Rehabilitation Engineering,
Pompton Lakes, New Jersey, U.S.A., l974.

APPENDIX F

LETTER FROM SHIRLEY McNAUGHTON

209

APPENDIX F
LETTER FROM SHIRLEY McNAUGHTON

ONTARIO CRIPPLED CHILDREN’S CENTRE

350 RI‘MSE)’ ROAD - TORONTO, ONTARIO, 3140 IRS ° TEL. 425-6220

TVCCVE TA)‘ DONATION

:. CT=-'-TC“~ u: 7':=277—':--3

Sept. 14, 1975

Lucylee Neiswander,

Dept. Physical Impaired,
Jackson County, '
Intermediate School Dept.,
2301 East Michigan Ave.,
Jackson, Michigan h9202

Dear Ms. Neiswander:

Enclosed are some of the materials I promised
when you phoned today. Those requiring payment are
being sent under separate cover.

You will receive notice of our Workshop within
the next week.

I look forward to hearing from you and hope
you will be able to send staff to the Workshop on
November 19, 20 and 21. This would provide most
comprehensive insight into our Communication pro-
gramme.

Shirley McNaughton, Director,
SMcN/dm Symbol Communication Programme

 

210

APPENDIX G

LETTER TO SHIRLEY McNAUGHTON

211

APPENDIX G

LETTER TO SHIRLEY McNAUGHTON

JACKSON COUNTY INTERMEDIATE

SCHOOL DISTRICT

COMMERCIAL EXCHANGE DUILOING
2301 EAST MICHIGAN AVENUE
JACKSON MICHIGAN “202
80.4 R D 0]“ EDUC-i TION "LINIONI (an) "1.qu

TRERDN H. TELLER, mane-M
”ELVIR L SCH/LUNG, Visa President
FRANK E. JAHIESON, Treasurer
HAROLD E QWNK

CAROL YR M. OLAIR

October 20, 1975

Shirley McNaughton, Director
Symbol Communication Programme
Ontario Crippled Children's Centre
350 Rumsey Road

Toronto, Ontario, MAG 1R8

Dear Ms. McNaughton:

GORDON 6. SM! TH

Superintendent

CASIMIR F. SCHESK Y

Deputy Superintendent
10: 590cm Education

HENRY W. KUEHL

Deputy Superintendent
to! Vocational EOUCIIIOO

It was indeed a pleasure to talk with you regarding the Bliss symbolic Com-

munication system.

Our educational team has met and monies have been approved for them to at-

tend your workshop scheduled for November 19, 20 and 21.

We have also planned to take advantage of your suggestion, and have arranged
for the team to arrive one day in advance, on Tuesday, November 18th.

Hopefully this will be a convenient time to consult with your staff regarding
the specific concerns we have with Derek Moore, the severely involved Cerebral
Palsied child we will be teaching to use the Bliss Communication system.

If this time conflicts with your schedule, please call and we will be happy

to make other arrangements.
Sincerely,

g‘fwyéy /W/

Lucylee Neiswander, Supervisor
Department of Physically Impaired

LN:dr

212

APPENDIX H

LETTER FROM INDIANA UNIVERSITY MEDICAL CENTER'S
CEREBRAL PALSY CLINIC

213

APPENDIX H

LETTER FROM INDIANA UNIVERSITY MEDICAL CENTER'S

CEREBRAL PALSY CLINIC
INDIANA UNIVERSITY HOSPITALS

University . Robert w. Long . William H. Coleman - James wnttcomb RIIey
"00 WEST MICHIGAN STREET 0 INDIANAPOLIS. INDIANA 46202

(317) 264- 2131

Oct. 2, 1975

(Mrs.) Mary N. Willy, O.T.R.

Jackson County Intermediate School District
Commercial Exchange Building

2301 East Michigan Ave.

Jackson, Michigan 49202

Dear Mrs. Willy,

The staff at the Cerebral Palsy Center have been attending their annual
conference in New Orleans and arrangements for Derek Moore could
not be made until their return.

I talked today with Miss Pat Griswold, M.S., O.T.R., Supervisor
of Occupational Therapy at the Cerebral Palsy Center. They are
willing to have Derek come to Indianapolis for evaluation, positioning,
and program development.

They project 2% to 3 days time required. The room rate at the
Union Building is $16.00 per day for a double room. Evaluation
and intensive treatment by PT and OT for 2% to 3 days will total about
$80 - $100. Positioning equipment costs would be added to that,
depending on what might be needed.

Please contact Miss Griswold by phone to arrange dates, etc.
It is best to call her at (317) 264-8667 before 9:30 AM or after
2:00 PM. Please do not call on a Wednesday and keep in mind that
Indianapolis is on Eastern Standard Time.

Here's hoping that arrangements can be worked out.

Sincerely,

(fa/L
(Miss) Cel Hamant, M.S., O.T.R.
Associate Professor

Director, Occupational Therapy Service
Riley Hosp. Ar593

cc: Pat Griswold
Cfl:cj
2l4

APPENDIX I

ARTICLE, DETROIT FREE PRESS

 

215

APPENDIX I

ARTICLE, DETROIT FREE PRESS

 

 

FraePrauPhoiobyBOB OTT
Vfifld Inmuso (sauna) aeflvaflwlthe conunuer Inn us: her hear‘wmrds
oiberchooshgizrm fiémflmeinflyesraAssisdngare washer-Marge
luuuiahdIh-.J Manama, mtotknmhpaidmasyuent

The following article by William Grant, Free Press Education Writer,

appeared in the Detroit |Michigan| Free Press, Thursday, October 30,
1975.

216

217

HANDICAPPED GIRL SPEAKS FIRST WORDS VIA COMPUTER

"I am Vicki Karuso" is a Simple enough four-word phrase. But in
l7 years Vicki Karuso has not been able to say those or most other
war 5.

Vicki has had cerebral palsy since birth and is so severely han-
dicapped that she has almost no control over her body and can Speak
only a few almost unintelligible words.

Wednesday, for the first time in her life, Vicki was able to
"Speak" by pressing her head against an electronic switch which
helped her choose words that were then spoken by a talking computer.

"I am Vicki Karuso," She tapped out with her head.

A smile exploded across her face as She heard the words come out
of a speaker, and she quickly tapped out "I want water. I like to
talk," from the computer's vocabulary.

"This is fantastic," said Mary Abler, whose l4-year-old daughter,
Jane, has been working most of this year with the Michigan State Uni-
versity professor who developed the computer system that Vicki first
used Wednesday.

"Just think of the unanswered questions of all of the people
who cannot talk. Just think of finding a way for them to communi-
cate," Mrs. Abler said.

Both Vicki and Jane are patients at the Plymouth Center for
Human Development, a facility run by the state Department of Mental
Health for retarded people who have half or less normal intellectual
ability.

The two took part in an equipment demonstration for special
education teachers in the Northville school system.

There were other demonstrations--and other victorious results.
Jane Abler, who has virtually no control over her body as a result
of a delivery room accident in which oxygen was briefly cut off to
her brain, was strapped into a special chair and linked up to a
series of pulleys which enabled her to move a spoon into her mouth.

This is the first step toward learning to feed herself, and
Wednesday was the first time Jane had been able to lift a spoon
from a table to her mouth.

The computer "speech synthesis system" which brought the smile
to Vicki Karuso's face was developed by John Bryson Eulenberg, a
professor of computer science at MSU.

Eulenberg has been working for some time with computers that
speak and has even used a computer to order a pizza.

For most of this year he has been working on different systems
which let handicapped people who have control over any part of their
body--the head or a portion of one limb--operate a switch which
selects words a computer can then speak for them.

The system demonstrated Wednesday will be used by Northville
teachers in the coming year with a small number of students at the
Plymouth center.

218

This is the most exciting thing to happen in the Northville
schools in our whole lOO-year history,” said school Superintendent
Raymond Spear.

"We are only in the world because we can communicate with each
other," said Eulenberg. "It is everybody's right to be able to com-
municate and now the technology makes it possible."

APPENDIX J

LETTER OF INTENT AND START-UP PHASE

219

APPENDIX J

LETTER OF INTENT AND START-UP PHASE

JACKSON COUNTY INTERMEDIATE
SCHOOL DISTRICT

MERCIAL EXCHANGE IUILOING
2301 EAST MICHIGAN AVENUE

JACKSON MICHIGAN 0202
80.4 RD 0F ED UCA TION rsmmows tam var-sass

TRERDR It TELLER, heme-m
UfLVIN L “WILLING, Vice President
FRANKLEJARMKDM,1~.~~.
RARDLD E. ”MK

CAROL YR N. CLAIR

GORDON D. “I TH

mIntenoent

CASINIR F. SCRESK Y

Deputy “WIMO'W'M
to! Seesaw causation
HENRY II! KUEHL

anuty Superintendent
Iov vocation» Eeucauon

December 17, 1975

John B. Eulenberg, Ph.D.
Computer Science Department
Michigan State University
East Lansing, Michigan

Dear Dr. Eulenberg:

This letter will affirm the Jackson Intermediate School District's intent

to enter into a contractual relationship with the Computer Science Depart-
ment of Michigan State University for the development of our computerised
artificial talking device for certain of our handicapped school children.
Pive thousand dollars has been committed from one of the federal grants for
special education, made available to us through the Michigan State Department
of Education, to enable you to initiate the "start-up" phase.

Additional monies required to bring the project to fruition will be committed
when a formal budget has been agreed upon. We expect that revenue sources
from outside of our district will cause the full budget needs to be met.
Sincerely,

aw ,/

C.P. Schesky, Deputy’Superintendent
Jackson County Special Education

CPS:kh

220

221

MICHIGAN STATE UNIVERSITY

Cooperative Research Agreement
MEMORANDUM or AGREEMENT made and entered into as of W31 of December _
19. 7 5 .. by and between The Board of Trustees a Constitutional Corporation operating MICHIGAN STATE

UNIVERSITY, hereinafter referred to as the University, and J‘CkPOD County Intermediate
School District. Commercial Exchanjge Building, 2301 East Michigan Avenue,

Jackson, Michigan 49202

hereinafter referred to as the Company. WITNESSETH:

WHEREAS, the University has personnel and facilities for carrying out the project described in Exhibit
A attached hereto; and

WHEREAS the Company is desirous of 0118121118 the aid personnel and facilities for carrying out the
project described in Exhibit A:

NOW, THEREFORE, in consideration of the premises and the covenants and agreements of the parties
as hereinafter set forth, the parties have agreed and do hereby agree with each other as follows:

I. The University, on itserart, hereby agrees to carry out the project described in Exhibit A in the
manner and with the persona d facilities set forth therein.

2- The Company, on It! part, hereby agrees to pay to the University the sum of five thousand

 

 

 

 

dollars ($5, 000) John. as follows° payable upon execution of
.agreement.
3. It is mutually understood and agreed that:
(a) This agreement may be terminated by either party upon vingreaaonable notice to that effect to

the other rty and provided a reasonable adjustment (in relation“i to the argon of the project which has
been competed) is made between the parties as to the funds which have paid or are to be paid by
the Company to the University.

(b) Unless otherwise provided in Exhibit A attached hereto, the University shall have the unrestricted
Eighth Oth publication with reference to its activities and findings in connection with the project described in

(c) Upon the completion of the project or upon the termination of this agreement. the University shall
submit a written re rt to the Company as to its activities and findings with reference to the project de-
scribed in Exhibit ;and the Company shall have the right to be advised at all times as to the progress
being made in carrying out the project.

(d) Patent rights are the property of the University.

IN TESTIMONY WHEREOF, the parties hereto have caused this intuunent to be executed“, in duplicate,
by thteir officers thereunto duly authorhd. at the places and on the dates set oppositeth reseirpective
urea.

BOARD OF. TRUSTEES
Signed at East Lansing, Michigan, this_______ By
day of , 19...... Atteatt

 

 

 

 

 

Signed IL By
this______day of , 19 Atteet'

 

222

INTRODUCTION

Pursuant to discussions held during November and December,
1975, between representatives of Jackson County (Michigan) Interme-
diate School District (JCISD), Michigan State University's (MSU)
Computer Science Department and Division of Engineering Research, it
was agreed to establish a cooperative project in communication
enhancement for certain of Jackson County's handicapped school chil-
dren. The broad outline of a comprehensive one year program was
agreed upon in principle. In this program, an MSU research team will
develop a computer-based system for communication which will provide
synthetic speech output for use by the speech impaired. The system
will also provide alphanumeric output in the form of paper print-outs
and cathode ray tube (CRT) display. A special input system will be
designed which could be operated by a person with severe motor
impairment. MSU will also provide technical consultative services
in support of in-service training for Jackson County personnel.

Currently, representatives from MSU and JCISD are working on
the details of such a l-year project and on the accompanying funding
arrangements, which may include monies from sources outside Jackson
County. Recognizing that undue delay in starting this project would
not serve the interests of the intended beneficiaries, the Jackson
County and MSU representatives have concluded that it would be wise
to begin a "start-up" phase as soon as possible, so that the time of
key personnel might be committed and certain equipment might be
ordered and designed before the full program will have been initiated.

Toward this end, JCISD has committed the sum of $5,000 (Five
Thousand Dollars) for an initial program phase (See Appendix I: letter
from Casimir Schesky to John Eulenberg). MSU has proposed a budget
for allocating this sum during the Winter term, l976 (January l to
March 31: See Appendix II: Budget). It is anticipated that funding
for the full program will become available in the Winter term, and
that a portion of this additional funding will be allocated to activi-
ties during the Winter term. In the event that further funding is
not available at the end of Winter term l976, the MSU hardware and

223

software development will be suspended until such time as a continua-
tion of the research effort can be supported.

DESCRIPTION OF "START-UP PROGRAM"

During Winter term 1976, the MSU research team will work
with the designated representatives of JCISD to evaluate the commu-
nication potential of one speech-impaired school child and to design
appropriate input and output devices for use in school (and, where
deemed feasible by the research team and JCISD staff, at home). A
computer terminal and acoustic coupler will be set up in a JCISD site
for access to the MSU main computer (a Control Data Corporation 6500
computer). Software appropriate to the project will be used at the
JCISD site by telephone hook-up. From time to time, the child and
his teachers and therapists will visit MSU for evaluation and testing
of devices and techniques. At the end of the Winter term l976, the
MSU team will submit a progress report to JCISD describing the work
done so far and outlining plans for further work.

The details of this present agreement are subject to modifi-
cation by future agreements.

Period of grant: January I, 1976--March 3l, 1976

224

BUDGET

l. Direct Costs

l.l. Salaries and Salary Related Charges

% Time on

Title Research Project

 

1 principal investigator

(J. B. Eulenberg, CPS) 10% for one term

1 co-investigator

(J. J. Forsyth, CPS) l5% for one term

l student programmer/

hardware technician hourly

other student labor hourly

Total salaries

Fringe Benefits

1.2. Supplies and Services

Travel (250 trips at $25/trip) 500
Computer costs, CDC 6500 900
Rental of CRT terminal and

acoustic coupler 300
Miscellaneous electronic

and clerical supplies 500

Total Direct Costs
2. Indirect Costs (64% of salaries)

Total Costs

Proposed
Grant

Charges

$ 560

none

750
346

1,656
84

2,200

3,940
1,060

 

$5,000

 

APPENDIX K

FIRST COOPERATIVE RESEARCH AGREEMENT

225

APPENDIX K

FIRST COOPERATIVE RESEARCH AGREEMENT
MICHIGAN STATE UNIVERSITY
Cooperative Research Agreement
IEMOBANDUH or AGREEMENT made and entered into as of the__3!_d_dsy 01—3291.“

19.15. by and between The Board of Trustees a Constitutional Corporation operating MICHIGAN STATE

UNIVERSITY, hereinafter referred to as the University, and J‘Ck'm‘ County Inter mediate
School District, Jackson, Michigan.

 

 

hereinafter referred to as the Company, WITNESSETH:

WHEREAS, the University has personnel and facilities for carrying out the project described in Exhibit
A attached hereto; and

WHEREAS the Company is desirous of engaging the said personnel and facilities for carrying out the
project described in Exhibit A:

NOW, THEREFORE, in consideration of the premises and the covenants and agreements of the parties
as hereinafter set forth, the parties have agreed and do hereby agree with each other as follows:

1. The University, on its hereby agrees to carry out the ject described in Exhibit A in the
manner and with the vacuum facilities set forth therein. W0

2. The JCISD , on its part, hereby ssrses to pay to the University the sum aim
five hundred (§ §, 500) ----------- non“ as {mgupgn execution of g; gunmen,

 

 

8. It is mutually understood and agreed that:

(a) This agreement may be terminated by either party upon gi reasonable notice to that eaect to
the other poet: and provided a reasonable adjustment in relation to t e rtion of the project which has
beencompet )ismadebetweenthepartiesastothe unds which have paidoraretobepaidby
the Company to the University.

(b) Unless otherwise provided in Exhibit A attached hereto, the University shall have the unrestricted
algae: publication with reference to its activities and findings in connection with the project described in

(c) Upon the completion of the project or upon the tamination of this easement, the University shall
submit a written rt to the Company as to its activities and findings with reference to the project de-
scribed in Exhibit ; and the Company shall have the right to be advised at all times as to the progress
beingmadeincarryingouttheproject.

((1) Patent rights are the poperty of the University.

IN TESTIMONY WHEREOF, the parties hereto have caused this intrument to be executed. in duplicate,
ha their officers thereunto duly authorised, at the places and on the dates set opposite their respective

BOABDO rs
Cue.

m '
Signed at East Lansing, Iichigan, this_.§9___ By
dsyof \eék. 4.1316 sum.
Q Q Isms-s7

 

 

 

 

 

_day nl_?;4='__. 1921. -
can
Notary Public. Jack n County. Web.

My nonunion expires Jul. 2. 1979

227

l. INTRODUCTION

Pursuant to discussions held during the period November, 1975
to June, 1976 between representatives of Jackson County (Michigan)
Intermediate School District (JCISD), Michigan State University's
(MSU) Computer Science Department and the Division of Engineering
Research, it was agreed to establish a cooperative project in commu-
nication enhancement for certain of Jackson County's students who
experience communication handicaps.

Initially, the broad outline of a comprehensive one year
program was agreed upon in principle. In this program, an MSU
research tem would develop a computer-based system for communication
which would provide synthetic speech output. The system would also
provide alphanumeric output in the form of paper print-outs and
cathode ray tube (CRT) display. An innovative input system would be
designed which could be operated by a person for whom standard key-
boards present a problem. MSU would also provide technical consul-
tative services in support of an in-service training for Jackson
County personnel.

Currently, representatives from MSU and JCISD are working on
the details of such a one year project and on the accompanying fund-
ing arrangements, which may include monies from sources outside
Jackson County. Recognizing that undue delay in starting this project
would not serve the interests of the parties concerned, the Jackson
County and MSU representatives have concluded that it would be wise
to begin a project of more restricted scope, based upon funds pre-
sently available.

Toward this end, JCISD has committed the sum of $8,500 (Eight
Thousand Five Hundred Dollars) for a six-month communication enhance-
ment program for one designated student (the Student). MSU has pro-
posed such a program, whose description is given below. In the event
that further funding is not available at the end of the program, the
MSU hardware and software development will be suspended until such
time as a continuation of the research effort can be supported.

228

2. OBJECTIVES

The goals of this program shall be the following:

1. To design and implement a communication system which will
enable the Student to work on educational tasks independent of con-
stant attention by a teacher or therapist.

2. To facilitate the Student's access to social intercourse
with other students and with school staff and faculty.

3. To provide the Student with a means of feedback for prac-
ticing language skills.

4. To gain knowledge in the areas of computer science, elec-
trical engineering, systems science, linguistics, audiology and speech
science, and education which may be applicable to communication
enhancement for persons other than the Student with similar physical
and mental abilities.

3. PROGRAM DESIGN

3.1 OPERATIONAL PLAN

The MSU research team will pursue the above goals by the fol-
lowing means:

l. Evaluation of the Student's communicative potential with
respect to technological aids to communication.

2. Design and construction of, or when available and deemed
preferable, procurement through purchase of, technological aids to
communication to be used by the Student during the course of the
program.

3. Training for the Student and for other persons designated
by Jackson County Intermediate School District for the use of such
technological aids.

4. Using MSU-resident computers and computer programs and
innovative communication devices to investigate possible communica-
tion systems beyond the scope of the present program.

5. Recommendation of proposed designs of home- and school-
based communication enhancement systems for future implementation in
programs after the termination of the present program.

 

229

6. Documentation of progress achieved in the form of a
written report and by film, video tape, and other appropriate record-
ing media.

7. Assisting the Jackson County Intermediate School District
staff in seeking additional funding for continuing communication
enhancement programs for the Student.

3.2 IMPLEMENTATION

The proposed communication enhancement program will be
implemented in five principal phases, as follows:

Phase I: Evaluation of the Student's language and motor
capabilities, for the purpose of designing appr0priate aides and for
assessing progress achieved in the program.

Phase II: Design of computer-based system to be used by the
Student to perform these functions: 1) Write onto a television screen
or other cathode ray tube display, 2) Print on paper using a printing
terminal, 3) Produce output suitable for a voice synthesizer.
Although the present proposed budget does not permit the purchase of
a voice synthesizer, Michigan State University will occasionally make
available the use of a voice synthesizer to the Student for evalua-
tion purposes, subject to the availability of the device. The
designed system will be planned so as to incorporate the addition of
synthetic voice as a possible mode of output, in anticipation of
future funding which would allow for the purchase of a voice synthe-
sizer.

Phase III: Construction and testing of the above system at
Michigan State University.

Phase IV: Installation of the communication aid system in
Jackson, accompanied by a program of implementation in the school
setting to accomplish educational goals.

Phase V: Evaluation of the progress achieved in the program
and recommendation of continued work on the design and implementation
of communication aids systems for the Student.

 

230

4. GENERAL INFORMATION

4.l PROJECT MANAGEMENT

The present project is a cooperative effort between Michigan
State University and Jackson County Intermediate School District.
The Michigan State University research effort will be coordinated by
Dr. John Bryson Eulenberg, Assistant Professor of Computer Science.
The JCISD staff liaison with the MSU research team will be the
responsibility of the Deputy Superintendent, Special Education, or
his designee.

4.2 PRIVACY AND FREEDOM OF SPEECH

The Michigan State University/Jackson County Intermediate
School District research project recognizes that new means of commu-
nication are being explored and that accompanying this exploration
must be reSpect for human and civil rights. Privacy from unauthor-
ized access to users' computer files, and other sources of personal-
ized information will be assured. Information obtained during the
course of this project, wherever it involves the personal identity of
an individual participant, will not be used without his/her permission
or that of a legally responsible parent or guardian. Persons
expressing an unwillingness to participate in this project for any
reason will not be coerced to do so.

231

5. BUDGET
5.1. Direct Costs

5.1.1. Salaries and Salary Related Charges

Faculty Salary (10% for 6 months) $1,000
Hourly Labor (Student) 1,000
Hourly Labor (Non-Student Staff) ___;331

Total Salaries 2,500
Fringe Benefits 225
5.1.2. Supplies and Services 4,125

Travel (30 trips at $20/trip
for MSU staff) 500

Rental of computer terminal
(5 mo. at $100/mo.) and
acoustic coupler 500

Computer costs on CDC
6500 computer 500

Electronic supplies and
microcomputer system 2,275

Miscellaneous supplies
and services 250

Total Direct Costs 6,850

5.2 Indirect Costs (66% of salaries) 1,650

 

Total Costs for six months
(July 1, 1976-December 31, 1976) $8,500

APPENDIX L

TEAM MEETING NOTIFICATION

232

APPENDIX L

TEAM MEETING NOTIFICATION

JACKSON COUNTY INTERMEDIATE

SCHOOL DISTRICT

COMMERCIAL EXCHANGE BUILDING
2301 EAST MICHIGAN AVENUE
JACKSON MICHIGAN 49702

B 0.4 R I) OI" EDUCI TION nugruoug (am 1.1.3.00

THE RON H. TE L L [8, President

MEL VIN L SCHILLINO, VIC. President
FRANK f. JAM/£30”, Treasure!

HAROLD E. SPINK
CAROL YA! M. OLA/R

TO:

FROM:

DATE:

JCISD/MSU Communication Enhancement Program
Team Members

Lucylee

September 16, 1976

The first team meeting has been scheduled for:

Date: Thursday, September 23, 1976
Place: Bennett Elementary, 0.T. Room
Time: 3:20 p.m.

233

GORDON 6. SMITH

Superintendent

OAS/MIR F. SCHESKY

Deputy Superintendent
10! Scene! Enucshon
HENRY W. KUEHL

Deputy Suoennlenoen:
to: VOCOIIODOI Education

APPENDIX M

TEAM MEETING AGENDA

234

II.
III.
IV.

VI.

APPENDIX M

TEAM MEETING AGENDA

AGENDA
Thursday, September 25, 1976

Program Objectives--(Research Agreement)
Individual Objectives--written--one week
Team meetings--schedule
Operational Procedures:
A. Notebook

1. Log: phone calls, meetings

2. Individual anecdotal records

Time actually spent with Derek--content.

8. Communication
1. Concerns--pertinent information--ca11 CE administrator

C. Team approach
1. Materials and equipment--expect carryover--tota1 use by
everyone on the team
D. Requisitions
1. Supplies, materials, equipment, aids--submit to CE
administrator
Priorities
A. Behavior Management--fatigue factor
8. Parent involvement
C. Schedules--individually and as a group
0. School and home

Other

235

APPENDIX N

OUTLINE--OBJECTIVES FORMAT

236

APPENDIX N

OUTLINE--OBJECTIVES FORMAT

1. Objective (include approximate time needed to accomplish
objective).

2. How I plan to accomplish this objective (delivery system).

3. How degree of accomplishment will be determined.

4. Resources needed to accomplish objective.

Next scheduled conference date:

237

APPENDIX 0

CONTROLLED TV DISPLAY PLAN

238

APPENDIX 0

CONTROLLED TV DISPLAY PLAN

(Received 11-9-76)

Assume: 700 Instructions (Small Program)
20 Assembly Language Instructions Per Day for FTE
(Complete Thru Revision I and Documentation)

For a half-time person starting November 15:

 

ffiggg; Percent Date Finished
1. Designs 10% November 23
2. Code 20% December 15
3. Debug 35% January 24
4. Use 5% January 28
5. Revise 10% February 8
6. Document 20% February 28

239

240

The Scrolling and Binary-Chopping Composing Thing

This is an overall description of a communication aid for speech-
impaired individuals who can direct microcomputer-controlled language-
composition TV displays with the actuation of a single switch.

The display portion of the system is shown in the Figure below.

T V DISPLAY

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

9

1

)3, 9 Message
I

6 Display
7

; Area
/0

II
I: ——————————— - Display
’5’ _ .. _. ___________ Windows
I! Window B

 

By observing the display Windows (A and B), and the cursor position,
the user can direct the composition of English text within the Message
Display Area. Furthermore, certain control functions can also be
effected, such as clearing the screen, backspacing, line advance,
directing the TV Message Display to the attached printer, directing
the displayed message to be spoken, etc.

The topmost 12 lines of the display are each capable of displaying

32 characters, allowing a maximum of 384 characters displayed at one
time. The bottom portion of the screen provides a changing menu that
user can select from by activating his switch at the appropriate time.
The menu contains both control functions and selectable text. In gen-
eral, these may be interspersed so as to speed up the communications
ability of the individual.

The microprocessor controller takes advantage of recent past selec-
tions of the individual and attempts to predict the most likely next
selection or control function. Consider that at any given time,
based on recent choices, there is a list of possible next choices,
ordered by likelihood of selection. This list is presented to the
user in the following way. First, assume there are more selections
possible than will fit in the combined spaces of Window A and B. In
this case, the list can be imagined to exist upon a scroll with the

241

first two lines displayed in the visible windows. The scroll will
roll upwards past the windows with the cursor stationary at the left
of Window A. Each line of the scroll will generally contain several
elements of the list of possible selections. As the line containing
the list element to be selected comes into Window A, the user switch-
selects that line. The sub-list on that line is then divided in

half, with half displayed in each window. At this time the cursor
moves from A to B allowing selection of the apprOpriate half of this
sub-list. Upon further selection, the sub-list is divided in half
upon each choice, until the final choice between A and 8 identifies

a single element. The text display or control function selected is
then effected, and the process begins again for the likely successors.

An additional feature to provide speed-up is that list elements may
be abbreviated during their appearance on the scroll and possibly
during their first few appearances on sub-list halves, until there

is sufficient space in the two windows to display the non-abbreviated
versions of the list elements.

While the binary chopping is the fastest way to identify an element
of a list with single switch activations, it does provide entrapment
upon a halving trail which is not easy to back out from without going
to the end of the trail unless escape or backspace control functions
appear repeatedly throughout the sub-lists. Perhaps these controls
would be relatively permanent items of display in the windows.

All scrolling actions would be circular, and all cursor movements
would likewise repeat to allow indefinitely delayed selections.

APPENDIX P

SECOND COOPERATIVE RESEARCH AGREEMENT

242

APPENDIX P

SECOND COOPERATIVE RESEARCH AGREEMENT
IIICHIGAN STATE UNIVERSITY

Cooperative Buearch Agreement
mOBANDUI or sanErtEN'r made and entered intoas of admin», of “a“!!! a
194memmnmamemmmmummmmcmow STATE
UNIVERSITY, hereinafter referred to as the University, and “am“ “my “um““e

WWW Jacksone
Michigan 49 202

hereinafterreferredtoastheCompany, WITNESSETH:

WHEREAS. the University has personnel and facilities for carrying out the project described in Exhibit
A attached hereto; and

WHEREAS the Companyisdeeirousofengagingthe said personnelandfscilities forcarryingoutthe
uoject described in Exhibit A.

NOW, THEREFORE. in consideration of the misss and the covenants and agreements of the parties
as hereinafter set forth. the parties have N do hereby ease with each other as follows:

1. The University. on its hereby agrees to carry out the project described in Exhibit A in the
manner and with the persona and facilities set forth therein.

2. The Company. on its part. hereby agrees to pay to the University the sum of__terL..tb.nusand__
mg“ hmdng dgngrs (§10.300) Dollars, as follows: payable upon execution of

agreement .

8.1tismutuallyunderstoodandsgresdthst:

(al'l'hisagreementmay beterminstedb either vita.
the other “sand provided a reasonable ustment (in vultyrelation'1 to on ofthe project which has
beencompeteti )ismadebetwsenthspartiesastothefundswhichhave paidoraretobepeidby
theCom pany to the U.nivarsity

(b) Unless otherwise provided in Exhibit A attached hereto, the University shall have the unrestricted
right of ititblication with reference to its activities and findings in connection with the project described in

 

(c) Upon the completion of the project or upon the termination of this agreement, the University shall
submltawritte tten toth etoOornpanyas itsactivitiesandfindingswi threferencstotheprojectde-
scribedinExhlbit :andtheCompanyshallhsvethe righttobesdvisedatalltimesastothsprogrees
being made incarrying outth a project.

an Patent rights are the mopsrty of the University.

3

IN TESTIHONY WHEREOF. the parties hereto have caused this tobeexscuted,induplieats.
zmdromesrsthereunto dubsuthorisedntaeesthapl acestheirandonthedatassetopposits respective

museummiehmm EFT-"Q— WM“
... “We I. .W
Jackson Comm Mermaids Sclzacl listricl

2301 EAST MICHIGAN AVENUE
m .L JACKSON MICHIGAN 49202

m 267 n W

 

 

 

 

  

244

1. INTRODUCTION

This is a supplementary agreement which continues the Commu-
nication Enhancement Pilot Program initiated by Jackson County
(Michigan) Intermediate School (JCISD) and Michigan State University
under a Cooperative Research Agreement dated 3 June 1976 ("the origi-
nal agreement"). The term of the original project was July 1, 1976
to December 31, 1976. Under this supplementary agreement, the pro-
ject is to be extended until June 30, 1977, and additional services
and equipment are to be provided by Michigan State University.

2. OBJECTIVES

The objectives set forth in the original agreement will remain
the objectives of the project as extended by this supplementary agree-
ment. These objectives are:

a. To design and implement a communication system which will
enable the Student to work on educational tasks independent of con-
stant attention by a teacher or therapist.

b. To facilitate the Student's access to social intercourse
with other students and with school staff and faculty.

c. To provide the Student with a means of feedback for prac-
ticing language skills.

d. To gain knowledge in the areas of computer science, elec-
trical engineering, systems science, linguistics, audiology and speech
science, and education which may be applicable to communication
enhancement for persons other than the Student with similar physical
and mental abilities.

This supplementary agreement will support the implementation
of parts of the design of the communication system which were set
forth in the original agreement and which have awaited the funding
provided herein.

3.0 IMPLEMENTATION
As set forth in the original agreement, the communication
enhancement program has five principal phases as follows:

245

Phase 1: Evaluation of the Student's language and motor
capabilities, for the purpose of designing appropriate aids and for
assessing progress achieved in the program.

Phase 11: Design of computer-based system to be used by the
Student to perform these functions: 1) Write onto a television screen
or other cathode ray tube display, 2) Print on paper using a printing
terminal, 3) Produce output suitable for a voice synthesizer.
Although the present proposed budget does not permit the purchase of
a voice synthesizer, Michigan State University will occasionally
make available the use of a voice synthesizer to the Student for
evaluation purposes, subject to the availability of the device. The
designed system will be planned so as to incorporate the addition of
synthetic voice as a possible mode of output, in anticipation of
future funding which would allow for the purchase of a voice synthe-
sizer.

Phase 111: Construction and testing of the above system at
Michigan State University.

Phase IV: Installation of the communication aid system in
Jackson, accompanied by a program of implementation in the school
setting to accomplish educational goals.

Phase V: Evaluation of the progress achieved in the program
and recommendation of continued work on the design and implementation
of communication aids systems for the Student.

During the period covered by the original agreement the fol-
lowing was accomplished:

1. Student evaluation. In cooperation with the staff of
Jackson (Michigan) Public School District, the student and his family,
and JCISD, the MSU research team has compiled information concerning
physical and cognitive abilities. This information has formed the
basis of the initial design of the student communication aid system.

2. System design. The MSU research team has completed the
design of a microprocessor-based communication system with adaptive
input and synthesized voice output capability. The system is based

246

on a Motorola M6800 microprocessor and utilizes a video output con-
troller developed by the MSU Artificial Language Laboratory.

3. Hardware construction. The following prototype items
were constructed and tested:

(a) Video output controller with Alpha-numeric and
special graphic output.

(b) Several bioactive input switches were constructed
and adapted for use by the Student.

(c) The bioactive switches were configured with an audio
feedback device and a ROTOCOM communication aid. This provides the
Student and his teachers and therapists with a means of communica-
tion and is being used to help the student develop skills he would
need in operating the communication system.

During the period of the present supplementary agreement, the
following will be accomplished.

1. Hardware construction. MSU will construct and package a
microprocessor-based communication aid with bioactive switch input
and video and pointer output. The system will also provide an I/O
port for eventual addition of a digitally controlled voice synthe-
sizer.

2. Software and firmware. MSU will write, encode, and debug
the software and firmware necessary to implement the following func-
tions.

(a) Scanning input of alphanumeric symbols

(b) Video display of user-generated text

(c) Limited text editing capability

(d) Interactive system to allow the user to construct
line graphic figures

(e) Printer control routines for alphanumeric output

3. Installation and maintenance. MSU will deliver and set
up the communication aid equipment in a location in Jackson County,
Michigan designated by JCISD. MSU will maintain this equipment and
help supervise its operation during the tenure of this agreement.

247

4. Evaluation. MSU will evaluate the functional adequacy
of the communication aid system and will modify the system design to
incorporate the results of this evaluation.

4.0 GENERAL INFORMATION

4.1 PROJECT MANAGEMENT

The Michigan State University research and development effort
will be coordinated by Dr. John B. Eulenberg, Assistant Professor and
Dr. Mort A. Rahimi, Associate Professor of Computer Science. The
JCISD staff liaison with the MSU team will be the responsibility of
the Deputy Superintendent, Special Education, or his designee.

4.2 PRIVACY AND FREEDOM OF SPEECH

The Michigan State University/Jackson County Intermediate
School District research project recognizes that new means of commu-
nication are being explored and that accompanying this exploration
must be respect for human and civil rights. Privacy from unauthor-
ized access to users' computer files, and other sources of personal-
ized information will be assured. Information obtained during the
course of this project, wherever it involves the personal identity
of an individual participant, will not be used without his/her per-
mission or that of a legally responsible parent or guardian. Persons
expressing an unwillingness to participate in this project for any
reason will not be coerced to do so.

4.3 IMPLEMENTATION SCHEDULE

The construction and delivery of equipment developed by MSU
under this agreement is subject to the delivery schedules of supplies
of electronic components. MSU will keep JCISD informed of its imple-
mentation schedule.

4.4 DISPOSITION OF MATERIAL

In addition to the communication aid equipment described
above, all Program software and associated documentation developed
on this project shall be supplied to JCISD. This agreement does not

248

preclude the use for other research purpose of any material, instru-
mentation, or designs developed or acquired by MSU in connection
with this project.

All instrumentation and equipment acquired by MSU to facili-
tate the development and construction of the communication system
provided under this agreement will be the property of MSU.

5.0 BUDGET

5.1 BUDGET ALLOCATION

Due to the nature of the research and development conducted
under this agreement, the projected budget set forth below is subject
to reallocation of funds among the categories at the discretion of
the MSU research coordinators.

5.1 ITEMIZED BUDGET
The original agreement figure of $8,500 is to be increased
in the amount of $10,300 for a total of $18,800 as follows (see next

page):

249

5.2.1. Salaries and Salary Related Charges
Professional Staff Salary

Hourly Labor (Student)

Graduate Assistant

Total Salaries

Fringe Benefits

5.2.2. Supplies and Services

 

Travel (20 trips at $25/trip for MSU staff)
Computer costs on CDC 6500 computer
Electronic and computer supplies
Miscellaneous supplies and services

Total Supplies and Services

Total Direct Costs

5.3. Indirect Costs (66% of salaries)

Total Costs for Six Months
(January 1, 1977-June 30, 1977)

$ 900.000
500.00

1,600.00

3:000.00
144.00

500.00
500.00
4,000.00
176.00

53176.00
8,320.00

1,980.00

$103300.00

APPENDIX Q

THIRD COOPERATIVE RESEARCH AGREEMENT

250

 

APPENDIX Q

THIRD COOPERATIVE RESEARCH AGREEMENT

MICHIGAN STATE UNIVERSITY

Cooperative Research Agreement
IEHORANDUH OF AGREEMENT made and entered into as of the_1_9.th_day of_IIsy______,
19.7.]... by and between The Board of Trustees a Constitutional Corporation operating HICHIGAN STATE

UNIVERSITY, hereinafter referred to as the University, and _Jacksnn_nnunty_lntanad.iaaa.__
School DistrictLCo-nercial Bxchs_nge Building, 2301 Esetgliichigan Avenue, Jggkgon,

mm 49202
hereinafter referred to as the Company, WITNESETH:

WHEREAS, the University has personnel and facilities for carrying out the project described in Exhibit
A attached hereto; and

WHEREAS the Company is desirous of engaging the said personnel and facilities for carrying out the
project described in Exhibit A:

NOW. THEREFORE, in consideration of the premises and the covenants and agreements of the parties
as hereinafter set forth, the parties have agreed an do hereby agree with each other as follows:

I. The University, on its rt. hereby agreeeto carry out the project described in Exhibit A in the
manner and with the personn andfaciiities set forth therein.

2. The Company, on its part. hereby agrees to pay to the University the sum of cinema-:95;
two hundred dollars “ILZOOI Doug”, u fonszIAhW

W
I. It is mutually understood and agreed that:

(a) This agreement may be terminaud b either partyupon vingreaeonable notice to
the other m) and provided a reasonable ustment (In relation:1 to the mum of the project which has
beencomp )ismadebetweenthepartiesastothefundswhlchhave npaidoraretobepaidhy
the Company to the University.

(b) Unless otherqu provided in Exhibit A attached hereto, the University shall have the unrestricted
right bi)! Rublication with reference to its activities and findingain inconnection with the project described in

 

 

(c) Upon the completion of the project or upon the termination of this agreement, the University shall
submit a written tothe Comuny as to its activities and findings with reference to the project de-
scribed In Exhibit ;and the Company shall have the right to be advised at all times as to the progress
beingmade incarryihg out the project.

(d) Patent rights are the property of the University.

INTESTIHONYWHEBEOF, thepertieshereto havenusedthisintrumenttobeexecutedinduplicats,
theiroacersthersuntod dulyauthofludattheplacssandonths datessetoppositethsirrsspsctivs

 

 

 

JACKSON COUNTY WWII SCHOOI. DISTRICT /

 

MEASTMICHIGAN AVENUE
lined at “m MICHIGAN 492m 3, (/ 7M‘4U/
this.2.l.dsyof QKWL AIOZZ Attsst' g)\9~~~~ L lit-«Lech,
' 251

 

 

Introduction

Objectives

Implementation

252

This is a second supplementary agreement which
continues the Communication Enhancement Pilot Program
initiated by Jackson County (Michigan) Intermediate
School (JCISD) and Michigan State University under a
Cooperative Research Agreement dated 3 June 1976
("the original agreement"). The term of the origi-
nal project was July 1, 1976 to December 31, 1976.
Under the first supplementary agreement, the project
was extended until June 30, 1977. The present agree-
ment will extend the project to December 31, 1977 to
provide additional services and equipment as speci-
fied below.

The objectives set forth in the previous agree-
ments will remain the objectives of the project as
extended by this supplementary agreement. These
objectives are:

a. To design and implement a communication sys-
tem which will enable the Student to work on educa-
tional tasks independent of constant attention by a
teacher or therapist.

b. To facilitate the Student's access to social
intercourse with other students and with school staff
and faculty.

c. To provide the Student with a means of feed-
back for practicing language skills.

d. To gain knowledge in the areas of computer
science, electrical engineering, systems science,
linguistics, audiology and speech science, and educa-
tion which may be applicable to communication enhance-
ment for persons other than the Student with similar
physical and mental abilities.

This supplementary agreement will support the
addition of a voice synthesizer and the necessary
support software to the presently implemented com-
munication system.

As set forth in the previous agreements, the
communication enhancement program has five principal
phases as follows:

Phase 1: Evaluation of the Student's language
and motor capabilities, for the purpose of designing
appropriate aids and for assessing progress achieved
in the program.

Phase 11: Design of computer-based system to
be used by the Student to perform these functions:
1) Write onto a television screen or other cathode
ray tube display, 2) Print on paper using a printing
terminal, 3) Produce output suitable for a voice syn-
thesizer.

253

Phase III: Construction and testing of the
above system at Michigan State University.

Phase IV: Installation of the communication
aid system in Jackson, accompanied by a program of
implementation in the school setting to accomplish
educational goals.

Phase V: Evaluation of the progress achieved
in the program and recommendation of continued work
on the design and implementation of communication
aids systems for the Student.

During the period covered by the previous agree-
ments the following was accomplished:

1. Student evaluation. In cooperation with the
staff of Jackson (Michigah) Public School District,
the student and his family, and JCISD, the MSU
research team has compiled information concerning
physical and cognitive abilities. This information
has formed the basis of the initial design of the
student communication aid system.

2. System design. The MSU research team has
completed the design of a microprocessor-based com-
munication system with adaptive input and synthesized
voice output capability. The system is based on a
Motorola M6800 microprocessor and utilizes a video
output controller developed by the MSU Artificial
Language Laboratory.

3. Hardware construction. The following proto-
type items were constructed and tested:

(a) Video output controller with Alpha-numeric
and special graphic output.

(b) Several bioactive input switches were con-
structed and adapted for use by the Student.

(c) The bioactive switches were configured with
an audio feedback device and a TOROCOM communication
aid. This provides the Student and his teachers and
therapists with a means of communication and is being
used to help the student develop skills he would need
in operating the communication system.

(d) A microprocessor-based communication aid
with bioactive switch input and video and pointer
output were constructed. The system provides an I/O
port for addition of a digitally controlled voice
synthesizer.

4. Software and firmware. MSU has written,
encoded, and debugged the software and firmware neces-
sary to implement the following functions.

(a) Scanning input of alphanumeric symbols

(b) Video display of user-generated text

(c) Limited text editing capability

 

 

Project
Management

Privacy and
Freedom of
Speech

Implementation
Schedule

Disposition
of Material

254

(d) Interactive system to allow the user to
construct line graphic figures

(e) Printer control routines for alphanumeric
output

During the period of the present supplementary
agreement, the following will be accomplished.

1. Addition of a digitally controlled voice
synthesizer to the hardware configuration of the
system.

2. Development of software for the proper
integration of the synthesizer into the overall
instructional program.

3. Continued consultation with the Jackson
County Communication Enhancement team.

The Michigan State University research and
development effort will be coordinated by Dr. John B.
Eulenberg, Assistant Professor and Dr. Mort A.
Rahimi, Associate Professor of Computer Science. 'The
JCISD staff liaison with the MSU team will be the
responsibility of the Deputy Superintendent, Special
Education, or his designee.

The Michigan State University/Jackson County
Intermediate School District research project recog-
nizes that new means of communication are being
explored and that accompanying this exploration must
be respect for human and civil rights. Privacy from
unauthorized access to users' computer files, and
other sources of personalized information will be
assured. Information obtained during the course of
this project, wherever it involves the personal
identity of an individual participant, will not be
used without his/her permission or that of a legally
responsible parent or guardian. Persons expressing
an unwillingness to participate in this project for
any reason will not be coerced to do so.

The construction and delivery of equipment
developed by MSU under this agreement is subject to
the delivery schedules of supplies of electronic
components. MSU will keep JCISD informed of its
implementation schedule.

In addition to the communication aid equipment
described above, all Program software and associated
documentation developed on this project shall be
supplied to JCISD. This agreement does not preclude
the use for other research purpose of any material,

Budget
Allocation

Itemized
Budget

255

instrumentation, or designs developed or acquired by
MSU in connection with this project.

All instrumentation and equipment acquired by
MSU to facilitate the development and construction
of the communication system provided under this agree-
ment will be the property of MSU.

Due to the nature of the research and develop-
ment conducted under this agreement, the project
budget set forth below is subject to reallocation of
funds among the categories at the discretion of the
MSU research coordinators.

The funding to date of $18,800 shall be in-
creased by $11,200 bringing the total to $30,000
as follows:

_Salaries and Salary Related Charges

Professional Staff Salary $3,000.00
Fringe Benefits (17% of salaries) 510.00
Subtotal salaries 3,510.00

Supplies and Services
Travel (20 trips at $25/trip for

MSU staff) 500.00
Electronic and computer supplies 1,000.00
Votrax VS-Vl voice synthesizer 4,000.00
Miscellaneous supplies and services 210.00

Subtotal Supplies and Services 5,710.00
Total Direct Costs 9,220.00
Indirect Costs (66% of Salaries), 1,980.00

 

Total Costs for Period $11,200.00

APPENDIX R

0MNICOM--DESCRIPTION

256

APPENDIX R

0MNICOM--DESCRIPTION

This experimental communications system consists of a tele-
vision display and a selection switch as a minimum system. The
attachment of a printing device and a sound output device is also
possible.

The display is divided into a text area on the top, and a
scanner board on the bottom of the display.

*******
* *
'k *
******* * Alternate pages of text
* *
* *
*******
*
***********************
it 'A'
* Text *
it *
a """"" 'k
* Scanner *
* Board *
'k *
**********************~k ******
* *
Television ****** * Alternate scanner boards
Display * ***
* *
******

As the scanner moves over the board, the switch may be
depressed indicating a selection. A switch selection may be an entry
into the text area of a letter or word, a command for editing or con-
trol purposes, a change in mode of the operation, or a selection of a
new scanner board that is to replace the current board.

Scanner Boards. A number of scanner boards are available and
these may be selected to replace the current board by the selection
of the >Boardname. The boards are all equivalent in their ability to
make entries in the text area, to change modes and effect commands;
however, not all commands and mode controls are on every scanner
board.

257

258

Modes of Operation. There are four modes of operation of
the device:

1. Normal entry by scanner selection.

2. Morse Code reception mode.

3. Insert mode.

4. Hangman mode.

Letter and Word Entry. The scanner display may consist of
single characters, words or abbreviations. Upon selection the cor-
responding entry will be placed in the text area starting at the
current position of the cursor.

Morse Code Reception. In this mode, the switch depressions
represent sequences of short and long intervals that are interpreted
as international Morse Code characters. When this mode is entered
from the startup condition, the reception rate is adaptive, and will
follow an increase in rate to a very high speed. Although the adap-
tation is made to slower speeds as well, the turn on condition is
within about 25 percent of the slowest boundary.

Insert Mode. This mode allows the insertion of selected
entries just to the left of the current cursor position in the text
area. The text beginning at the cursor is displaced to the right as
the insertions are made. The insert mode can be recognized by the
flash of the screen as the characters from the cursor on are dis-
placed to the right upon each selection.

Hangman Mode. This mode selection causes the text informa-
tion to be sent to the buffer, and to be replaced in the text area
of the display by a set of dashes in place of each non-blank char-
acter. Subsequent selections by the scanner result in the text area
replacing the dashes representing the selected character. The hang-
man control may be selected at any time and will restore the origi-
nal text from the buffer. Even though the play of hangman may have
resulted in every dash being replaced, the control must be exercised
to restore the normal non-hangman mode.

Commands. There are a number of commands distributed

throughout the scanner boards. These are:

AD Add the two integers to the left of the cursor in the
text area, and display the sum in the text area.

BK Move the cursor to the left (backwards) in the text
area. This selection is repeating; i.e., if the switch
is held depressed, the cursor will continue to step
backwards.

CL Clear the text area and restore the cursor to its
original position.

DL Delete the character pointed to by the cursor. This ‘
selection is repeating.

FS Increase the scanner stepping rate by about 30 percent.

259

FW Move the text area cursor forward. This selection is
repeating.

HM Enter or leave the hangman mode of operation.

IN Enter or leave the insert mode of operation.

PG Rotate the text to the buffer and bring the next page
back to the display. This is a repeating function.

PL The text is interpreted as a musical score, and the
corresponding sound pattern is emitted.

PR Print the text area from the beginning to the cursor
position on the printer.

RE Enter the receive Morse Code mode of operation. This
suspends scanning until the Morse Code character
end-of-message is sent via the switch (.-.-.).

SE Send the Morse Code message in the text area.

SL There are two SL commands. The SL command on the Morse
Code board pertains to slowing the rate at which Morse
Code is sent, while all other SL commands pertain to
the slowing of the scanner by approximately 30 percent.

ST Say the text. Transmits the phonemes in the text area,
to the speech device.

SW Say the last word before the cursor.

TS Immediate say. As each word is completed by the trail-
ing blank space, the phonemes for the word are sent to
the speech output device.

Musical Score. The entries in the text area must correspond
to a musical score in the following sequence: <repetition><note>
<octave><duration><repetition><note><octave><duration>.

where:
<repetition> is optional, default is one, and it represents the repe-
titions of the following note.
<octave> is optional, default is 3 (middle C octave) at the outset
and remains at the octave most recently specified thereafter.
<duration> is optional, and is defaulted to a quarter note.

If a <repetition> is to be specified it must be immediately
preceded by either a <duration>, an <octave> or both; otherwise it
cannot be interpreted as a repetition, but will be interpreted as an
<octave> specification instead.

Text interpretation. The information in the text will be
subject to interpretation by the hangman player, by the music player,
by the Morse Code sender, and possibly by other functions. The
original source of the text is immaterial, i.e., music can be com-
posed using the Morse Code scanner or numbers to be added could have
originated from the music scanner board, etc. Once they are in the
text area, their origins are lost.

APPENDIX S

ORIGINAL TEAM MEETING AGENDA, MINUTES

260

APPENDIX 5

ORIGINAL TEAM MEETING AGENDA. MINUTES

JACKSON COUNTY INTERMEDIATE
SCHOOL DISTRICT

COMMERCIAL EXCHANGE GUILDING
2301 EAST MICHIGAN AVENUE
JACKSON MICHIGAN “202
. - . . . N . ITH
BOARD or EDL'CJTIOA nu...¢......,,m..... “”00 6 ”meme“...

meson a TELLER, p.m.... “51W” ’- 56’4“"

am VIN L SCHILLING, Vice Dresuosnl B:°.“.§:.3:‘°::.1:‘:::‘.::"'
FRANK E JAN/£30”, Treasurer
meow E. smx

CAROL m At cum 3.7321333311'E'efli'lfiin

HENRY W. KUEHL

To: Communication Enhancement Team
Dr. John Eulenberg, Dr. Mort Rahimi, Cash Schesky, Dave Barrett,
Betsy Mark, Ann Walmsley, Jeanne Hissong, Mary Willy, Ken Lauterwasser,
Rita Forsyth, B.J. VanSchoick

From: Lucylee
Re: Meetings: Planning and Programming For The 1977-78 School Year
Date: Tuesday, September 20, 1977 and every other Tuesday there after.
Time: 11:55 A.M.
Place: Ridgeway Elementary
4200 Lowe Rd.
Jackson, Michigan 49203
Telephone: 784-0393
Room: 10

Because Drs. Eulenberg and Rahimi have found Tuesdays to be most convenient
as their meeting day for the Jackson Communication Enhancement Program, we
will plan to meet as a team every other Tuesday at the same place and same
time.

You will be notified if the meetings are cancelled or changed.

So--please mark your calendar in advance.

Since we will again be meeting during the lunch hour, to better enable every-
one to attend, we will have Eunice make her super salads for this first session.

Please call Debbie Weirich (787-2800) if you wish to order a salad.

LN:dsw
8-25-77

261

262

JACKSON COUNTY INTERMEDIATE
SCHOOL DISTRICT

COMMERCIAL EXCHANGE BUILDING
2301 EAST mcmcau AVENUE
JACKSON MICHIGAN 09202
BOARD OF EDUL‘J TIOA’ reunions tam remasoo 60300” 6' Sigma“...

THEROH H. TELLER, Oratoem CASIMIR F. SCHESK Y
Deputy Suoevmtencem

“EL VIN L SCH/LUNG, Vice President Io: special causal-on
FRANK E. JMIESON, Treasurer

HAROLD E. 5'me ”5”" m “m“

CAROL rs u CLAIR 31°CLZE‘3III'TZCIICL.

COMMUNICATION ENHANCEMENT PROGRAM

AGENDA

1. Establish team meeting procedures.

2. Reports from various team members on current program
status - Paper - AACPDM.

3. Looking ahead - goals and objectives of Research
Project Installment III.

4. Discussion and plans for possible expansion of C.E.
program.

5. UCP monies - other financial support.

6. Other

263

JACKSON COUNTY INTERMEDIATE
SCHOOL DISTRICT

MEHCIAL EXCHANGE IUILDING
230: EAST MICHIGAN AVENUE
JACKSON MICHIGAN ‘20?

BOARD OF EDUCA TION sensuous (sir) tenses
THERON If. TELLER. President GORDON 6. SMITH
MELVIN L. SCHILUNC, Vice President Superintendent
FRANK E. JAMESON, Treasurer CASIMIR F. SCHESKY
Deputy Superintendent
PAUL S MOWR£R ’9' “m E' “on
Onwnrfimmwwudufl
for Vocational Sanction
T0: Communication Enhancement Team
From: Lucylee
Re: Minutes - meeting - Tuesday, September 20, 1977 - Ridgeway School
Present: Dr. John Eulenberg, Dr. Mort Rahimi, Dave Barrett, Mary Willy,

Ken Lauterwasser, Chris Southwell, Ann Heath Walmsley,
B. J. VanSchoick, Jeanne Hissong, Rita Forsyth, Betsy Mark,
Barb McCollough, Kay Gimesley

Absent: Cash Schesky

The team decided to meet on the lat and 3rd Tuesday of each month at 11:55 at
Ridgeway. A calendar of those dates is attached. Drs. Eulenberg and Rahimi
will plan to be at Ridgeway on those meeting days by 10 or 10:30 A.M. The
same procedure as last year will be followed.

A demonstration of the Computer Program equipment was presented by Ann
Heath Walmsley.

Reports of progress made with Derek over the summer were presented by Jeanne
Hissong, and Ann Heath Walmsley.

Lucylee will investigate the possible use of a Polaroid camera and film to
be placed at Ridgeway, which can be used for CE program documentation purposes.

Drs. Eulenberg and Rahimi, and Lucylee Neiswander will present a paper on the
Communication Enhancement program at the American Academy for Cerebral Palsy
and Developmental Medicine, in Atlanta, Georgia, on October 7, 1977.

Research program (Installment III) are attached for Chris Southwell and
Betsy Mark.

By the next team meeting we will plan to share the program goals and objectives,
along with each team member's individual objectives, as each member views them
at this time.

We will look forward to a demonstration of B.M.G.

We will also plan to arrange for meeting dates to evaluate the students we are
considering as potential CE program candidates.

264

Communication Enhancement Team Minutes
-2-

We will also be attempting to set up a time when we can present our CE program
to the United Cerbral Palsy Association of Jackson, to gain their support,
both morally and financially in the expansion of our CE program.

Please find copies of the Communication Outlook application attached. Don't
forget to complete the form and mail it to the address indicated.

Ann Heath Walmsley reported that she spoke to the Civitan Service Club
about the Communication Enhancement program.

Drs. Eulenberg and Rahimi, along with Ann Heath Walmsley and Lucylee Neiswander
will report on the Communication Enhancement Program to the JCISD Board of

Education meeting on Wednesday, September 21, 1977.

If you have any agenda items for the next meeting, please contact ch Weirich,
or Lucylee.

I was pleased with our first meeting. I think we are off to a good start!

LN:dsw

 

APPENDIX T

ABSTRACT, FOREIGN CORRESPONDENCE

265

APPENDIX T

ABSTRACT, FOREIGN CORRESPONDENCE

By

Lucylee Neiswander, John B. Eulenberg, Morteza A. Rahimi
(Michigan State University, Computer Science Dept.,
East Lansing, MI 48824)

Recent developments in computer technology and digital elec-
tronics have given rise to a new component in the education of the
non-vocal cerebral-palsied child--the communication enhancement
program. Through the use of minicomputers and microcomputers, adap-
tive input devices, voice synthesizers, and interactive graphic
displays, people who have been severely handicapped by the conven-
tional learning environment can begin to have access to the educa-
tional experiences of their peers and can engage in social inter-
actions on a level previously thought to be unattainable.

The paper described a communication enhancement program
established in the Jackson County, Michigan, schools in co-operation
with the Artificial Language Laboratory of Michigan State University.
The successful integration of communication aids technology into a
student's life requires a multidisciplinary approach, including a
speech pathologist, occupational and physical therapists, teachers,
aides, and a medical social worker, co-ordinated by a special-
education supervisor. The university's research team consists of
faculty and students in the fields of computer science, electrical
engineering, linguistics, audiology and speech science, and psychology.

With the continuing implementation of mandatory special-
education legislation and the proliferation of communication aids,
a general model for planning, implementation, and operation of com-
munication enhancement programs may be desirable.

266

267

UNION MUTUALISTE DU MORBIHAN

 

CENTRE DE KERPA PE Medecin-Ditscteur: Docteur Michel susnu
Re‘éducan’on et Readaptatian Fonctionuelle: “animal”, ‘1. km“
Tel. (97) 82.33.15 ”0““! if!“ BERNARD
8 2 so . ,0 Darren: Michel CONVBNANT
' Docmu Alain conmuls
Boite Postale 241 - 56321 LORIENT CEDEX D m, Michel can"

Docteur Nicole LAITER
Docteur Jacques LION

Docteur Michel BUSNEL Dos-tear Bernard POTIER
MIDECIN . DIRECTiUI
C. E. 3. do Ifldmuon as do “adaptation Pontoon-elm Kerpape. 1e 7 . 06. 7 8

Monsieur André SYLVESTRB
Psychologue

B. P. 241

56321 LORIENT (FRAN CE)

5

Mrs Lycylee NEISWANDER
Michigan State University
Computer Science Dept.
EAST LANSING , MI. 48824
U . S . A .

Dear Mrs Neiswander ,

Psychologist in a french rehabilitation Center, I work with physically handi-
caped children. Some of which are paralysed as the results of cerebral motor
disorders (cerebral palsy), viable oi talkirgintelligly enough, and most of them
show marked defiency in the field of intelligence.

For two years, we have a electronfiuipment (CARBA LINGUADUC) with a
computer that allows the aphasics d severely cerebral-palsied children to
get in communication with other people. and thus toiacilitate their approach
of the acquisition of language proecesses, but the methods were not adapted,
at least in Europe.

Theremore. we have researched into different methods of learning (reading and
writing), particularly the non-speech language imitation programs. We have
contacted american laboratories or research centers, which experiment the
more recent practice applications of the learning of human language to apes
(PREMACK'S, GARDNER'S, FOUTS', RUMBAUGH'S Works). 50, the Kansas
center for research in mental retardation and human development at PARSONS
and the Mental Retardation Center of GEORGIA at ATLANTA have taken its
inspiration from these works for mentally retarded children and aphasics.

268

Now, we are in contact with Mrs Shirley MC NAUGHTON for the BLISSYM-
BOLICS (at TORONTO), Mrs Dorothy PARKEL for the YERKES TECHNOLOGY
(GEORGIA), Mr J. K. CARRIER Jr and Mr J. E. MC LEAN for the NON
SPEECH LANGUAGE INITIATION PROGRAM (KANSAS), Mrs C. D. HEINER
for the SI/COMM (at LOS ANGELES), Mr Howard GARDNER for the VISUAL
COMMUNICATION (at BOSTON), Mr Gregg C. VANDERDEIDEN for the

AU TO-MONITORING COMMUNICATION BOARD - (Trace-Center University

of WISCONSIN), etc. . .

I have just come back from a trip to the North America, particularly to
CANADA, to collect some information about the works done on language
learning in apes and the different implications of these studies for non-verbal
handicavped children.

Actually, we apply BLISS and others non-verbal systems with cerebral-palsied
children and aphasics. I have read a abstract of your conference "Administra-
tive and Management of a Computer-based communication Enfoncement
Program", by L. NEISWANDER, J. B. EULENBERG, M. A. RAHIMI, at the
Annual Meeting of the American Academy for C. P. and Developmental
Medicine at Atlanta (GEORGIA), 5. 9. Octobre 1977. I should appreciate to
have a copy of your speech, and informations and suggestions about this field
to help me to organize a complete communication program.

With many thanks for your kindness in advance.

Yours sincerely.

A. SYLV ESTRE, Psychologist

MWQIW

P. S. : I join a subscription order for issues of COMMUNICATION OUT LOOK

 

269

Nottnnghamshvre Area Health Authority (lieachingl

NORTH NOTTINGHAM TEACHING DISTRICT
City Hospital

Hucknoll Road

Nottingham was 1"!

Telephone 0602 608111

:2: Paediatric Assessment Unit

m 2750

YOUR REF 11th m 19780

 

 

 

ls. L. Neiswander,

Iichigsn State University,
Computer Science Department,
East Lansing,

Ii. 48824.

Dear ls. Neiswander,

I was interested to read an abstract on your paper 'Administmtion and
nt of a Computer-based Communication Enhancanent Program' . I have been
contemplating trying to use a word processer for the use of now-vocal cerebral
palsied children and possibly adult dysphasics as well. I would be most grateful
for any intonation you can give me on the use of mini and micro computers and a
copy of your above mentioned paper. It would be nice to have references to other
papers or articles on the subject. Thank you for any help you can give me.

Yours sincerely ,

mm Mus

Alison Cour-tics (Kiss)
Speech Therapist.

 

APPENDIX U

CALENDAR--MEETING DATES

270

APPENDIX U

CALENDAR--MEETING DATES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

First Semester Second Semester
No. 08 s No. 08 5
Week M T 11 Th 5 WM“, ta Heck 14 T u 111 r r—fitudent ta
Sept. Feb.
1 [5‘] © 7 8 9 3 4 20 30 31 1 2 3 5 5
2 12 13 14 15 15 5 5 21 5 A 8 9 1o 5 5
3 19 A21 22 23 5 5 22 13 14 15 15 17 5 5
4 25 27 28 29 30 5 5 23 20 A 22 23 24 5 5
Oct. March
5 3 A 5 5 7 5 5 24 27 28 1 2 3 5 5
5 To 11 12 13 14 5 5 25 5 A 8 9 10 5 5
7 17 A19 20 21 5 5 25 13 14 15 15 17 5 5
8 24 25 25 27 28 5 5 27 20 A 22 23 24* 5 5
No .
9 NA2345 s mmmmm 0.
April
10 7 8 9 1011 5 5 28 3 5 5 7 5 5
11 14 @315 17 18 5 5 29 1o 11 12 13 14 5 5
12 21 22 23 VIII-51 3 3 30 17 A 19 20 21 5 5
Dec.
13 28 A 30 1 2 5 5 31 24 25 25 27 28 5 5
mo
14 5 5 7 8 9 5 5 32 1 A 3 4 5 5 5
15 12 &14 15 15 5 5 33 8 9 1o, 11 12 5 5
[131 [251p] FTIPTI o o 34 15 A 17 1s 19 5 5
H25 ['27le E51170] o o 35 22 23 24 25 25 5 5
Jan. June
15 2 3 4 5 5 4 4 35 29 [EU] 31 1 2 4 4
_17 9 [£11 12 13 5 5 37 5 5 7 8 9 5 5
18 15 17 18 19 20 5 5 38 12 13 14 15 15 5 5
19 23 A 25 25 @ 4 5
TOTALS 89 91 TOTALS 93 94

 

 

OStaff onlya C] Staff 81 student vacation *Good Friday AMeeting date
.Subject to individual adjustment depending on calendar of school(s) served.

27l

APPENDIX V

NOTIFICATION, AGENDA, VISITORS TO JCISD

272

APPENDIX V

NOTIFICATION, AGENDA. VISITORS TO JCISD

JACKSON COUNTY INTERMEDIATE

SCHOOL DISTRICT

COMMERCIAL EXCHANGE BUILDING
2301 EAST MICHIGAN AVENUE

JACKSON mcmcm
«1202 GORDON 6. SMITH

80.4 RD 0F EDUCA TION mango"; (5", 7"...” “wummam

THEROR H. TELLER, Dvesaeem

CASMOIR F. SCHESK Y

Deputy Suoenntenaent

MEL VIN L SCH/LUNG, Vice President to: Susan Educehon

FRANK E. JAM/£30”, Treasure:

HAROLD E. SPINK
CAROL YN M. GLAIR

TO:

FROM:

LN/dsw

HENRY “I KUEHL

Deputy Suoenntendenl
'0: Vocational Educanon

Betsy, Ken, Ann, Rita, Chris Date: October 27, 1977

Lucylee
We will be having visitors to the C.E. Program on November 8th.
They are from Rackham, Ypsilanti: Joanne Bowe, RPT

Carolyn Navarre, RPT

Alice Fell, Speech Therapist
Ann Laboda, OTR

They will arrive at Ridgeway at 10:30 A.M. and will plan to stay
for our team meeting at noon.

Please plan to arrange your schedule so you can be at Ridgeway
by no later than 10:30.

I think each of you should be there to talk with them about your
role as they are interested in establishing just such a program.

Thanks.

273

 

274

JACKSON COUNTY INTERMEDIATE

80.4 RD 0!" EDUC-I TION

THERON H. TELLER, PneIOOM
MELVIN L “HILL/NC, Vice Brenden:
FRANK E. JANIESON, Tveesuver
HAROLD E. SPINK

CAROL YN H OLA/R

SCHOOL DISTRICT

COMMERCIAL EXCHANGE IUILOING
2301 an MICHIGAN AVENUE
JACKSON MICHIGAN 49202
numon GORDON 6. 5mm
I «am 101-8000 “Wm",wm

CASINIR F. SCHESK Y

DeouIy SuoevaensenI
'01 Scene! Educanon

HENRY M KUEHL

Deputy SuoenntenoenI
Io: VocstIonaI [dueshon

HAPPY BIRTHDAY DEREK!
HAPPY 2ND ANNIVERSARY

COHMUN I CATI ON ENHANCEMENT PROGRAM

Welcome to our guests from Rackham, Ypsilanti

Agenda
Individual team member reports on current status
of program.
Discuss inclusion of other candidates.
CEC presentation format.
Logo for JCISD/MSU program.
EMG or voice input demonstration.
Other?

Next meeting date:

 

APPENDIX W

COMMUNICATION OUTLOOK

 

275

APPENDIX W

COMMUNICATION OUTLOOK

 

 

PeelebylheO-In

In-ne Ila-uni ‘ ‘

speeehorganstoproducespeeehe tomodpeopleueeselan-
guagebeerdlochetwithlohnCamphell. SeestorysnpegeJ

hum
"HMHUSMIIIJ

..trlee
en the AUTOCOM-VEISICOM. an aid developed by the TRACE Ceutw at
theUnIverdtyobeoondn. Ssellemenpege7

 

Communication Outlook

Focusing on Communication Aids and Techniques

Volume 1, Number 1

I__, 77777 A Publication of the International Action Group for Communication Enhancement

Spring 1978

 

 

 

‘NEAREACKNWMUNWY

Communication Outlook is. itself, a communication aid. It
has come into existence in response to the needs of the growing
community of individuals throughout the world who are con-
cerned with technological aids to communication.

ewho make up this community come from many diverse

physicians psychologists speech palhlogists aoccupational and
physical therapists and social workers e mup tre sci-
entists and speech scientists. electronic enginee nd haI '
cal engineers. We are inventors. manufacturers and distributors.
We are teachers and aides. educational administrators and su-

rvisors. We are government officials and staff members of
private foundations.

Until now. there has been no regular forum on a national or
international scale where we could exchange views and estab
lish contacts. Groups of us have met at conferences or have
corresponded through the mail. Some of us have been fortunate
to be able to visit centers of communication aids activity through—
out the world. We have been impressed with the energy and
dedication which are being applied in so many places to realiz-
ing the dream of truly accessible communication for all humans.
We also are humbled by the enormous task before u

As impressive as have been the advances in communication
aids technology in recen am. the impact of this technology
has yet to be felt in the lives of the majority of human beings
it can potentially serve. As great as the engineering and scien-
tific problems which face us may be the major problem remains

of some] engineering.

The main challenge which faces us is that of the transfer of
technology. Wheth her we are dealing with Blissymbolics or
talking computers or more accessible typew writers the existing
technology is still beyond the reach of most people.

We just now are groping toward an adequate delivcrv system

276

for providing appropriate state-of-the-art communication aids
d them. In order to make this delivery system
a reality. we must work for these goals:

1. Identify all agencies. public and private. whose charge
is to help guarantee the human right to equal social. edu-
cational and vocational opportunity and to basic health.
and help the em recognized the role they can play in pro-
viding communication aid s.

2. Make sure that our colleges and universities provide
a background in communication aidsI ofo or students in the
health care professions and in educ

3. Encourage the funding of res:alreh and development
in the communication aids field at appropriate levels and
encourage talented individuals to apply their energy and
imagination to thisw

4. Give manufacturers sufficient incentive to produc
and to market the devices which are needed. while at the

etime insuring that cost itse self does not prevent indi-
viduesls from obtaining the systems they nee ee.d

5. Foster the rapid dissemination of information about
communication aids technology and encourage discussion
about the social and political implications thereo

6. Em zethat a communication/interactidn system
for an individual consists of much anthe physical
aid and provide information on techniquesan and progra
for developing the other components of the individual‘s
communications

It is our hope that Communication Outlook will help us to
achieve these goals. This will only happen if it becomes. literally.
an organ of our community. This is your newsletter. We look
forward to your contribution.

John Bryson Eulenberg
Gregg C. Vanderheiden

 

277

 

COMMUNICATION OUTLOOK

Focusing on Communication Aids and Techniques

Vehme 1. Number 1 Swing rm
Staff
Editor Linda Chadderdon

Associate Editors Yvonne Daniuma
Marcia Wegner
Ann Halm

Ann Halm
Loretta Shushtari

Clare Anderson

Circulation Manager
Production Assistants

Data Base Management

Contributing Editors
Kenneth Colby. University of California. Los Arneles
John B. Eulenberg. Michigan State University
Richard Foulds. Tufts-New England Medical Center
Roger Jelcoate. Consultant. London. England
Haig Kafafian. Cybernetics Research Institute. Washimton. D.C.
Maunce LeBlanc. C hildrens Hospital at Stanford
Ian Macleod. Australian National University. Canberra
Shirley McNaughton. Blissymbolic Foundation. Toronto. Ontario
Judy Montgomery. Fountain Valley (Ca) School District
Lucylee Neiswander. Jackson (Mi) Intermediate School District
Morteza Rahimi. Michigan State University
Leonard Rezmierski. Northville (Mil Public Schools
Gregg Vanderheiden. University of Wisconsin. Madison
Larry Weiss. Zygo Industries
All correspondence regarding subscriptions. contributions and ad-
vertising should be addressed to:

Communication Outlook

Artificml Language Laboratory

Computer Smence Department

Michigan State University

East Lansing. MI 48824
Communication Outlook is a quarterly newsletter addressed to the
community of individuals interested in the application of technology
to the needs of persons who experience communication handicaps
due to neurological or neuromuscular conditions. Communication
Outlook is edited and published jointly by the Artificial Language
Laboratory. Michigan State University and the TRACE Center for
the Severely Communicatively Handicapped. University ofWiscon-
sin. It is the principal publication of the International Action Group
for Communication Enhancement.
Subscriptions are $10 ($12 outside North America). Subscriptionsere
for whole volumes (4 issues). Single copies are available for 53.“).
Communication Outlool tries to validate all information supplied by
contributors. but it cannot be responsible for inaccuracies or misrep-
resentations in copy supplied by outside sources.
Permission for reprinting of non-copyrighted material. with acknowl-
edgement to Communication Outlook. is hereby muted.

 

We wish to acknowledge with thanks the support provided for initial
production of Communication Outlook by the Wayne County (Mich. i
Intermediate School District. the Jackson County illicit.) Inter-
mediate School District and the Institution Special Education Pro-
gram of Northville (Mich. l Public Schools.

 

 

 

FROM OUR READERS
ALS Registry Urged

Amyotrophic Lateral Sclerosis (ALS) patients. especially
those with bulbar palsy. experience speech loss and complete
frustration from their inability to communicate. ALS patients
who also become quadriplegic have the additional problem of
being unable to activate communication devices unless they
have an additional switch operating capability. such as an “eye
switch." eye blink or some residual voluntary muscle function
which can be harnessed to activate a switch which will start a
motor which will perform a motion.

Existing communication devices and systems are not readily
available. are often too expensive and lack a needed equipment
acquisition and delivery system which provides a modular ap
proach for progressive motor loss and increasing disability. Also.
there is no good service component. no training component and
no reclaiming/refurbishing component for reissue of this ex-
pensive equipment once the initial user no longer needs the
equipment.

ALSSOA. together with another local non-profit service agen-
cy. has applied to the Department of Rehabilitation for a grant
to demonstrate such a program for equipment acquisition and
delivery.

We would appreciate the newsletter informing ALS patients
and families of our National ALS Case Registry and urging
them to register with us. Together. we believe we can find the
medical research solution to A15. To register or for further
information. contact Amyotrophic Lateral Sclerosis Society of
America. 15300 Ventura Blvd. Suite 315. Sherman Oaks. CA
91403. (213) 990-2151.

Robert G. Dicus. Chairman. Board of Trustees. ALSSOA
Associates Desired

HeteroSapiens. 1nc.. has a VOTRAX VSK connected to a
versatile micro-computer system; nearby associates are desired
for product application. Contact Owen Thomas. 1949 Hypatia
Way. La Jolla. CA 92037 (714) 459-2143.

Owen Thorn». La Jolla, CA

ANYBODY KNOW?

Questions from readers to readers. Please respond ‘2‘ this newspaper.

I We are looking for a commercially available reading series
which we can easily adapt to suit the needs of 5- to 13-year-old
non-vocal children. Slow introduction of words. stress on read-
ing comprehension and no motor activities are desired features.

I Does anyone know of any tests for learning disabilities which
can be given to a non-verbal child with poor motor control?

I A little off topic area. but does anyone know of any toilet
training programs which have been successful with CP children?
Have had success at school but does not carry over to home.

Ellen Sawyer. Peoria. 11.

I Does anybody have any references on communication through
art. music. drama. dance or creative expression for the cere-
bral palsied?

Margaret Grodhaus. San Jose. CA

I Does anybody know of any aids or techniques which work
well for ambulatory children? Especially ones for children who
are on enriches.

I Does anybody have any good ideas for how to mount a
switch to a bedframe for a bedridden client? The mounting
would have to be rigid since the client would have to press
firmly to activate the switch but the switch should not move
away on him/her.

TRACE Center. University of Wisconsin. Madison. WI

IDoeeanybodyknowofalightwhichcanbeusedasahead
light pointer which will project a small point or arrow used to
point to a square which is 1V2" in diameter at a distance of
12-20 inches? Looking for something about the size of a pen
light. The only projector light available to us now is 6"-8' long
which is too long to fit the student's head appropriately. Any
information would be greatly appreciated.

Tamara Anderson. Muskegon. MI

278

COMPUTER NETWORK LINKS USERS.
DEVELOPERS

Members of the rehabilitation community met Feb. 3. 1978.
in Philadelphia. Pa.. to inaugurate a one-year project utilizing
an electronic information exchange system (EIE). This com-
puter network now links representatives from basic research and
development. rehabilitation engineering. information sciences.
manufacturing. special education and consumers.

The ElE project, funded by the National Science Foundation
and led by Jane McCarrolI of Innovative Systems Research. Inc.,
103 Cooper River Plaza East. Pennsauken. NJ. 08l09. will
attempt to bridge the time and distance gap between professionals
and users who need to coordinate closely in their related efforts.

STRUGGLING TO COMMUNICATE

James Renuk. 24. is a lthqear student at Michigan State University. He
has cerebral palsy and cannot command his speech organs to produce
speech understandable to most peeple. The following article is excerpted
from a longer one which appeared in the Washimton Post. Far reprints of
the original article. please send a sel/«addressed. stamped (Ill‘Clopl. do this
newsletter.

I go to Michigan State University. Sometimes peeple come
up to my Dad and ask questions about me. “Can he under-
stand what I am saying to him?" Dad says. “i just told you
he goes to MSU and takes classes.” A beautiful woman will
come up and start talking. but when she sees that I cannot re-
spond to her as other men do. she just walks away. Stoned
because I cannot speak the language of my society. But these
stones hurt the most.

I get kicked about by society because I am a handicapper
and a wheelchair user. Most of the kicks l have to take are
because I cannot speak the language or any language. so one
of my dreams is to be able to speak languages. Now a team
of scientists and engineers is working with me on a system that
will enable a person who cannot speak the language of his or
her society to do so.

With this system. I will be able to communicate with any-
one. even with people who cannot hear. The system will print
things out on a small television type screen l will have with me.
I will be able to speak as high class people do or the hardcore
street talk.

I hope to have my own system someday. The decision is up
to my society and Michigan State University. They will decide
if I can have my own system. I have been waiting for 24 years.
I hope they make the right decision soon.

I want to ask Dr. Hamilton why the carbon in oer-4 is in
the SPJ state. in the middle of his lecture.

Totellherhowgoodshemakesmefeelwhenlamwith
her, then maybe she will stay with me.

Tobeabletousethetelephone.

Totellsocietylamanintelligentman.
JamesM.ltenuk

 

HIGHUGHTS IN OUR NEXT ISSUE
0 A Ito-drip of Mn Sources

0 “An “acetic-l Multistrator In Sdenceland” by m. Leonard
lenders”, Dlrector. Institution Special Education Program.
Nortbvlle Mich.) Public Schools

O‘quwSyflemandDevioesfortheDlsabled"byMaurlee
wane, Cflef. llebabiltafloa End-suing Coder, Children‘s
Mum

TECHNICALLY SPEAKING

With the advent of so many new aids. and with the prospect
of still more aids in the near future. it has come time (or is
past time) to begin serious discussion of standardization. Many
of us are aware of how hard it is to change things once people
have begun to do it one way or another. Firms have to think
about tooling costs and compatibility with past aids. Others
have ways that have worked best for them in the past or ways
they prefer. The problem. of course. is that the parent. teacher
or clinician in the field is the one who has to try to sort it all
out. Moreover. the children suffer when compatible accessories
are not available for their aids. A school may be willing to
purchase an aid for a classroom if it could be used by many
or all of the children. However, if each child needs a different
accessory or a different version of the same accessory because
of incompatibility. then we have created an unfortunate problem.

The problem of interfaces is probably the most serious one.
because it can bar a child from receiving the proper aid. Inter-
faces are expensive to develop and to keep in stock in any great
variety. Some work well with many children. but others are de-
signed for the hard-to-fit child. Standardization can make a
wider variety of interfaces available to the individual who ex-
periences handicaps by allowing different interfaces manufac-
tured by different companies to be used with a particular aid.

Now. the question of standardization is always a tough one
and is fraught with difficulties and considerations. But this
field has been characterised by an unusual amount of com-
munication and cooperation between developers. and it is the
belief of many of the developers in this area that such a standard
can be reached. Obviously. it is important to do this as soon
as possible.

Some developers have already begun dis'cussions on this
topic. To facilitate the process. we have organized a standard-
ization committee. You are welcome to join. if you have any
ideas. considerations or problems. please let us know by writing
to us in care of this newsletter. Members of the standardization
committee at the present time are John Eulenberg. Rick Foulds.
Geoff lles. Mort Rahimi. Barry Romich and Gregg Vander-
heiden (Acting Coordinator).

Gregg C. Vanderheiden

EDUCATIONAL TECHNOLOGY FOR
THE HANDICAPPED CHILD

In order to assist individuals working with children in school
settings who experience handicaps. and to acquaint them with
the range of equipment available. Castle Priory is offering. Oct.
26,-1978. the fourth of its courses in association with Mr. Roger
Jefcoate. Consultant Assessor and Lecturer on Electronic Equip-
ment for the Severely Disabled.

The program offers an opportunity to see technical and elec-
tronic aids in action and to share experiences with British re-
habilitation teams. Ample opportunity will be given for dis-
cussion and to try equipment. Participants from many countries
and disciplines attend, thus offering a unique chance to meet
and discuss mutual problems. If sufficient interest is shown.
special arrangements may be made for overseas visitors. includ-
ing lectures and day visits to Special Schools. For those wishing
to stay longer. it may be possible to make arrangements to spend
up to 2 weeks working directly with handicapped children in
a Special School of the applicant‘s choice.

Since enrollment will be limited. early application is advised.
Applications. together with a non-returnable deposit of £5 or
its equivalent. should be made to the Principal. Castle Priory
College. Thames areet. Wallingford. Oxfordshire OX10 ORE.
as soon as possible. Tuition: £29. Residence: £33.

WHERE THE ACTION IS

A roundup of reports from our readers about centers and groups working on
various aspects of communication enhancement. including device develop-
nsent. dissemination. funding and advocacy.

FUNDING AWARD FOR RESEARCH IN NON-VOCAL
COMMUNICATION DEVICES

The Biomedical Engineering Center (BMEC) of Tuftschw
England Medical Center was awarded a five-year Rehabilitation
Engineering Program Grant to continue and expand its efforts
in developing devices for non-vocal individuals who experience
severe handicaps. The BMEC has been engaged in the develop-
ment of such devices through its major funding source. the
Regional Rehabilitation Research and Training Center at Tufts
(RT-7). This program is sponsored by the Rehabilitation Serv-
ices Administration (RSA). The recent award represents a sub.
stantial augmentation of the RT-‘I effort by the Office of Re-
habilitation Engineering of RSA. 'The additional funding will
be applied to the development of long-range projects that in-
volve, among other areas. the use of syllables as basic units of
communication. the effectiveness of auditory feedback on ex-
pressive language development and the conversion from phonetic
to orthographic English.

This funding coincides with the establishment of a new de-
partment within the BMEC which is devoted to the fabrication
and ultimate utilization of the results of research projects. This
department will provide devices on a non-profit basis. The com-
bined effort will give the opportunity for measured field usage
and more feedback.

For more information on these projects. contact Richard
Foulds. Director. BMEC, Tufts-New England Medical Center.
171 Harrison Ave.. Box 1014. Boston. MA 02111. (617)
956.5036.

ASSISTIVE DEVICE CENTER AT CAL STATE

Members of the faculty in the disciplines of biomedical en-
gineerin‘g. psychology and speéch pathology have established an
Assistive Device Center at California State University. Sacra-
mento. They plan to assess clients abilities and needs in the
areas of aids to daily living. communication and learning. Rec-
ommendations will be made for commercial assistive devices
when they are available. In cases of unmet needs. the inter-
disciplinary team will develop or research and deveIOp the
needed aids. The contact for the Assistive Device Center is
A. M. Cook. Department of Electrical and Electronic Engineer.
ing. California State University, 6000 J St.. Sacramento, CA
95819.

NON-VOCAL COMMUNICATION GROUP

An interdisciplinary non-vocal communication group has
formed in the Pacific Northwest. Goal of the members in this
first year is to educate themselves in the area of nonovocal com-
munication and to become aware of non-vocal resources already
existing. To begin accomplishing this goal. the group will have
its first “All Day Workshop." Saturday. Apr. 29. It will be
held at The Children’s Orthopedic Hospital and Medical Cen-
ter in Seattle. Wash. The workshop will accommodate 350
participants.

Further goals of the organization are information and ex.
perience-sharing and development of financial resources for
support of devices for individual users.

For further information. contact Bruce M. Gans, M.D.. Di-
rector. Rehabilitation Medicine. Children's Orthopedic Hospital
and Medical Center. 4800 Sand Point Way NE. PO. Box 05371.
Seattle. WA 98105.

279

FLRS SERVING FLORIDA

Florida Learning Resources System/Suncoast Associate Cen-
ter is one of 18 Associate Centers located throughout the state.
This network provides support services to district exceptional
student education programs. The Florida Learning Resource
System (FLRS) is federally funded by Title Vl-B monies. Edu-
cation for the Handicapped Act. FLRS/Suncoast is a member
of the Southeast Learning Resource Center (SLRC). located at
Auburn University in Montgomery. Ala. For further informa-
tion. contact Kit Carson. Director. FLRS/Suncoast Associate
Center. 3550 Wilkinson Road. Sarasota. FL 35581.

BLISSYMBOLICS AND TECHNOLOGY IN BRITAIN

Nigel Ring has supplied us with this information about activities in Great
Britain.

'The Blissymbolics Communication Resource Center was es-
tablished during the Spring of 1977. Its purpose is to promote
the use of Bliss Symbols for the handicapped population in
Great Britain by organizing workshOps. publishing literature
and coordinating effort. Three workshops were held during
1977 and there are an estimated 700 symbol users. A sub-com-
mittee on Technology for Bliss Symbols coordinates technologi-
cal effort and has held a seminar (February 1978) to bring
together interested parties.

The Rehabilitation Engineering Unit also supports the Bliss
Symbol program at Chailey. a long-stay hospital and school for
200 physically handicapped children. by providing appropriate
hardware. To date, this has included many interfaces. a 100
LED display and a moving-light X-Y display. This work is not
funded. but it is anticipated that funds will be sought early
in 1978. '

For more information. contact Rehabilitation Engineering
Unit, Chailey Heritage (School 8: Hospital). North Chailey.
Lewes. East Sussex, U.K. BN6 4EF.

MICRO COMPUTER INTEREST GROUP FORMED

A group has been formed to “facilitate the application of mi-
croprocessors in helping the handicapped.” Under the initial
leadership of Dr. Robert Suding.'president of the Digital Group.
a Denver-based manufacturer of microprocessor systems. the
group is to act “as a clearinghouse for software. hardware and
ideas that might be useful to the handicapped.” They also are
soliciting ideas from persons who experience handicaps and
from rehabilitation centers as to how microcomputers might
help. For further information. or if you would like to contribute.
contact either Dick Moberg. Department of Neurosurgery. lef-
ferson Medical College. Philadelphia. PA 19107. (215) 829-6745.
or Warren Dunning. 5939 Woodbine Ave.. Philadelphia. PA
19131. (215) 879-9383.

NON-ORAL COMMUNICATION IN SAN DIEGO

The San Diego County Non-Oral Advocacy Group evolved
from a small gathering of individuals interested in meeting some
of the needs of the non-oral in their area. They offered a course
titled “Techniques for Developing Communication Systems for
Non-Oral Individuals" through the community college system
at San Diego State University and have recently held a Commu-
nication Fair to demonstrate various communication devices.
They are also investigating possible funding sources for other
projects.

For further information about the Non-Oral Advocacy Group.
contact Nancy Oro. United Cerean Palsy Center. 7947 Bir-
mingham Drive. San Diego. CA 92123.

280

NON-ORAL COMMUNICATION CENTER

The Non-Oral Communication Center is a demonstration/servo
ice project of Title IV-C. Fountain Valley School District. Cali.
fornia. It is designed to serve the communication needs of chil-
dren who are unable to use oral speech because of neurological
or neuromuscular conditions. The children are trained to use
alternatives to speech in the form of mechanical. electronic or
computerized communication devices.

There are two main objectives of this project: to conduct a
therapy program and research model to determine if such a1-
ternatives to oral speech facilitate intellectual. social-emotional
and academic growth. and to provide an assessment center for
all referred children who may benefit from training in the use
of non-oral communication. The parents and rehabilitation team
working with the child maintain contact with the center for
on-going consultation.

All services of the project. including an audio-visual in-service
program. are without charge to public agencies. schools or in-
dividuals. To receive further information. contact Ms. .ludy
Montgomery. Project Coordinator-Title lV-C. Plavan School.
9675 Warner Ave.. Fountain Valley. CA 92708. (714) 964-2014.

SOUTHERN CALIFORNIA COMMUNICATION GROUP

The SCCG is a group in the Los Angeles area whose mem-
bers are involved in all aspects of communication aids. The
group publishes a newsletter. Speakeasy. has sponsored two Com-
munication Aids Fairs and is developing a library of materials
(written and/or visual) pertaining to developments in the area
of communication. Persons interested in SCCG may wish to
contact them at: Southern California Communication Group.
834 22nd Street. Santa Monica. CA 90403.

THE ARTIFICIAL LANGUAGE LAB COMMUNICATION
ENHANCEMENT PROGRAMS

The Artificial Language Laboratory in Michigan State Uni-
versity‘s Computer Science Department has undertaken several
programs for communication enhancement in coordination with
various intermediate school districts and public school systems
in Michigan. These include projects in Wayne. Jackson. Ingham
and Kent counties.

The largest of these is currently in its third year in Wayne
County. involving schools in the Wayne County Intermediate

School District and the Northville Public School District. The-

project has been supported in part by federal funds and is pres-
ently “going into the field" with mini/micro computer systems.
speech synthesizers and other peripherals targeted for location
at two sites: special classrooms at Riley School. Allen Park.
and Moraine School in Northville. Students in the classrooms
are speech handicappers with cerebral palsy. The computer-
based aids involve adaptive keyboard and single-switch inter-
faces. by which the user controls the display of video terminals
and accesses linguistic constructs. Output is in the form of
voice and print. In addition to facilitating basic communica-
tion needs. the aids also have been configured to perform
educational functions and to allow musical and graphic arts
compositions.

The focus of the Artificial Language Laboratory has been on
the development of software packages and special electronic
devices and the training of school district professional staff.
Some of the software packages include a Bliss Symbol display
and scanner. a letter-word-sentence scanner and NIL. a com-
puter-assisted instruction programming language designed for
teachers and therapists. Electronics developments include a
Morse Code interpreter and myoelectric (muscle potential) in-
put switches.

For further information. contact Ms. Linda Chadderdon.
Manager of Information Services. Artificial Language Labora-
tory. Computer Science Department. Michigan State University.
East Lansing. MI 48824.

CROSS REFERENCE

A central summary point for references to articles from all journals and
other sources of material related to non-vocal communication enhance-
ment.

Acker, Fabian, “Technology and Handicap”. New Scientist. 75.
4. July 7, 1977.

Amicus. a bimonthly publication by the National Cent'er for
Law and the Handicapped. 1235 North Eddy St.. South Bend.
IN 46617.

Bigge. June. Teaching Individuals with Physical and Multiple
Disabilities, Charles Merrill Publishing. Columbus. Ohio.

DeBruin. Huibregt. Ph.D.. “Aspects of Analysis and Processing
of Electro Myographic (EMG) Signals". thesis McMaster
University (Hamilton. Ontario. Canada). 1976.

Pant. 6.. “Aids for the Speech Handicapped". Scandinavian
Jaurnal of Rehab Medicine. 8:65-66. l976.

Hunsinger. Keila W.. “A Simple Headstick for Cerebral PaIsied
Children". American Journal of Occupational Therapy. Sept.
1976. 30:8:506.

Jefcoate. Roger. “Electronic Technology for Disabled People”.
Rehabilitation Literature. Volume 38 (4). April 1977. 110-115.

Lekemo. Ulf. “Technical Educational Aids for Motor Handi-
capped Children with Severe Speech Disorders". Scandinavian
Journal of Rehab Medicine. 8:67-71. I976.

“Paralytics Can Type with Their Eyes", New Scientist. 75. 357.
Aug. 11. 1977.

Schiefelbusch. Richard. Language Intervention Strategies. Uni-
versity Park Press. Baltimore. Maryland 1977.

Technical Aids Bulletins (information regarding technical aids
collected by the CRCD Engineering Advisory Committee and
included in the Rehabilitation Digest). For information write
Canadian Rehabilitation Council for the Disabled. Suite 2110.
One Yonge Street. Toronto. Ontario. Canada. MSE 1E8.

Telescher. Erwin 8.. “Eye Motion Operable Key Board Acces-
sory”. Roslyn. NY. Oct. 12. 1976. U.S. Patent 3. 986. 030.

Vanderheiden. G. C. and K. Grilley. Non-Vocal Communica-
tion Techniques and Aids for the Severely Physically Handtl
capped. University Park Press. Chamber of Commerce Build
ing. Baltimore. Maryland 21202.

Zweiban. Sue Tapper. “Indicators of Success in Learning a Man-
ual Communication Mode". Mental Retardation. 15 (2) April
1977. page 47.

CLASSIFIED ADVERTISING

Classified advertising is accepted free of charge from subscribers for used
equipment and for positions offered or positions wanted. Ads may be
placed with a response number for individuals or firms who do not wish to
have their names listed. In these cases. responses should be addressed to
Communication Outlook and include the response number on the en-
mpe. All such correspondence will be forwarded by Communication Out-

Podio- Wanted
Speech and Language Pathologist. M.S.. C.C.C.Sp. 4 years experience
with cerebral palsy population developing communication boards. adaptiru
seatitu and other equipment; has Bliss elementary certificate. seeks posi.
tion with involvement in research and development of communication
boards. vocabulary selection. and training and operation of aids. Response
No. 100.

281

NEWS ON AIDS

To introduce readers to available aids and to announce new aids or signifi-
cant improvements on existing ones. This information is provided solely as a
guide to the existence and availability of aids. Communication Outlook
assumes no responsibility for the effectiveness. safety. or quality of any
item.

COMMERCIALLY AVAILABLE

The "IONIC MIRROR HaodIVoIta. VOTRAX.'a division of Federal
Screw Works. and HC Electronics. Inc. a subsidiary of American Hospi-
tal Supply Corp.. have jointly announced their plans to introduce a new
portable. battery-operated. prosthetic device for the verbally impaired
under the trademark PHONIC MIRROR HandiVoice. The device. a
hand-held. synthesized speech aid for non-verbaI/nonovocal populations.
simulates the human voice and can produce complete sentences. Two
models are in production: Model HC 120 operates like a calculator with
word storage and recall capability; the other. HC 110. is a graphically
ilustrated instrument for pre-language or developmentally disabled per-
sons. The Model HC 120 instrument has 900 words. the alphabet and a
phonemic capability which allows the user to create words not present in
the aid‘s prestored vocabulary. Model HC 110 contains 500 words and
phrases and a phonemic capability.

VOTRAX. developer of the products. will be. responsible for
manufacturing and HC Electronics. Inc. will be the worldwide distributor.
The PHONIC MIRROR HandiVOIce is available for private purchase
upon the professional recommendation of a speech clinician. physical
therapist or other rehabilitation personnel. Third-party payments by cer-
tain government. ciVic and charitable agencies also are being approved.
The distributor is currently acceptit' orders for early April delivery. Cost
is 51995.1».

For further information. contacr:
Canada

USA bro"
HC Elecrronics. Phonic Ear Ltd. Phonic Ear
Inc. 2688 Slough St. International NS
250 Camino Alto Mississauga. Ont. Formervangen 34
Mill Valley. UT 103 OK 2600 Glostrup
CA 94941 f‘ ‘w l‘ 4

 

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The Canon Con-Heater. The Canon Communicator was introduced
into the United States and Canada on Feb. l. 1978. Conceived of in the
Netherth and developed in Japan. the Communicator is an aid for
people who do not have verbal or written communication available to them.
The device has a 55-function keyboard configured in a matrix format. with
26 keys representing the letters of the alphabet and a shift key that accesses
the numbers 0-9. special purpose notation and punctuation. The keys acti-
vate a printer which produces characters on a paper tape. Each roll of
net tape is 50 meters long and can accommodate 12.5w characters. The
Communicator measures 131 “5:00 m.m. (5.1 :03 x 1.2 inches) and
weighs zoo grams (10 ounces). Its power source is a separate. rechargeable
NiCd battery pack which can be worn in an inside pocket or on a belt. A
fully charged battery lasts 7 hours at a typing speed of one character per
second. which would use 2 tape rolls. The Communicator is packaged and
shipped with a hill complement of accessories. includim the battery pack.

battery charger. 20 tape rolls. 2 different keyboard overlays for use by
motor-impaired persons. an armbelt with extension belts. a battery pack
case neck strap. rain cover and soft case.

For further information. contacr: Telesensory Systems. Inc.. 3403 Hill-
view Avenue. PO. Box 10099. Palo Alto. CA 94304. (415) 493-2626. The
cost including accessories is $349.00.

ZYGO Com-moons Syuems. Everest & Jennings. Inc. a major
wheelchair manufacturer. is now the exclusive marketing organization for
ZYGO Communication Systems. According to Everest & Jennings. these
products. as well as other special products for the M.R.. C .P.. and special
education markets. are being handled by a select group of trained field
specialists. Distribution is at a local level. so that hundreds of dealers will
be on call for immediate access to needed merchandise. In the area of
communication. Everest a Jennings says that systems are available on a
trial basis. and that physical assessment and adaptation of interface
mechanisms is routine. .

For further information. contact Robert Smith. Everest a Jennings.
Inc.. 1803 Pontius Avenue. Los Angeles. CA 90025. (213) 4784057.

Prentke-Romich Company. Among the electronic aids which the
Prentke-Romich Company builds and designs is a line of non-verbal com-
munication aids. Aids of the scanning type include a message selector.
alphabet-message scanner. scanning strip printer and Bliss symbol scan.
hers. Additionally. the PrentkeRomich Co. has developed an assortment
of functional modules that can be assembled to provide a variety of row-
column seaming communication aids. They have also designed an Encod-
iu Strip Printer and the ELKOMI 2. a small calculator-style aid with a 9
character lighted display. Prentke-Romich offers a number of standard
control switches and can provide ideas and technical assistance if special
switches are required.

For further information. contact: Prentke-Romich Company. RD. 2.
Box 191. Shreve. OH 44676. (216) 567-2906.

The Ughtwrlter. The Lightwriter is a portable unit consistiu of a
keyboard and luminous display. As the keys are depressed. characters
enter the right-hand end of the display. moving those previously entered to
the left. Corrections may be made by using the Backspace or Erase keys.
and there is a bleeper for calling attention. The keyboard consists of a
key-guard over a slash-proof membrane and uses the familiar typewriter
layout with a full rarue of letters. numerals and punctuation. Keyboards
are available in French. German. Italian. Scandinavian or Spanish layouts.
as well as English. or in an alphabetic layout for those with no typing
experience. The display is removable. for placing either way round in the
base unit or standing separately and shows the last 32 characters entered.

For further information. contact: Toby Churchill Limited. Designers of
Equipment for the Disabled. 20 Panton Street. Cambridge. England. C B2
IHP.

Emotional Moods and Nest Chan 6 3 I 4. This visual-aid chart is
introduced by Carol Niemi Green. RN. CRNA. BSN. designer of the
HELP ME TO HELP MYSELF communication aids. Patients with prob.
lems in speech. hearir'. sight. learnim or lauuage use the HELP ME TO
HELP MYSELF handbooks and the ICU-G 1&2 charts to indicate their
basic physical needs to others. These materials are useful in hospitals.
nursing homes. rehabilitation centers. clinics. schools and private homes.
Now. psychosocial moods and needs may be expressed using the G 3&4
chart which has 50 combinations of words printed in 48-point bold black
letters on 11"x 14" pastel index cards. Examples of messaes inchide: “I
feel lonely. I feel encouraged. Are you worried? Are you pleased? I love
you. Please hold me.‘ The SPELL 1T alphabet permits the communica
tion of more intimate and special thoughts.

The chart is 6°C and quantity discounts are avaiable. Order from HELP
ME TO HELP MYSELF Communication Aids. 324 Acre Avenue.
Brownsburg. IN 46112.

Tufts Interactive Communicator (TIC). The Tum Interactive Com-
municator is the result of five years of applied research at the Biomedical
Emineerim Center at Tufts-New England Medical Center. The TIC is
designed to enhance the communication skills of those severely disabled
individuals who cannot express themselves due to mototic impairment.
The TIC utilizes a simle. grossly controllable muscular movement to actio
vate its electronically scanned keyboard. thus allowing the user complete
access to all typewriter functions. The TIC presents its typed output on
both a low-character video display and a paper strip printer. The operation
of the TIC requires that the user be capable of operating a single switch
with a reasonable degree of accuracy. Staff emineers have developed vari-
ous “standard" switches which include simple mechanical devices which
require varyit' degrees of applied force. pull and sip controls and capaci-
tance operated inputs. Other custom switches have been designed where
special considerations warrant their use. The basic TIC unit costs szsoo
and requires about four months for delivery. Other versions of the TIC are
under development. At present. they include a personalized dictionary
option and a predictive scannim option. Also under development are sym-
bol scanniu and symbol printing devices suitable for teaching systems.

282

such as the Peabody Rebus Reading Program or for alternative language
programs like Bliss Symbols. Another device under development is an
electronic letterboard with a custom designed surface which can operate
printing devices used in the standard TIC.

For more information contact the Biomedical Emineering Center.
Tufts-Nev. England Medical Center. l7l Harrison Ave.. Box l0l4. Bos-
ton. MA MI I I.

CYIICOM. The Cybernetics Research Institute. a nonprofit organi-
zation located in Washington. D.C.. has developed a family of man.
machine communications and control systems. The systems may be, used
by persons in educational. rehabilitation or vocational environments who
cannot write or type. but who have language comprehension and a knowl-
edge of language structure. Through use of their remaining sensory and
motor capabilities. these indiViduals can operate one of a Wide variety of
keyboards or interfaces. The CYBERC OM family of aids include:
CYBERTYPE (typing system); WHISPER-TYPE (typing and display
system for diagnostic testing. instruction and communications); the
CYBERLEX and CYBERLAMP (visual feedback systems); the
CYBERPHONE and CYBER-TONE (telephone termrnal systems for
persons who are deaf and/or speech-impaired). the CYBER-BRAILLER
(a combined braille and pnnt writer for sighted and visually-impaired per-
sons for use in libraries. schools and offices); CYBER-SPEAK (a speech
synthesizer system for use by persons who have speech and physical dis-
abilities and are precluded from using standard keyboards); and CYBER—
GO-ROL‘ND. an automated visual display system. A simple program
based on dual-input coding which most students learn in less than l0 weeks
is common to all the CYBERCOM systems. The feature of a single dual-
input code perrnits the exchange of keyboards or interfaces depending on
the specific performance capabilities of the user. This feature also elimi-
nates the need for the teacher to learn a "new" typing or control procedure
for each student or user. Should either an improvement or deterioration in a
person's physical capability take place. the user or teacher is not compelled
to learn new codes In addition. the use of the code permits communication
in most cases in the event the equipment is not available. The CY BER-
COM also facilitates interconnection via computer. telephone. radio. or
other subsystems with the CYBERCOM interface and systems. CRl is
also developing a system known as DEBLICOM (DEaf-BLlnd COM-
munications System). The system will be programmed to receive signals
from an electric keyboard. Anyone will be able to communicate with the
deaf~blind by typing a message on the keyboard. The keyboard will signal
coded vibrations on the user‘ s body. The user feels the message and replies
by typing an answer on the keyboard The answer can be either viewed on
a small screen or can trigger a second machine which will convert the code
into an audible message

For further information. contact: Dr. Hat Kafafian. Llewellyn Park.
West Orange. NJ 07052.

UNDER DEVELOPMENT

The Opdal Meter. The Optical Pointer is a device which has been
des'uned for the non-verbal individual who does not have functiond use of
the upper limbs. The head-mounted device allows head movement to con.
trol the direction of a light beam. permittiru direct selection of characters
on a communication board. The light or optical pointer can be detached
from the headgear and replaced by a rod to allow participation in graphic
activities. The optical pointer with accessories is presently undergoing field
testing in a limited number of clinical settings. Results should be available
in the Fall of I978. This device has been developed by the Design Clinic.
Faculty of Environmental Design at the University of Montreal and by the
Mackay Center for Deaf and Crippled Children.

6128. succursale ‘A'. Montreal. P.Q. HJC 317. Canada.

AUTOCOM .d VERSICOM. Linc Services Inc.. Westerville. Ohio. in
cooperation with the TRACE Center and the Bureau for the Education of
the Handicapped is currently in the process of accepting bids or proposals
for the manufacturiru of the AUTOCOM and VERSICOM communica-
tion aids developed at the TRACE Center at the University of Wisconsin.
The process. which is due to be completed in April I978. will result in the
release to commercial manufacture of the two aids. This is the first com-
munication aid of this type to be released from a university research group
to an independent -.‘J....ibutei The program through which
the aids are being released is a component of the Bureau for the Education
of the Handicapped's marketing program and reflects an increasing aware-
ness and concern for the problem of moving materials and devices de-
veloped as a part of research efforts into the public sector.

For further information. contact: TRACE Center. 1500 Highland Ave..
University of Wisconsin. Madison. WI 537%. (608) 262-6966.

LOOKING AHEAD

Previews and perspectives on current research and future developments.

Canada has announced a 3642.000 contract which has been
awarded to Dell Northern Research as a result of an unsolicited
proposal for the development of a device which could help to
enable the use of telphones by individuals who experience hear.
ing and speech handicaps. Bell Northern will be working on a
device called the Visual Ear which it hopes to have developed
within 18 months. The pocket-size device will be a combina~
tion of a keyboard and display attachment for telephones. The
messages will be displayed electronically much the same as
news is spelled out on cable TV sets. The device is being de-
signed to be compatible with existing teletypewriter networks
now being used by the deaf and will also have the capability
of interfacing with computers. initial work on the Visual Ear
was done by Prof. Ernest Douglass and associates at the Uni-
versity of Toronto and Waterloo University.

In addition to this device. we can espect to see more small
communication aids of various types. Technology is involved in
the development of small alphanumeric displays at costs which
used to be reserved for only numeric displays. We also are
seeing a trend toward the use of alphanumerics in hand-held
calculators. Toshiba. for instance. has announced an electronic
notebook calculator (model number LC-836 MN) which is
capable of storing up to 30 6-letter words. These words can
be called out sequentially. Moreover. this calculator is less than
half an inch thick and runs for 9,000 hours on a set of three
miniature batteries.

Evaluation of this electronic notebook calculator will be nec-
essary in order to determine its effectiveness as a communi-
cator. A report will be forthcoming in a future issue of Com-
munication Outlook. With a price tag of $79.00. however. it is
clear that technology being developed for the mass population
is moving in directions which will be providing either direct or
indirect benefits to the non-speaking individual in the very near

 

 

 

 

For further information. contact: Ronald Levy. Ph.D.. Clinique de De- future.
sign. Faculte de I‘Ainenagement. Universite de Montreal. Case Postale Gregg C. Vanderheiden
ORDER FORM NAME:
Address:
TO: Communication Outlook. Artificial Language Laboratory.
SeieneeDepar-tment. Mich'uan State University. East
Lansim. Ml 48824
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fa Communication Enhancement.
lencloaeaehackforSlO.fl)(SlZ.(IloutsideofNorthAmerica) CNN”- Ywm may “Wavmfim'wmh
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7

283

COMING UP

Calendar of events of regional. national. or international interest

Aprll 2‘28. 1978. loterageocy Conference on Rehablltntion Engheerlng.
Washington. D.C.
Contact: C. J. McConnell. 6881 Tamarind Circle. Orlando. FL.

May 11-13. 1978. Language and Communication Dlsorders ln Chlldren. To-
ronto. Ontario.
Contact: The Ontario Institute for Studies in Education. 252 Bloor Street
West. Toronto. Ontario. Canada M55 1V6

May 17-19. 1978. Internationl Conference on Human Factors In Clinical
Medicine Design and Clinical UseofSeuoryaod Motor Prosthetics. Brook-
lyn College. New York City.

Contact: Prof Gerald Leisman. Dept. of Health Sciences. Brooklyn
College. Brooklyn. NY ”210.

Jone 7.9.1978. Flfth Annul Conference on Systems ad Devices for the
Mud icapped. Baylor College of Medidne. Tex- lnstltute for Rehnbflltatlon
Medicine.

Contact: Texas Institute for Rehabilitation and Research. 1333 Mour-
sund. Houston. TX 77030.

Sept. 18-21. 1978. European Conference of Rehablltatlon International at the
Brighton Center and Hotel Metropole. Brighton. England.
Contact: Naidex Conventions Limited. Temple House. 36 High Street.
Sevenoaks. Kent. England. TNI3 IJG.

Sept. 8‘29. 1978. American Academy for Cerebral Palsy and Developmental
Medicine. Royal York Hotel. Toronto. Ontario. C-ioda.
Contacr: United Cerebral Palsy Association. 66 East 34th St.. New York.
NY I00l6.

hoe 22.27. 19'. World Congress ofRehabItatlon International. Wlndpeg
Convention Centre.
Contact: Canadian Rehabilitation Council for the Disabled. PO. Box
I980. Winnipeg. Manitoba. Canada R3C 3R3

"ACE Coder Notional Wo Series. “Where Do We Begin?" l3
workshops will be held across the United States. For information on the
series in general. contact Deberah Harris. Director of Training and
Communication Processes Research. TRACE Center. 314 Waisman
Center. 1500 Highland Ave.. Madison. WI 53706. For individual work-
shop information. contact the area workshop sponsor as shown below;

April 28-29. 1978. California.

Sponsor: Judy Montgomery (714)364-2014. Fountain Valley School Dis-
trict. Number One Lighthouse Lane. Fountain Valley. CA 92708.

May IZ-IJ. 1978. New York.

Sponsor: Ellie Kaufman (914) 592-7555. Blythedale Children's Hospital.
Valhalla. NY 10595.

Jone 9-l8. 1978. Loin-ta. Alabama. Arkansas. Sodh Carolina. Florlh.
Sponsor: Rhonda 5. Work (904) 487-2840. Bureau of Exceptional Students.
Department of Education. 213 Knott Bldg.. Tallahassee. FL 32304.

INTERFACES AND ACCESSORIES

Information and hints on interfacing and augmenting communication aids
to better meet the full needs and capabilities of individuals.

A simple typing stick for use with electric typewriters is available from
Theraf'in Corporation. 513 North Street. Crete. IL 60417. It is a l2-inch.
plastic-covered rod with a plastisol no-slip tip. It has an adjustable hand loop
that can be raised or lowered or shortened to suit the individual's needs. The
cost is 82.17.

.céh..-_.___-_-.-. .- -_
Outlook

Artificial Language Laboratory
Computer Science Department
Michigan State University
East Lansing. MI 48824

 

NEW MATERIALS

New resource or application information of general interest and available
either commercially or prii‘ately.

Zygo Cornmnnleatlon Board Tralnlng Kit for the Moltlollandicapped by S.
Hall. L. Talkington. and R. O‘Grady. Developed at Fairview Hospital and
Training Center. Available from Zygo Industries. P.O. Box 1008. Portland.
Oregon 97207.

“The High Risk Infant. a Maul-Agency Approndi for Follow-Up Actlon" is
a 40-minute color videotape presenting methods for identifying the problems
ofhigh risk infants. 55.“) rental. Write Department of Community Health.
University of Wisconsin-Extension. 929 North 6th Street. Milwaukee. Wis-
consin 53203.

The Matrix Communicator Idea Book presents simple yet interesting adap-
tations of many activities for children using communication aids. Available
from DU FCC. 901 Iva Court. Cambria. CA 93428.

NonoVocal Communication Resource Book. edited by G. Vanderheiden.
provides comprehensive summary of aids. materials. and accessories
available around the world. It is published in a three ring binder for easy
updating and is available from either University Park Press. Chamber of
Commerce Bldg.. Baltimore. MD 21202 or from the TRACE Center. 314
Waisman Center. 1500 Highland Ave.. University of Wisconsin. Madison.
WI 53706. This publication replaces the Annotated Bibliography of C om-
munication Aids. the Master Chart. and several other documents previously
available from the TRACE Center.

Communication Reaotn-ces for the Developmentally Disabled: A Guide for
Parents. Paraprofemlonals. and Profeslonnls is a text that describes screen-
ing and assessment instruments. therapy resources. communication alterna-
tives and devices. sourcebooks and services for speech and language de-
velopment appropnate for use with developmentally disabled persons.
Write to the Job Development Laboratory. George Washington University.
2300 Eye Street NW. Room 714. Washington. D.C. 20037. The first copy to
individuals within Region III is free of charge. Copies to other areas are
$6.“) per copy. Make checks payable to George Washington University.
(Submitted by Kali Mallikl

Copies of the article. “Rebablltatlve Speech and Luguage Pathology and
Non-Oral Communication" are available free of charge from Everest di
Jennings as pan of its Resources series for the physical medicine profes-
sional. The author. Carol L. Nugent. M.A.. C.C.C.. is the director ofthe
Speech and Language Department at Good Samaritan Hospital and Medical
Center. Portland. Oregon. Send your name and address. including affiliation
and title. to Everest 8i Jennings. 1803 Pontius Avenue. Los Angeles. CA
“”25. (Submitted by Larry Weiss)

RECREATIVITY

Techniques. aids. accessories to facilitate recreation and independent
activity/creativity.

Dr. Tony Cartwright of the Mechanical Engineering Department of Sur-
rey University. U.K.. has invented a cross between a toy and a teaching aid
to enable children with spasticity to play games. including Noughts and
Crosses (Tic-Tac-Toe) and Snakes and Ladders. These games have been
designed so that they can be played with children who do not experience
physical handicaps as well as with those who do by using electronically
controlled boards. No news yet on whether there are any commercial plans
for these deVices which are microprocessor based.

Theral'in Corporation. 513 North Street. Crete. IL 60417 has developed a
"game" designed to provide exercise and encourage development of range
of motion in the upper extremeties. The .lux-A-Cisor consists of a plastic
handle with a very irregularly bent wire which has approximately 25 corners.
By tippiru the handle in various directions. a plastic disc can be made to
move along the wire path. The cost is $9.79. Alsoavailable from Therafin is a
four level card holder for 84.23.

-— ..-—- .. --- M—.

 

NONPROFIT ORG.
U.S. POSTAGE
P A I 0
East Lansing. MI
Permit No. 21

 

 

 

 

APPENDIX X

FOURTH COOPERATIVE RESEARCH AGREEMENT

284

APPENDIX X

FOURTH COOPERATIVE RESEARCH AGREEMENT

MICHIGAN STATE UNIVERSITY

Cooperative Research Agreement
MEMORANDUM or AGREEMENT made and entered into as of the___d.15th y of December
19_LL by and between The Board of Trustees a Constitutional Corporation operating MICHIGAN STATE

UNIVERSITY, hereinafter referred to as the University, and ““3” CW“? Intermediate School
District, Commercial Exchange Building, 2301 East Michigan Aventg, Jackson,

 

 

Michigan Q9292

hereinafter referred to as the Company. WITNESSETH:

WHEREAS. the University has personnel and facilities for carrying out the project described in Exhibit
A attached hereto; and

WHEREAS the Company is desirous of engaging the said personnel and facilities for carrying out the
project described in Exhibit A:

NOW. THEREFORE. in consideration of the premises and the covenants and agreements of the parties
as hereinafter set forth, the parties have agreed and do hereby agree with each other as follows:

1. The University. on its hereby agrees to carry out the project described in Exhibit A in the
manner and with the person and facilities set forth therein.

2. The Company, on its part, hereby agrees to pay to the University the sum of
($5.000) Doll as follows: payable upon execution of agreement

 

five thousand

 

 

 

 

3. It is mutually understood and agreed that:

(a) This agreement may be terminated by either party upon givin reasonable notice to that effect to
the other y and provided a reasonable adjustment (in relation to t e portion of the project which has
been comp eted) is made between the parties as to the funds which have been paid or are to be paid by
the Company to the University.

(b) Unless otherwise provided in Exhibit A attached hereto. the University shall have the unrestricted
Eigfltbtiitf Rublication with reference to its activities and findings in connection with the project described in
I .

(c) Upon the completion of the project or upon the termination of this agreement. the University shall
submit a written re rt to the Company as to its activities and findings with reference to the project de-
scribed in Exhibit ; and the Company shall have the right to be advised at all times as to the progreea
being made in carrying out the project.

(d) Patent rights are the property of the University.

IN TESTIMONY WHEREOF. the parties hereto have caused this intrument to be executed, in duplicate.
by their officers thereunto duly authorized. at the places and on the dates act opposite their reepectiva

signatures.
”It“ ..
Signed at East Lansing. Michigan. this—_— By
Atteet'

day of : ‘9
STED‘ EENW'RRY
Assistant iiee President lot riruiirti /

signed aL By 9 1491/

thie___day of . 19 E Amgt;n\lms;as K i «w
285

 

 

 

 

 

Introduction

Objectives

Implementation

286

This is a third supplementary agreement which
continues the Communication Enhancement Pilot Pro-
gram initiated by Jackson County (Michigan) Inter-
mediate School (JCISD) and Michigan State University
under a Cooperative Research A reement date 3 June
l976 ("the original agreement"?. The term of the
original project was July 1, l976 to December 3l,
1976. Under the first supplementary agreement, the
project was extended until June 30, l977. The
second supplementary extended the project to Decem-
ber 31, l977. The present agreement will extend the
project to June 30. l978 to provide additional ser-
vices and equipment as specified below.

The objectives set forth in the previous agree-
ments will remain the objectives of the project as
extended by this supplementary agreement. These
objectives are:

a. To design and implement a communication
system which will enable the Student to work on
educational tasks independent of constant attention
by a teacher or therapist.

b. To facilitate the Student's access to
social intercourse with other students and with
school staff and faculty.

c. To provide the Student with a means of
feedback for practicing language skills.

d. To gain knowledge in the areas of computer
science, electrical engineering, systems science.
linguistics, audiology and speech science, and edu-
cation which may be applicable to communication
enhancement for persons other than the Student with
similar physical and mental abilities.

Additionally, this supplementary agreement
will support the study required to determine the
design of a centralized facility for computer-based
communication enhancement and training.

As set forth in the previous agreements, the
communication enhancement program has five principal
phases as follows:

Phase 1: Evaluation of the Student's language
and motor capabilities, for the purpose of designing
appropriate aids and for assessing progress achieved
in the program.

Phase 11: Design of computer-based system to
be used by the Student to perform these functions:
l) Write onto a television screen or other cathode
ray tube display, 2) Print on paper using a printing

287

terminal, 3) Product output suitable for a voice
synthesizer.

Phase III: Construction and testing of the
above system at Michigan State University.

Phase IV: Installation of the communication
aid system in Jackson, accompanied by a program of
implementation in the school setting to accomplish
educational goals.

Phase V: Evaluation of the progress achieved
in the program and recommendation of continued work
on the design and implementation of communication
aids systems for the Student.

During the period covered by the original
agreement and first supplement the following was
accomplished:

l. Student evaluation. In cooperation with the
staff of Jackson (Michigan) Public School District.
the student and his family, and JCISD, the MSU re-
search team has compiled information concerning
physical and cognitive abilities. This information
has formed the basis of the initial design of the
student communication aid system.

2. System design. The MSU research team has
completed the design of a microprocessor-based com-
munication system with adaptive input and synthe-
sized voice output capability. The system is based
on a Motorola M6800 microprocessor and utilizes a
video output controller developed by the MSU Arti-
ficial Language Laboratory.

3. Hardware construction. The following pro-
totype items were constructed and tested:

(a) Video output controller with alphanumeric
and special graphic output.

(b) Several bioactive input switches were con-
structed and adapted for use by the student.

(c) The bioactive switches were configured with
an audio feedback device and a ROTOCOM communication
aid. This provides the student and his teachers and
therapists with a means of communication and is being
used to help the student develop skills he would need
in operating the communication system.

(d) A microprocessor-based communication aid
with bioactive switch input and video and pointer
output were constructed. The system provides an I/O
port for addition of a digitally controlled voice
synthesizer.

4. Software and firmware. MSU has written,
encoded, and debugged the software and firmware
necessary to implement the following functions.

 

Project
Management

Privacy and
Freedom of
Speech

288

(a; Scanning input of alphanumeric symbols
b Video display of user-generated text

(c) Limited text editing capability

(d) Interactive system to allow the user to
construct line graphic figures

(e) Printer control routines for alphanumeric
output

During the period of the second supplementary
agreement. the following was accomplished.

1. Addition of a digitally controlled voice
synthesizer to the hardware configuration of the
system.

2. Development of software for the proper
integration of the synthesizer into the overall
instructional program.

Under the present supplementary agreement, the
following will be accomplished:

1. Continued consultation with the Jackson
County Communication Enhancement team.

2. Evaluation of other students in Jackson
County in order to make recommendations about their
involvement in the Communication Enhancement Program.

3. Undertake studies to determine the design
of a centralized facility for computer-based commu-
nication enhancement and training.

The Michigan State University research and
development effort will be coordinated by Dr. John B.
Eulenberg, Associate Professor and Dr. Mort A. Rahimi,
Associate Professor of Computer Science. The JCISD
staff liaison with the MSU team will be the respon-
sibility of the Deputy Superintendent, Special Educa-
tion, or his designee.

The Michigan State University/Jackson County
Intermediate School District research project recog-
nizes that new means of communication are being
explored and that accompanying this exploration must
be respect for human and civil rights. Privacy from
unauthorized access to users' computer files, and
other sources of personalized information will be
assured. Information obtained during the course of
this project, wherever it involves the personal
identity of an individual participant, will not be
used without his/her permission or that of a legally
responsible parent or guardian. Persons expressing
an unwillingness to participate in this project for
any reason will not be coerced to do so.

Implementation
Schedule

Disposition
of Material

289

The construction and delivery of equipment
developed by MSU under this agreement is subject
to the delivery schedules of supplies of electronic
components. MSU will keep JCISD informed of its
implementation schedule.

In addition to the communication aid equipment
described above, all Program software and associated
documentation developed on this project shall be
supplied to JCISD. This agreement does not preclude
the use for other research purposes of any material,
instrumentation, or designs developed or acquired by
MSU in connection with this project.

All instrumentation and equipment acquired by
MSU to facilitate the development and construction
of the communication system provided under this
agreement will be the property of MSU.

Due to the nature of the research and develop-
ment conducted under this agreement, the projected
budget set forth below is subject to reallocation
of funds among the categories at the discretion of
the MSU research coordinators.

290

REVISED BUDGET

Salaries and SalaryrRelated Charges

Graduate Assistant (l/2 FTE Winter Term
l/4 FTE Spring Term)

Hourly Labor
Indirect Cost (47% of Salary)

Total Salaries and Salary-Related Charges

Supplies and Services
Travel (20 trips at $25/trip for MSU staff)
Miscellaneous Supplies and Services

Total Supplies and Services

TOTAL

$1,689.00
844.50

368.31

1,363.85

4,265.66

500.00
234.34
734.34

$5,000.00

APPENDIX Y

C E PROGRAM ITERATION

291

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

C E PROGRAM ITERATION

APPENDIX Y

 

 

 

 

Identification
and Evaluation
of Potential
Candidates

 

 

 

 

 

 

 

 

 

l

 

Evaluate

Possibilities

 

 

 

Determine
Program
Needs

 

 

 

 

 

 

 

 

 

‘Operational

 

Design and
Develop a
Daily

Procedure

 

 

l

 

 

Design and
Develop an
Evaluation
Procedure

 

 

J1

 

 

 

EVALUATION
Decide on aetermine
. ost .
<:———- <e-——— All P
Program
it
Sign
Agreement
Select a DESIGN AND DEVELOPMENT
Communication
Enhancement
Administrator
4!
Select Select a
Staff __5 Management
Approach
IMPLEMENTATION
Daily
Evaluation Operational
At Team rocedures
_‘T a ° ¢——— a . Staff
Meetings Schedules
b. Six—Month b. Technology
Evaluations Contacts
c. Team Meeting
Schedule

 

 

Management
Approach (MBO)
a . Program
Objectives
b. Individual
Objectives
c. Team
Meetings

 

 

 

292T

 

 

 

APPENDIX Z

AVAILABLE RESOURCES--ASSESSMENT, DESIGN AND
DEVELOPMENT, AND IMPLEMENTATION

293

 

 

 

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BIBLIOGRAPHY

295

BIBLIOGRAPHY

Books

AASA National Academy for School Executives. Management by Objectives
and Results. Arlington, Virginia: American Association of
School Administrators, 1973.

Barnard, Chester 1. The Function of the Executive. Cambridge, Mass.:
Harvard University Press, 1970.

Department of Health, Education and Welfare Conference. A Summary of
a Conference on Service and Research Management of Develop-
mental Programs on Communication Aids for the Non-Vocal
Severelprhysically Handicapped. Arlington, Virginia:

U.S. Office of Education, Bureau of Education for the
Handicapped, April 29, 1977.

 

Didday, Rich; Page, Rex; Hayen, Roger; and Wayne, Mark. Fortran for
Business Pegple. Boston: West Publishing Co., 1978.

 

 

Esposito, Louis G. "The System Point of View and Its Application
to the Education of the Physically Handicapped." 1976.
Conference on Systems and Devices for the Disabled, Boston,
Mass., June lO-l2, l976.

 

Foulds, Richard A., and Lund, Brenda L., eds., 1976 Conference on
Systems and Devices for the Disabled, Boston, Mass.,
June 10:12:71976.

 

 

Hare, James M. Public and Local Acts,fiMichigan. Lansing, Michigan:
Speaker-Hines and Thomas, Inc., l963.

Hartley, Harry J. Educational Planning-Programming-Budgeting: A
Systems Approach. Englewood Cliffs, N.J.: Prentice-Hall,
Inc.,41968.

Kafafian, Haig. Studyiof Man-Machine Communication Systems for the
Handicapped. Cybernetics Research Institute Final Report.
Washington, D.C.: Department of Health, Education and
Welfare, Office of Education, Bureau of Education for the
Handicapped, February 19, l970.

Knezevich, Stephen. Management by Objectives and Results. Arlington,
Virginia: American Association of School Administrators,
1970.

296

297

Leavitt, Harold J. Managerial Psychology. Chicago: University of
Chicago Press, i972.

 

Lewis, James, Jr. School Management by Objectives. West Nyack,
N.Y.: Parker Publishing Co., Inc., 1974.

 

Magary, James F., and Eichorn, John R. The Exceptional Child. New
York: Holt, Rinehart and Winston, Inc., 1960.

 

Miller, Kenneth H. "Talking to Computers--Powerful New Tools for the
Physically Disabled." 1976 Conference on Systems and Devices
for the Disabled, Boston, Mass., June 10-12, 1976.

 

 

Moore, Samuel A., II, and Parsey, John M. Schools Are News. East
Lansing, Mich.: Educational Publication Services, College
of Education, Michigan State University, 1969.

 

Nemeth, Abraham. "Speech Output From the Computer: Implications for
the Blind." Technological Aids for thepflhysically Disad-
vantaged. 1974 Nafional Computer Conference and Exposition,
Chicago, Illinois, May 6, 1974.

 

Romanyshym, John M. Social Welfare: Society to Justice. New York:
Random House, 1974.

Rosenthal, Robert, and Jacobson, Lenore. Pygmalion in the Classroom.
New York: Holt, Rinehart and Winston, Inc., 1968.

Starr, Jerold M. Social Structure and Social Personality. Boston:
Little, Brown and Co., 1974.
Periodicals
Bobath, Bertha. "The Very Early Treatment of Cerebral Palsy."

Developmental Medicine and Child Neurology 9 (August 1967):
390.

 

Bobath, K., and Bobath, B. "The Facilitation of Normal Postural
Reactions and Movements in the Treatment of Cerebral Palsy."
p. 6.

Cohen, Shirley. "Improving Attitudes Toward the Handicapped." The.
Educational Forum (November 1977): 14.

Cunio, Theodore. "What to Do When Starting an M.B.O. Program in Your
School District." Michigan School Board Journal 22 (March
1975): 19-20.

 

298

Goodman, Leroy. "A Bill of Rights for the Handicapped." American
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Hagen, Chris; Porter, Wayne; and Brink, Joyce. "Non-Verbal Commu—
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With Severe Cerebral Palsy." Journal of Speech and Hearing_
Disorders 38 (November 1973): 448—55.

 

Lessinger, Leon. "Engineering Accountability for Results in Public
Education." Phi Delta Kappan 52 (December 1970): 217.

 

"Nondiscrimination on Basis of Handicap." Federal Register 42
(May 4, 1977): 22676.

 

Norris, William C. "Via Technology to a New Era in Education."
Phi Delta Kappan 58 (February 1977): 451-59.

Plummer, Anne. "Roger Jefcoate--Pioneer of Technical Aids for the
Disabled." Grand Rapids, Michigan, distributed by Roger M.
Jefcoate, August, 1977.

Scherzer, Alfred L. "Early Diagnosis, Management and Treatment of
Cerebral Palsy." Rehabilitation Literature 34 (July 1974):
198.

Tyler, Ralph. "The Father of Behavioral Objectives Criticizes Them:
An Interview with Ralph Tyler." Phi Delta Kappan (September
1973 .

Wawrzaszek, Frank J. "Toward an Equal and Appropriate Education for
the Non-Handica ped Child." Michigan School Board Journal
24 (August 1977 : 14-15, 30.

 

Newspaper Articles

Brown, Kat. "Communication Enrichment Aided by Talking Computer."
Michigan State News, East Lansing, Michigan, pp. 6-7.

 

Conroy, Jamie. "Computer, Television May Help With Course.“
Michigan State News, Friday, November 7, 1973.

 

Grant, William. "Handicapped Girl Speaks First Words Via Computer."
Detroit Free Press, Thursday, October 30, 1975, p. 1A.

Greene, Mattie. "Pure Joy!" The Detroit News, Thursday, October 30,
1975, p. 3A.

Harden, Gayle. “'Alex' Just a Machine, But He Talks." The [Lansing,

 

Michigan] State Journal, Sunday, January 26, 1975, sec. D.

299

Hayhow, Janice. "'Cactus Pete' Proctor for Televised Course."
MSU News Bulletin, October 30, 1975, p. 4.

 

Jackson, Jerome J. "Communication Enrichment Aided by Talking
Computer." Michigan State News, August 9, 1976.

 

Klose, Carol. "Talking Computer Facilitates Communication." Michigan
State News, Thursday, December 4, 1975.

 

McMillan, Sue. "Computer Orders Pizza." Michigan State News,
Friday, December 6, 1974.

"MSU Computer Wanted." The [Lansing, Michigan) State Journal,
Sunday, November 9, 1975, p. B-3.

Nardi, Pat. "Palsied Student, Prof at Odds Over Class." Michigan
State News, Thursday, January 9, 1975, p. l.

 

Renuk, James M. "Language." East Lansing, Mich.: Artificial
Language Laboratory, Michigan State University, 1976.
Reprinted: "Struggling to Communicate." The Washington
Post, Sunday, December 26, 1976.

Dissertation

Royal, Robert. "The Development of Management Systems for a High
School Academic Department." Ph.D. dissertation, Michigan
State University, 1974.

Pamphlets

Artificial Language Laboratory, Michigan State University, East
Lansing, Michigan, September 1977.

Cerebral Palsy Facts and Figures. New York: United Cerebral Palsy
iAssociation, Inc., September 1976.

"Educational Services to the Handicapped Under the Provisions of the
Mandatory Special Education Legislation." Vocational Edu-
cation. Lansing, Mich.: Special Education Services and
Vocational Rehabilitative Services, Michigan Department of
Education, 1971.

Information and Comparative Data. Jackson, Mich.: Jackson County
Intermediate School District, 1977-78.

 

Jackson County Special Education, 1959-1960. Jackson, Mich.:
Jackson County Intermediate School District, 1960.

300

Special Education Millage. Jackson, Mich.: Jackson County Inter-
mediate School District, February 1977.

Presentations

Ensign, Arselia Sehler. "Bridging the Gap." Communication Enhance-
ment Workshop, Michigan State University, East Lansing,
Michigan, August 26, 1976.

Eulenberg, John Bryson. "Future of Special Education in Five Years."
Retreat, Special Education Supervisors, Jackson County Inter-
mediate School District, East Lansing, Michigan, November 6,
1976.

Eulenberg, John Bryson; Reid, Richard J.; and Rahimi, Morteza Amir.
"Representation of Language Space in Speech Prostheses.“
Proceedings of Conference on Systems and Devices for the
Disabled, Seattle, Washington.

Jefcoate, Roger M. "Technical Aids for Disabled People." Grand
Rapids Junior College Auditorium, Grand Rapids, Michigan,
August 29, 1977.

McNaughton, Shirley. "The Bliss Symbolics Foundation, An Overview."
Michigan State University, East Lansing, Michigan, Decem-
ber 6, 1977.

Rahimi, Morteza Amir, and Eulenberg, John Bryson. "A Computing
Environment for the Blind." National Computer Conference,
Chicago, Illinois, May 6, 1974.

"Modes of Information Presentation for the Blind Program-
mer." Proceedings of the Association for Computing Machinery,
Annual Conference, San Diego, California, 1974.

Vanderheiden, Gregg C. "Portable Microprocessor Based Communication
Aids for Non-Vocal Severely Physically Handicapped Indi-
viduals." Michigan State University, East Lansing, Michigan,
May 19, 1977.

Other Sources

Dittman, Allen. Proposal: Conference on Service and Research Manage-
ment of Developmental Programs on Communication Aids for the
Non-Vocal Severely Physically Handicapped, Bureau of Educa-
tion for the Handicapped, September 19, 1976.

301

Ensign, Arselia Sehler. ”Persons With Physical Handicaps." Adapted
from POHI Fantasy Castle. "Br1dging the Gap." Institute,
August 26-28, 1976.

Hedges, Harry G., and Eulenberg, John Bryson. Artificial Language
Laboratory, Department of Computer Science, Michigan State
University, East Lansing, Michigan, 1975.

Hodson, Diane M. Telephone conversation, State Department of Edu-
cation, Lansing, Michigan, March 13, 1978.

Howard, Thomas F. Directive. "Great Lakes Area Regional Resource
Center Project Monies." Lansing, Mich.: State Department
of Education, September 8, 1975.

"A Machine Speaks for the Speechless: Electronics Help New Special
Education Program." The Wayne County Intermediate School
District 6:2 (December 1975).

Moore, Linda. Personal interview, Jackson, Michigan, 1978.

GENERAL REFERENCES

Books

Barna, Arpad, and Porat, Dan I. Introduction to Microcomputers
and Microprocessors. New York: John Wiley & Sons, 1976.

 

Lloyd, Lyle L., ed. Communication Assessment and Intervention
Strategies. Baltimore, Maryland: University Park Press.
1976.

 

TRACE Research and Development Center for the Severely Communica-
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Vanderheiden, Gregg C., and Grilley, Kate, eds. Non-Vocal Communi-
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Periodicals

 

Baken, Joan Wold. Educational Prggramming for the Severely Multiply
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Bugge, Ann. "What Price Joy?" Michigan State University Alumni
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Cunningham, William G. "The Need for Dialogue Between Educators and
Technologist." Phi Delta Kappan 58 (February 1977): 450.

 

Dagnon, Carol, and Spuck, Dennis W. "A Role for Computers in Indi-
vidualizing Education-—and It's Not Teaching." Phi Delta
Kappan 58 (February 1977): 460-62.

First Annual Report. The Rehabilitation Engineering Center, Children's
Hospital at Stanford, Palo Alto, California, 1975.

Mandia, Richard J. "Management by Involvement." Supervisory
Management (December 1976): 11-16.

 

Molloy, Larry. "The Handicapped Child in the Everyday Classroom."
Phi Delta Kappan (January 1975): 337-40.

 

Palmer, E. M.; Rahimi, M. A.; and Robinson, R. W. "Efficiency of a
Binary Comparison Storage Technique." Journal of the Asso-
ciation for Computing Machinery 21 (July 1974): 376-84.

 

Rahimi, Morteza Amir, and Eulenberg, John B. "A Computer Terminal
With Synthetic Speech Output." Behavior Research Methods
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Second Annual Report. The Rehabilitation Engineering Center, Children's
Hospital at Stanford, Palo Alto, California, 1976.

 

Snider, Robert C. "Should Teachers Say No to MBO?" Today's Education
65 (March-April 1976): 44-46, 102.

Trosst, William R. "The Controversy of Off-Air Video-taping."
Phi Delta Kappan 58 (February 1977): 463-65.

 

Wood. R. Kent, and Stephens, Kent G. "An Educator's Guide to Video-
disc Technology." Phi Delta Kappan 58 (February 1977):
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Yorks, Lyle. "Managing Professional Relationships; Part I--Communi-
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