List of Language and Literacy Tests for Individuals using AAC

Resource Toolkit Assignment:  Resource Summary Sheet

1.     Name of the tool, or a brief description: List of Language and Literacy Tests for Individuals Using AAC

2.     What type of patient(s) would you use this tool/technique with?  (Describe by characteristics or by etiology.) This resource is intended to be used by the speech-language pathologist when determining what kinds of literacy and language assessments to use with a client during an AAC assessment. Since this includes both adult and pediatric-appropriate tests, the target client population is quite diverse.

3.     How/why would you use this tool?  In what way will it be helpful? I would use this resource when choosing an appropriate formal assessment tool for a pediatric or adult client. It’s critical that I (or any SLP) know the tests well enough to be able to determine which are normed for children and which are normed for adults. Testing the language and literacy abilities of a client is critical in determining the type of communicator they are and how to effectively program their device.

4.     What are the advantages of this tool/technique? This list is extremely well-organized by what is actually being tests. I also like that the tests are in alphabetical order.

5.     Are there any disadvantages to this tool/technique? I wish this tool were further organized by normed ages for each tests (so you would very quickly know which tests are appropriate for various client populations).

The next several questions relate to how you obtained this resource:

6.     If you used an existing tool, answer these two questions:

a)    Source/citation for this tool:   (whether published, or from a course, or SPHSC materials) This resource came from Dr. Dowden’s catalyst class page (which can only be accessed by current UW SLP graduate students).

b)    Did you modify this tool?  If so, in what way? No, I did not modify this tool.

c)     Anything you still don’t like about it and may change in the future? I would consider further organizing this list by normed age for each test!

List of Language and Literacy Tests for Individuals using AAC
Created by Dr. Pat Dowden

Assumptions:

1.    The common characteristic of these tests is that they can be administered (in whole or in part) to individuals who cannot speak but can select pictures/icons/text.

2.    Tests should be selected carefully based on the purpose of the testing as well as the target population, age and normative information on the test.

3.    The tests below test a wide range of abilities, from very simple to highly complex skills

4.    Whenever possible, standardized tests are preferred over non-standardized tests

5.    Whenever possible, standardized administration procedures should be used.

6.    If modifications have to be made, this must be stated when reporting the use of the test.

7.    One must not use a picture pointing test to assess an individual who is unreliable at pointing to pictures (whom I call “emerging” communicators).  This produces only unreliable information.

Tests of receptive language:  (Notice, these are in alphabetical order)

Receptive vocabulary:

1.    Battelle Developmental Inventories (Newborg et al., 1984)

2.    Boston Aphasia Examination (BAE)

3.    Bracken Basic Concept Scale – Revised (Bracken, 1998)

4.    Clinical Assessment of Language Comprehension (Miller & Paul, 1995)

5.    Clinical Evaluation of Lang. Fundamentals (CELF).  Selected subtests only.

6.    Communication and Symbolic Behavior Scales (CSBS) (Wetherby & Prizant, 1993)

7.    MacArthur Communication Development Inventories (Fenson et al., 1993)  This is parent report; what are the challenges?  Research has found high correlations between parent report and experimental probes

8.    OWLS:  Listening Comprehension Scale.  Can the results be parsed for knowledge of syntax?

9.    PLS:  Preschool Language Scale-4  or PLS-5.  Some portions of Auditory Comprehension testing.

10.Peabody Picture Vocabulary Test (PPVT)  (Dunn & Dunn, 1997)   One of the most commonly used tests

11.Receptive One-Word Vocabulary Test (ROWVT).  This may not be not as informative as the PPVT; Ceiling may be low.

12.Sequenced Inventory of Communication Development (Hedrick, Prather, & Tobin, 1984)

13.Test of Auditory Comprehension of Language (TACL)   Vocabulary subtest

14.Test of Language Development (TOLD)

15.Western Aphasia Battery (WAB)   Only portions of this test can be used.

Receptive syntax & morphology:

1.    Assessment of Children’s Language Comprehension (ACLC)   Very old test; tests from field of 3 pictures

2.    Auditory Comprehension of Language – Third Edition (Carrow-Woolfolk, 1999)

3.    Clinical Evaluation of Lang. Fundamentals (CELF) (Semel, Wiig, & Secord, 2003)  Selected subtests only.

4.    Test of Auditory Comprehension of Lang. (TACL).  Very old test, tests understanding of morphology & grammaticality judgment

5.    Test of Early Grammatical Impairment (TEGI) (Rice-Wexler) Early grammaticality judgment; for 4-9 years of age.  Child responds “right” or “not so good” by speech or pointing

6.    Test of Language Development (Hammill & Newcomer, 1996)

7.    Test for Reception of Grammar – Version 2 (Bishop, 2003)

Tests of Expressive language:  These are difficult to use well with AAC users because they may have no speech, or severely unintelligible speech, and/or limited vocabulary in a communication system and/or limited knowledge about accessing/finding that vocabulary for testing purposes.  However, testing may be possible if an individual speaks and that severely unintelligible speech becomes “comprehensible” to you in a narrow context.  You may be able to understand a correct answer from the child when the options are few.  Be careful using this method, however, because you may not recognize synonyms that would be equally correct, and you typically cannot test complex language this way.  But, to this end, you might be able to use:

1.    Expressive One-Word Vocabulary Test (ROWVT)

2.    Expressive Vocabulary Test (EVT)

Tests of Reading: (in alphabetical order)

Excellent online resource:  http://www.sedl.org/reading/rad/

1.    Analytic Reading Inventory (ARI).  Pointing to words, given sound of word; not for early readers

2.    Accessible Word Reading Intervention (AWRI) This is an intervention protocol but may have formal testing included. Software available for free from http://www.elr.com.au/apar

3.    CELF-Preschool 2:  Pre-Literacy Rating Scale.  Very early skills in emergent reading and writing

4.    Concepts about Print Test (Clay, 1979).  Preschool, e.g. orientation to page

5.    Concept of Word Test (Clay, 1979).  Elementary age vocabulary

6.    Dynamic Indicators of Basic Early Literacy Skills (DIBELS).  Preschool, pointing to pictures

7.    Gates MacGinitie Reading Test – 4th Edition (MacGinitie, MacGinitie, Maria, & Dreyer, 2000)  Variety of levels, Usually pointing or marking correct answer

8.    Group Reading Assessment and Diagnostic Evaluation (GRADE) (Williams, 2001)

9.    Peabody Individual Achievement Test – Revised – Normative Update (PIAT) (Markwardt, 1998)

10.Test of Early Reading Ability (TERA).  Normed to below 4 years

11.Test of Reading Comprehension – Third Edition (Brown et al., 1995)

12.Woodcock- Johnson III (Woodcock et al., 2001)  selected subtests

Tests of Spelling: (in alphabetical order)

1.    Developmental Spelling Test (Morris & Perney, 1984)  (dictation)

2.    Spelling Performance Evaluation for Language and Literacy (SPELL; Masterson et al., 2002).  (CD-ROM based, criterion referenced, prescriptive spelling assessment)

3.    Test of Written Spelling-4  (dictation)

4.    Wide Range Achievement Test (WRAT)  (dictation)

Important clinical note:  If the individual does well on spelling to dictation, you will need to test them again without an auditory model.  There are no tests that do this formally, but I’ve used the following informally:

5.    Wide Range Achievement Test (WRAT). Type/spell some words shown only picture

6.    EOWVT or EVT:  Type/spell words shown only picture

Tests/Measures of Phonological Awareness: (These include informal tasks, again in alphabetical order)

1.    Phonological Awareness Test (PAT) 2^nd edition.  Particularly the Invented Spelling Subtest

Robertson & Salter, 2007

2.    Assessment of Language & Literacy (ALL).  Lombardino, Lieberman & Brown (2005)
Several useful subtests; particularly interesting is the Inventing Spelling Subtest. 

3.    Emerging Literacy & Language Assessment by Wiig & Secord (2006)   Ages 4-6, 9 – 11; most of the test is reported to be useful.   

4.    Assessment of Phonological Awareness and Reading  (APAR). Software available for free from http://www.elr.com.au/apar. The test was “…created to avoid spoken responses, … that could be administered to individuals despite their methods of communication”.

5.    Brigance:  “Basic Skills”  (I don’t have details on this yet.)

6.    C-TOPP:  Which version? Which subtest(s)?   (How would you decide)

7.    Rime/Rhyme    (From:  Rvachew et al, AJSLP 12, p. 463-471)

Task:  Listen to the name of the puppet and then look at 4 pictures.  Point to the picture that matched the puppet’s name. 

E.g.  Puppet = “Dan”  Options = car, house, boat, van

Variations:  might name the options for support

8.    Onset Matching:   (From:  Rvachew et al, AJSLP 12, p. 463-471)

Task:  Listen to the name of the puppet and then look at 4 pictures.  Point to the picture that starts with the same sound as his name. 

Example:  Stimulus = “Bill”; Field = hat, mat, bus, truck

Variations:  might name options for support

9.    Phonemic Perception/Discrimination:  (From:  Rvachew et al, AJSLP 12, p. 463-471)

10.Test of Phonological Awareness (Torgesen & Bryant, 1994)

Purpose: Assessing the child’s ability to discriminate between sounds articulated correctly from sounds articulated incorrectly.

Task: Children were to point to the px of the word they heard IF that word was produced correctly.  Example:  lake à “lake” or lake à “wake”

Stimuli:  presented with a px of target word (correct) and a large X (incorrect)

Likes/Dislikes Checklist for Context-Dependent Clients

Resource Toolkit Assignment:  Resource Summary Sheet

1.     Name of the tool, or a brief description: This is a checklist to determine likes and dislikes so that preprogrammed symbols can be effective and maximize the emerging communicator’s ability to express what they want and need.

2.     What type of patient(s) would you use this tool/technique with?  (Describe by characteristics or by etiology.) This checklist is intended to be used with emerging communicators to determine what kinds of symbols should be included on their device. Although it was created for emerging communicators, it would likely also be helpful for context-dependent communicators when determining critical symbols for their device.

3.     How/why would you use this tool?  In what way will it be helpful? I would use this tool to help me determine which symbols should be included on my client’s device. With emerging communicators, it’s critical to find symbols that strongly encourage communicative acts and show the value of communication. For this reason, it’s good to start with symbols that represent highly preferred items and activities in order to make the device something the client wants to use.

4.     What are the advantages of this tool/technique? The checklist helps to make sure you don’t neglect any main category of symbols. Although there are suggestions for checklist items, you can also include things on the checklist that family and friends have told you are important to the client. I also like that the checklist is well-organized and applicable to so many potential clients (especially pediatric clients).

5.     Are there any disadvantages to this tool/technique? The checklist provides some suggestions in each category, but it’s definitely not comprehensive, and if a client likes a more obscure item, it may not be discovered with this checklist.

The next several questions relate to how you obtained this resource:

6.     If you used an existing tool, answer these two questions:

a)    Source/citation for this tool:   (whether published, or from a course, or SPHSC materials) This checklist came from the UW AugComm Website: http://depts.washington.edu/augcomm/01_vocab/vocab2_emerging.htm

b)    Did you modify this tool?  If so, in what way? No, I did not modify this tool.

c)     Anything you still don’t like about it and may change in the future? I might consider adding more checklist options as I go through the process of using this tool with a variety of clients.

Likes and Dislikes Checklist from the UW AugComm Website



Introduction
A checklist can be helpful when searching for initial likes and dislikes for an individual with "emerging" communication skills. To use this list, interview familiar partners or conduct some trials with the items. Circle items that are liked, put an X through disliked items and leave blank those that are unknown.

Auditory: This would include sounds you make (e.g. reading, singing) or sounds you cause (e.g. sounds from a pet, environmental sounds, etc.) Be careful about eliciting startle reflexes in individuals with significant sensory-motor impairments.

· Voices: siblings, parents, friends; talking, reading a story, singing a song

· Music: favorite songs (sung on tape or by family member), favorite radio stations, favorite musical instruments, songs and music styles that are hated

· Toys: sounds associated with favorite toys and unpleasant toys · Computer: sound effects with computer games, positive and negative

· Animal sounds: favorite pet, favorite farm animal or people imitating animals

· Environmental: vehicles, car or bicycle horns, crowds, voices, baby crying, doors slamming

Visual: This would include looking at objects (e.g. books, toys, television or movies), watching people do funny or ordinary things, etc. Again, be careful about eliciting startle reflexes from some individuals.

· Television: watching favorite shows or favorite characters, favorite movies or characters in a movie, favorite advertisements.

· Movies: watching favorite shows or favorite characters, exceptional advertisements for movies

· Computer screen: with moving colors and shapes, with characters that move (with or without sound).

· Lights: spinning or blinking lights, Christmas lights, overhead lights turned on and off

· Mirror: looking at self, watching movement reflected, mirrors that distort

· Window to outdoors: watching trees in the wind, animals moving, etc.

· Bubbles: watching someone blow bubbles, watching them land, hitting them

· Moving Toys: vehicles (with or without sound), mobile,

· Fish tank: with fish and with moving parts · Animals: household pets, farm animals

· Faces: familiar and unfamiliar faces

Tactile: This can mean feeling objects, pets or people as well as being touched (e.g. head rub, foot rub, back scratch).

· Temperature: hot or cold on the skin

· Blowing air: fan, hair dryer

· Textures: liquids, sand, beans, macaroni, dry oatmeal, popcorn, rice, jello, foam, soft clay, finger paints, pudding, oil, Silly String, lotion, bubbles, wet oatmeal, cotton, feathers, cotton towel, flannel cloth, fur, sheep skin, nylon fabric, wool, carpet square, sand paper, paint brush

· Rest surfaces: floor, carpet, tile, bed, mat

· Vibration: vibrator, massager

· Touch: stroking or massaging skin, combing hair, washing face, tickling, rough housing

Taste or textures in the mouth: This includes eating or drinking various foods or tasting instead of consuming (e.g. ice chips, oral swab with flavor on it). Be careful about dietary and eating restrictions in some individuals.

· Temperature: hot or cold items

· Tastes: sweet, sour, salty, spicy

· Textures: solids versus liquids, soft versus crunchy

· Foods: Consider favorite foods and disliked foods in all these categories: · snacks: · vegetables: · fruits: · meat dishes: · dairy products: · drinks

Smells:

· Toiletry products: perfume, after shave, shaving cream, mouthwash, toothpaste

· Strong smelling foods: bread, fish, banana, strawberry, coffee · Environmental smells: garbage

· Spices: peppermint, onion, garlic, curry, vanilla, chili, cinnamon, cloves, nutmeg, ginger, honey

Kinesthetic: This includes moving or being moved

· Dancing:

· Swinging

· Spinning:

· Other:

Form for Observing Communication in AAC Users and Speaking Peer(s)

Resource Toolkit Assignment:  Resource Summary Sheet

1.     Name of the tool, or a brief description: Observing Communication in AAC Users and a Speaking Peer. This form is designed to allow a speech-language pathologist (or other professional) to take relevant notes during an observation of the AAC user in one of his or her common, familiar environments in order to determine how the user currently communicates effectively (or not).

2.     What type of patient(s) would you use this tool/technique with?  (Describe by characteristics or by etiology.) Although you could use this form with any individual being evaluated for/using AAC, this is especially great for capturing communication behaviors of children with their peers (in the classroom, on the playground, during extracurricular activities, at home with family, etc.)

3.     How/why would you use this tool?  In what way will it be helpful? This tool would be great during the AAC assessment process as well as a tool to be used every few months to assess the effectiveness of a chosen AAC method.

4.     What are the advantages of this tool/technique? This form can be used for the same AAC user in multiple communication environments to determine how his/her communication techniques are similar or change in various settings and with various partners. You could use this form over time to track how effective a chosen AAC method is for the user. The form allows for descriptive, qualitative data, which can be far more helpful than percentages and numbers.

5.     Are there any disadvantages to this tool/technique? Since the form uses subjective reporting, it is most beneficial is the same professional completes the observations each time (if you are using it for longitudinal purposes), and this can be challenging if the user moves or ends up seeing various professionals. Additionally, it is not complete in gathering all possible relevant data about communication techniques used, especially since it captures behaviors in a single setting at a time.

The next several questions relate to how you obtained this resource:

6.     If you used an existing tool, answer these two questions:

a)     Source/citation for this tool:   (whether published, or from a course, or SPHSC materials): http://depts.washington.edu/augcomm/01_vocab/forms_vocab/blank_observation_peers.htm

b)    Did you modify this tool?  If so, in what way? I mildly modified it, but only to include the type of AAC being used by the client during the time of the observation. Otherwise, I kept everything the same.

c)     Anything you still don’t like about it and may change in the future? I may consider adding additional sections for notes if I determine them to be highly relevant to my clinical decision-making. If I were to use this form to track improvements in communication over time with a particular client, I would likely create some type of objective data tracking element to make for simpler comparisons between forms.

  

Observing Communication in AAC Users and a Speaking Peer
from UW AugComm

Name of AAC user & age: Type of AAC being used: Activity: Seating/positioning:

Speaking peer & age: Seating: Expectations of peers:

Communication methods available in this activity: 

Describe what peer does (on or off task)	List what peer says and to whom	Describe what AAC user does or what is done for him/her	List what AAC user communicates and how	Obstacles or problems experienced by the AAC user

Quick Screener for New AAC Clients

Resource Toolkit Assignment:  Resource Summary Sheet

1.     Name of the tool, or a brief description: A quick screener for new clients seeking out AAC. This give the clinician a quick way to gather relevant data for making informed decisions about AAC on a single sheet.

2.     What type of patient(s) would you use this tool/technique with?  (Describe by characteristics or by etiology.) This screener is intended to be used with any client seeking out your help in choosing an appropriate AAC system. The questions are general and give the clinician an opportunity to determine what type of communicator the client is (emerging, context-dependent, or independent) and what kinds of basic considerations must be considered when thinking about possible AAC devices or options.

3.     How/why would you use this tool?  In what way will it be helpful? I would use this tool with every client who would benefit from some form of AAC. Whether they need a low-tech options for occasional communication experiences in very particular settings, or a high-tech option to communicate throughout their day, this screener is a quick way to begin to address the client’s needs and abilities regarding AAC

4.     What are the advantages of this tool/technique? The screener is relatively quick and condensed. It asks some of the most important questions to consider when determining the type of communicator a particular client is, and allows the client and/or family to explain likes and dislikes about current and previous methods of AAC. Additionally, it helps the clinician begin to narrow down possible AAC options for the client based on his or her abilities and limitations.

5.     Are there any disadvantages to this tool/technique? Since this is just a one-page screener, it certainly does not provide all the detail a clinician would need in making a final decision about AAC use. In any scenario where AAC options are being considered for a particular client, the clinician needs to spend time observing how the client currently communicates in various settings, which symbol organization methods are simplest and most beneficial to the client, and what kinds of features are most important to that particular client. Although multiple devices or AAC methods may meet the client’s basic communication needs, a detailed AAC assessment (in addition to this basic screener) will help to determine which of those devices and/or methods is best.

The next several questions relate to how you obtained this resource:

6.     If you designed the tool yourself, answer these two questions:

a)     Where did you get the idea for this tool? There is so much to think about when considering the best AAC methods and devices for a particular client. I thought a screener that bundles some of the important assessment questions into a single page would be a helpful way to get started in any AAC evaluation.

b)    Anything you still don’t like about it and might change in the future? I have no doubt that I will find lots of things I would change once I began to use the screener. Certain questions may pop up that I forgot to include or had not thought to consider. I was torn between making the screener quick, and making it fully inclusive and complete. I figured that I’d never get everything into a simple-to-use form, so I prioritized efficiency over completeness.

Quick Screener for AAC

The Basics

Client name:

Age of client:

Diagnosis:

Is the disorder developmental?

            If no, age of onset of disorder/impairment:

AAC Use

AAC use in the past and/or current use:

            Low-tech:

            High-tech:

What is/is not effective about previous and current AAC?

Reason(s) for seeking AAC:

Limitations

Does the client have any of the following that would impact AAC access:

            Hearing impairment? If yes, explain:

            Motor control impairment? If yes, explain:

            Neurological impairment? If yes, explain:

Literacy

Can the client:

            Read? If yes, what grade level?

            Spell (explain mode: writing, typing, etc.)?

            Effectively use predictive text?

Typical AAC Use Environment(s)

In what settings will the client use AAC?

           

Switch Interfaces: A Spreadsheet of Options

Resource Toolkit Assignment:  Resource Summary Sheet

1.     Name of the tool, or a brief description: A collection of switch interfaces available to AAC users.

2.     What type of patient(s) would you use this tool/technique with?  (Describe by characteristics or by etiology.) This tool would be relevant for any client who has significant cognitive or physical impairments that necessitate the inclusion of a switch in their communication system. I foresee using this tool collaboratively with a client’s OT or PT in determining the best physical set-up for the client as well as the best way to support communication within their physical limitations.

3.     How/why would you use this tool?  In what way will it be helpful? Since switches can be so different, and clients’ needs can vary so vastly, it’s critical to choose the right switch for them and this tool is a great resource for either showing a new switch interface to the SLP or reminding her of a switch she might not have worked with recently.

4.     What are the advantages of this tool/technique? This tool provides lots of great information about numerous types of switch interfaces in a clear, organized way. You have access to updated (as of March 2012) information about the switch’s name, the company producing it, connection opportunities, the number of switches involved, necessary software to be installed, a link for additional information, and a picture of the switch.

5.     Are there any disadvantages to this tool/technique? Not that I can see!

The next several questions relate to how you obtained this resource:

6.     If you used an existing tool, answer these two questions:

a)     Source/citation for this tool:   (whether published, or from a course, or SPHSC materials) This tool was created by Linda J. Burkhart and Darlene Brodbeck and posted on Linda J. Burkhart’s website, Simplified Technology: http://www.lburkhart.com/handouts.htm. The specific webpage address for the switch interface list is: http://www.lburkhart.com/Switch_Interfaces_chart_3_12.pdf.

b)     Did you modify this tool?  If so, in what way? No, I did not modify this in any way.

c)      Anything you still don’t like about it and may change in the future? No, I like it the way it is!

*****If the images of each switch interface do not appear in this post, go to the provided link (above) for access to the original pdf document.

Switch Interfaces – Collected by Linda Burkhart and Darlene Brodbeck (March, 2012)

Name	Company	Connection	Number of switches	Software installation necessary	Price	More information
Switch Interface Pro 6.0	Don Johnston	USB	5	No software needed – change the button on the interface to set it for various programs Now supports Clicker 6!	$94.99	http://www.donjohn ston.com/products/a ccess_solutions/hard ware/switch_interfac e_pro_5/index.html
Switch Interface Pro	Don Johnston	Keyboard port on a Windows computer ADB port on a Macintosh computer.	5	No software needed -­‐ change the button on the interface to set it for various programs	$79.00	http://www.donjohn ston.com/products/a ccess_solutions/hard ware/switch_interfac e_pro/index.html
Crick USB Switch Box	Crick Software	USB	4	Software required. It automatically adjusts and remembers programs with the installed database which can be updated. You can assign any key stroke or mouse click for each of the 4 ports.	$159.00	http://www.cricksoft .com/us/products/ac cess/usb.aspx
Mouse Interface	TASH	USB	5	No software needed. Allows any five individual single switches to become the mouse keys giving four directions and click for mouse or cursor	$113.00	http://webstore.able netinc.com/mouse-­‐ interface-­‐5/p/25010/

Inclusive MultiSwitch	Inclusive TLC	USB	6	Software installation needed. The Inclusive MultiSwitch keeps itself up-­‐to-­‐date by downloading the latest database of software titles whenever you go on the internet. Also works as a mouse / cursor	$155	http://www.inclusive tlc.com/Products/Vie wProduct.aspx?psid= 286&gpid=25
Switch Click USB -­‐ Enhanced	Ablenet / TASH	USB	1	No software needed. USB switch that simulates a left mouse click. Plugs in directly to the computers so no interface needed. Can be set to: Left Click Right Click Space Enter Tab or an Arrow key: Up, Down, Left and Right	$139	http://www.ableneti nc.com/Assistive-­‐ Technology/Compute r-­‐Access/Switch-­‐ Click-­‐USB
USB Mini Click	Ablenet / TASH	USB	1	Same as the Switch click but smaller for mounting	$125	http://www.tashinc.c om/catalog/ca_mini_ click.html
HitchTM Computer Switch Interface	Ablenet	USB	5	No software needed -­‐ change the button on the interface to set it for various programs	$89.99	http://webstore.able netinc.com/hitch-­‐ computer-­‐switch-­‐ interface/p/1003410 0/
USB Switch Interface Plus	The QuizWOR KS Company	USB	5	No Softwre needed NEW! features include: -­‐A 5th Row Template -­‐Now providing easy access to: -­‐Crick's Clicker 5 Software	$99	http://quizworks.co m/usb_switch_interf aceplus.html

				-­‐Intellitools Software -­‐Kurzweil Systems
QuizWORKS Wireless Switch Interface	The QuizWOR KS Company	Wireless USB	5	No software needed	$230	http://quizworks.co m/wireless_switch_i nterface.html
Swifty	Origin Instrumen ts	Stereo jack (single switches need cable kit) Also works wirelessly if used with Beam	1 or 2 with stereo adapter	No software needed. A two switch USB interface that emulates, mouse, joystick and keyboard functions which are set by dip switches.	$79.95	http://orin.com/acce ss/swifty/index.htm
Swifty and Beam	Origin Instrumen ts		3?
The Super-­‐ Switch	RJ Cooper	USB	3	Software optional. It defaults to function as a mouse click on any computer, through the cordless USB receiver. 3 switch inputs with the Switch Hopper software, you can set the switch inputs to do just about anything that any software wants.	$149.	http://rjcooper.com/ super-­‐ switch/index.html

Switch Hopper	RJ Cooper	USB	3	Software optional. There are 3 switch inputs which simulate standard mouse-­‐clicks with the software; you can configure each button to simulate a mouse click event or keystroke you’d like.	$99	http://rjcooper.com/ switchhopper/index. html
Mini-­‐Switch Port	RJ Cooper	USB	2	Software optional. switch(es) simulate standard mouse-­‐clicks. Installing the accompanying Switchhopper you can configure each button to simulate any mouse click or keystroke	$89	http://rjcooper.com/ mini-­‐ switchport/index.ht mll
Cordless Switch Interface	RJ Cooper	Cordless USB	2	Software optional. switch(es) simulate standard mouse-­‐clicks. Installing the accompanying Switchhopper (win) or Sam-­‐X (Mac) you can configure each button to simulate any mouse click or keystroke	$99.	http://rjcooper.com/ cordless-­‐switch-­‐ interface/index.html
Switcheroo	RJ Cooper	Not listed	3	Switcheroo has three ports to plug switches into a computer simulating mouse clicks. With installation of the accompanying software, you can configure each button to simulate any mouse-­‐ click or keystroke.	$119	http://rjcooper.com/ switcheroo/index.ht ml
Intelliswitch	Madentec	USB/wireless	5	Install the drivers to control up to 5 switches. With over 25 functional switch presets When used with Discover Pro 2.0.2 software, IntelliSwitch enables individuals with motor	$299	http://www.madente c.com/products/intel liswitch.php

				impairments to perform all keyboard and mouse functions by simply pressing a switch
IntelliKeys	Intellitools	USB	2	The Intelliekeys keyboard has two ports which can be used as a switch interface	$395	http://store.cambiu mlearning.com/Progr amPage.aspx?parentI d=074003405&functi onID=009000008&sit e=itc
StealthSwitch At-­‐5 and StealthSwitch AT-­‐10	H-­‐Mod, Inc.	USB	5 or 10	Software driver for programmable functions Mac and Windows	StealthSwit ch AT-­‐5 $79.95 StealthSwit ch AT-­‐10 $99.95	http://www.stealths witchat.com/

iPad:
Blue2TM Bluetooth® Switch	Ablenet	Bluetooth for iPad	2	Only works with switch enabled Apps that have been designed to use it	$149.00	http://webstore.able netinc.com/blue2TM-­‐ bluetooth®-­‐ switch/p/10035006/
it-­‐iClick -­‐ iPad switch Interface	Inclusive TLC	Direct connection to the iPad	6	it-­‐iClick plugs directly into the Apple port and allows up to six Simply Works products to be paired with the iPad to achieve switch access. Apps must be specifically written for switch access. Must be used with inclusive TLC wireless switches or other simply works products	$165 plus 2 switches: $335 for 2 $245 for 1 NOT YET AVAILABLE	http://www.inclusive tlc.com/Products/Vie wProduct.aspx?psid= 358&gpid=353
Bluetooth Switch Interface	RJ Cooper	Bluetooth	2	Only works with switch enabled Apps that have been designed to use it	$99	http://rjcooper.com/ bluetooth-­‐switch-­‐ interface/index.html
The Bluetooth Super-­‐Switch	RJ Cooper	BlueTooth	2	Only works with switch enabled Apps that have been designed to use it	$149	http://rjcooper.com/ bluetooth-­‐super-­‐ switch/index.html
Select-­‐5 Device Controller	RJ Cooper	RJ adapted controls connected to iPod, TV remote	5	Works with other RJ Cooper remote components	$99 plus iPod Remote..... $79	http://rjcooper.com/ select-­‐5/index.html
Scan-­‐5 Device Controller	RJ Cooper	RJ adapted controls connected to iPod, TV remote	2	Works with other RJ Cooper remote components	$199 plus iPod Remote..... $79	http://rjcooper.com/ scan-­‐5/index.html

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Linda J. Burkhart linda@Lindaburkhart.com http://www.Lburkhart.com and Darlene Brodbeck dbrodbeck@aces.org