Download - Communication Application Project
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COMMUNICATIVE ASSESSMENT PROJECT 2
Student Profile
C is a male student in sixth grade. . He has autism and is non-verbal but does
make verbal utterances on occasion. However, he has much to communicate. The
amount of time I spent with him I could tell he was trying to comment on things and
make conversation. Though he doesnt have a constant and complete way of
expressing himself. He is currently in the functional life skills classroom. He can
identify units 1-5. He is also currently working on structured tasks with much
prompting and redirecting. He cannot read fluently, but he is able to recognize a few
words. He uses a communication board to ask for things and answer simple
questions. He communicates using a combination of gestures including some signs,
when not using his communication board. He is a compliant student, but can often
use aggressive behaviors. I believe his behaviors is his way of communicating. He
needs a way to communicate his desires, feelings, and thoughts so that he does not
have to rely on these aggressive behaviors. He will be getting a Dinovox sometime
this semester the exact time is not determined
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facial expressions, and verbal utterances. During the direct interaction assessing
expressive communication on October 10thhe showed that he spontaneously
commented on spilling on his pants by verbalizing and pointing. When I interacted
with him during the preference assessment he put his hand on my arm and showed
me the toy he was playing with. This was his spontaneously commenting to me
about his toy. His behaviors I believe to be him trying to communicate with other,
but he does not know another way to communicate. When interacting with him he
would touch my arm to get my attention then verbalize. However, he was not
speaking words from what I could tell. This is another way of his expressive
communication though it wasnt clear and not successful. Inappropriate touching is
another one of his behaviors that the teachers are working on limiting. I think this
may be another form of communication for him. He also communicates by facial
expressions. When he is enjoying himself or his communication was successful he
will smile and laugh. When he isnt he will have an angry expression that clearly
shows he is not happy
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COMMUNICATIVE ASSESSMENT PROJECT 5
Assistive Technology
Currently C is using a communication board and working towards board
for assistive technology. He only uses these forms of communication when
prompted. He needs to learn to use these forms of communication to communicate
his thoughts, feelings, and desires instead of using his behaviors. When assessed on
using his communication board on October 10thhe was able to respond to almost all
the questions correctly. Of the 20 questions he only missed three. He was very
successful in being prompted to use this technology, but it is not spontaneous.
Working on C using this device in multiple situations not just when he is working is
important. Teaching him how to use it socially I think is very important. He will be
getting a Dinovox this at some point this semester. It will take time to teach him how
to use it, but his using a communication board will hopefully have gotten him
familiar with how a communication device works.
Preferences and Nonpreferences
According to the preference assessment given October 9 10 and 11th C
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options would be beneficial. Putting what he prefers into his Dinovox when it is
received could give him the opportunity to comment on the object with others or
request them.
According to the preference assessment given on October 11thC prefers
sweets to healthier food. When given a choice of 7 food options he chooses the two
sweets first. The average ranking showed that he preferred the Snickers first, then
Oreos, carrots, hotdog, banana, peanut butter and jelly sandwich, and finally an
apple. In his food choices is shows he prefers the sweets first, but after that there
was not as much consistency in his choices. This information can be used to show
that he will choose the sweets first, so when given a choice for lunch and sweets are
not an option, the should be put in a different category of not shown. Adding most of
these items to his communication system would be beneficial because he would
have a greater range of options to choose from.
Priority Communication Skills
One communication skills that is very important for C to learn is to express
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the ability to clearly communicate his feelings and desires to others is one way to
start developing his social skills. When he gets his Dinovox inputting feelings, needs
and desires will be a great way to start teaching him to express those. He will be
learning the new system but when he has he will be able to use these symbols to
express himself
The second skill that it is important that C learn is using communication
socially. He does not use it currently, only sporadically. Getting him involved in
social activities is one way to teach him these skills. His communication device
should be used to practice and learn these skills. Similar to expressing himself
adding social responses in his new Dinovox will help him learn these social skills.
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References:
Downing, J. (2005). Teaching communication skills to students with severe disabilities
(2nd ed.). Baltimore, MD: Paul H. Brookes Publishing Company.
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Running Header: COMMUNICATIVE ASSESSMENT PROJECT 10
Ecological Inventory Worksheet
Assessor:
Karin Ackerman
Setting:
Mrs. Ortegas Classroom FLS class
StudentInitials:
C
Activity:
Cooking, Cleaning, Computer
Date/Time:
10:00-10:20 10/1/13
Direct
Observation:
1 2 (circle the appropriate number)
Steps in the activity:
Follow recipesteps andorder of
PB&JSandwich
Follow stepsfor Cleaning
Tables
Computer(Free time)
Cues/prompts:
Physicalprompt to stayat table to
clean Pointing and
verbal prompts
Verbal tellinghow to get on
computer for
free time
Pointing Redirecting to
computer
physically andverbally
Communication
skills needed in the
activity:
Choice fromlist ofcomputeroptions
(pointed)
Verbal outburst
Receptivecommunicati
on done whenhears name of
letter andtypes letter
into computer
Student
performance:
Compliantfollows
instructions Seems aware
of routinenow
Flips chairwhen on
computer
Discrepancy
between the
communication
skills needed
and thestudents
performance. He needs a
way to
communicat
e his want
and needs
and ask
questions
without
teacher
initiating
communicat
ive
opportunity
He needs aconsistent
mode of
communicat
What
communication
skills does the
student need to
learn? He needs
to learn a
way to
communicate that is
socially
appropriate
He needsto learn
how to
express
himselfmeaningful
ly without
aggressive
or phsycail
actions
(flipping
chair or
other
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ion items.
This worksheet is adapted from Downing (2005, pp. 43-50). Please reference the book for additional explanation and
examples of ecological inventories.
Downing, J. (2005). Teaching communication skills to students with severe disabilities (2nd ed.). Baltimore, MD: Paul H. Brookes
Publishing Company.
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Ecological Inventory Worksheet
Assessor:
Karin Ackerman
Setting:
Edison Lunch room
Student
Initials:
CActivity:
Eating lunch
Date/Time:
10/1/13 11:30-12:00
Direct
Observation:
1 2 (circle the appropriate number)
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Steps in the
activity:
Sit at lunchtable (wait
for teacherto brin his
lunch)
Eat lunch Throw
away food
Cues/prompts:
Sit verbal Put legs
under table-
gesture andverbal
Do you likeyour
sandwich?
Physicalprompt tofinish food
and sit, stayin seat, and
throw awayfood
Communication
skills needed in the
activity:
Choice (food)but did notget to choose
Used theworking
towardpenny book
to remindwhat good
behavior isfor
Gestures yesor no Laughing
Student
performance:
Compliant isvery
reinforced byfood
Became antsyfidgety before
food arrived
Became morefidgety as
time went on
Got out ofseat
Screamed andgot out ofseat.
Discrepancy
between the
communication
skills needed and
the studentsperformance.
Touchesteacher when
wants toexpress
himself
Does nothave a wayto express
himself otherthan physical
and short
shouts andsounds
What
communication
skills does the
student need to
learn? He needs to
learn a way
to
communicat
e that is
socially
appropriate
He needs tolearn how to
express
himself
meaningfully without
aggressive
or physical
actions
(flipping
chair or
other item
This worksheet is adapted from Downing (2005, pp. 43-50). Please reference the book for additional explanation and
examples of ecological inventories.
Downing, J. (2005). Teaching communication skills to students with severe disabilities (2nd ed.). Baltimore, MD: Paul H. BrookesPublishing Company.
Language Sample Datasheet
Assessor:
Karin Ackerman
Setting:
Lunch Room
Date/Time:
10/3/13
Activity:
Eating lunch and socializing
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Forms of communication:
Verbal, raising hands for attention in announcements, Talks to teacher and ask question
Language sample:This boy said he missed her, can you believe that?
My sister goes there, do you like that place?
Are there video games at school?
I got one F in social studies because I didnt know the states. But
Mr. _____ said I can fix my grade y being good in class.
I got 2 Fs and 1 D
You cant go to the dance if you have any Ds or Fs
Purpose/function:
Socialization,
Discovering friends likes, interests, activities, and what they do.
Who their family and friends are.
Dance and their eligibility to go.
This datasheet is adapted from Downing (2005, pp. 70-73). Please reference the book for additional explanation and examples
of language samples.
Downing, J. (2005). Teaching communication skills to students with severe disabilities (2nd ed.). Baltimore, MD: Paul H. BrookesPublishing Company.
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Expressive Receptive Social
Language sample (if
appropriate):
Pointing
Gesturing
Minimal verbal sounds
Listening to teacher, peers Opportunities to interact with
peers in classroom &
lunchroom but does not tend to
do so
Communication skills
needed in the activity:
Ability to express thoughts, wants,
desires to adults and peers
Ability to follow directions given
from teacher
Listening in various contexts
Knowing appropriate physical
interactions with peers and
adults when trying to
communicate (no hitting,
Student performance: Demonstrates ability to perform
some gestures, can point to
Boardmaker pictures in
communication book, and can make
minimal verbal sounds. Also shows
facial expression.
Shows ability to understand
directions given and can make
choices given to him. But also
needs a great amount of prompting
to perform in school.
Does not show desire to
interact with peers, often
inappropriately touches
teachers.
Discrepancy: Major discrepancy. His inability to
communicate with a consistent
device results in frustration. This
frustration is aggressive and
disruptive in the classroom.
The amount of prompting and
support that Student C needs is a
major deficit in the area of
receptive communication. These
tendencies make it appear
uncertain about how much he is
truly receptively understanding.
Students who are Student Csage enjoy spending time
communicating with their
peers. They have the ability to
express themselves, listen, and
interact with one another.
Student C doesnt seem to beinclined to socially interact with
peers, but enjoys adult
attention at times.Communication learning
needs:
He needs a consistent
communication device that he can
learn in order to express himself
with ease.
He needs further practice listening
and following directions without
aggressively opposing.
Student C can learn to interact
with peers without becoming
uncomfortable or over-
stimulated.
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Running Header: COMMUNICATIVE ASSESSMENT PROJECT 16
FORM A1 Assessment
Design or set up an activity, play a game, or present the student with some novel materials. Start the activity andinclude the student (Other students may also be participating). Collect data on the various ways the student
communicates to you during the activity (e.g., uses words, uses symbols, uses vocalizations, etc.). Also, document the
different vocabulary and/or messages that are communicated by the student. (You can organize your data by the
following categories: requests, emotions, rejections, commenting or describing, providing information or answering
questions, etc.). During the activity, also document when and how often the student is communicating in response to
questions, prompts, or cues AND when and how often the student is initiating communication (unprompted). (FORM
A1)
Focus Student: (initials or fake name): C.Assessor: Bridget Golden
Date: 10/10/13
Length of Activity: 10:30-10:45
Location: FLS Classroom Individuals involved (Only number
and initials).
4; C, BG, Mrs. M, & Mr. W
Description of Activity:
Cooking a hot dog in the classroom using the microwave
Ways the student communicates during the activity (speech, pointing/gestures, communication device, symbols,
etc.). Pointing, gestures, verbal utterances, Communication book
Vocabulary or Messages Used: Prompted orSpontaneous
Requests (I want):
1. more (sign language) for more hot dog
2. thanks (sign language)1. spontaneous2. prompted
Rejects (I dont want, I dont like, etc.):
N/A
Emotions (Im mad, Im happy.) spontaneous
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Other?:
Student C tends to smell his food before eating it, I just thought this was interesting!
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FORM D9 Assessment
Part A: In advance of interacting with the student, find out the vocabulary or messages that are included in their
communication system (low tech or high tech), create a list of a reasonable amount (15-20) of communicationmessages included within their communication system that they would likely use in the appropriate situation
(you will need to ask your cooperating teacher his or her best guess or assessment of this information). (If the
student does not have a formal system, you can ask someone to list all the types of messages that the student
communicates.) Then, arrange an opportunity for the student to use these messages or vocabulary within the
context of a 15-30 minute activity or task. Give ample opportunities to the student to naturally use the messages
and vocabulary by interrupting the task, asking general questions (How are you today? Can you tell me what
happens next Whose turn is it? or What do we need next? Record any usage of the identified
messages/vocabulary during the arranged activity/task. If the student does not use any of the vocabulary or
messages, go to Part B.
Part B: (If assessment A does not yield any demonstration of use of symbols/messages in a natural activity/task.)
If the student does not communicate the identified messages during the time you arranged in Part A, directly ask
the student to show you specific vocabulary or messages within their communication system. (e.g., Show me
your message/symbol for dog. Show me symbol for Mom. Show me your name. Showme what you say
when you want to go to the bathroom. Collect data on the students ability to show you different messages on
their communication system. If the message is hidden on the device, how does the student navigate to get to the
correct message or screen on the device. How does the student access the device (switches, direct select)? (See
attached FORM D9)
PART B
Assessor:
Bridget Golden
Focus Student: (initials or fake name)
C.
Setting: Functional Life Skills Class
Date(s) of assessment:
10/10/13
Time:
10:45-11:15
Description of no tech (signs/gestures), low (non electronic or simple technology) or high tech system(voice output communication device with option of more than 4 messages--electronic):
Low Tech Student C has a communication picture book that contains Boardmaker symbols to
communicate. It is in the form of a binder and contains hundreds of symbols on different pages.
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7. Thanks Yes
8. EatYes
9. Computer Yes
10. Home Yes
11. School
Yes
12. Water Yes
13. Stop No
14. Pizza
Yes
15. Popcorn Yes
16. Fruit
No
17. 1
Yes
18. Clean up No
19. Birthday My birthday
is
Yes
20. Phone number My # is Yes
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Notes: Jot down some notes that explain how the student responded to the directions.
Needed some redirecting. Walked to sink paused at sink then continued past towardcomputer. Physically stopped and turned away from computer and back to sink to
finish.
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Running Header: COMMUNICATIVE ASSESSMENT PROJECT 22
MSWO (Preference Assessment)
Focus Student: C Assessor: Karin Ackerman Setting/Context: FLS Classroom Date: 10/11/14
Items Date:
Session 1
Order Selected
Date:
Session 2
Order Selected
Date:
Session 3
Order Selected
Date:
Session 4
Order Selected
Date:
Session 2
Order Selected
Total (Addorder numbers
acrosssessions)
Mean(Total/#sessions)
Rank =(Lowest mean
is mostpreferred)
Carrots 5 3 6 14 3 3
Snickers 2 2 1 5 1.7 1
Apple 4 6 7 17 5.7 7
Peanut butter and Jelly Sandwich 7 7 2 16 5.3 6
Banana 6 5 3 14 4.7 5
Hot Dog 3 4 4 11 3.7 4
Oreo 1 1 5 7 2.3 2
Ranking of Preference Additional Notes about how these preferences/nonpreferences can be used for communication by thestudent.
Using this assessment it can be determined which food C prefers. Then if put into his communication device
he can ask for specific food he enjoys. This gives him the choice and opportunity to express what he wants
and communicate his desires.
Rank Item
1(most preferred)
Snickers
2 Oreos
3 Carrots
4 Hot Dog
5 Banana6 Peanut Butter and Jelly Sandwich
7 Apple
8(least preferred)
Notes and Documentation about nonpreferences: (This can be based on your preference assessment and your observations and interactions with the student.
Also, indicate how the student indicates that she/he does not prefer specific things.)
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MSWO (Preference Assessment)
Focus Student:____C_____________ Assessor:__Bridget Golden__________ Setting/Context__FLS Classroom_________________________________
Items Date:10/9
Session 1
Order Selected
Date:10/10
Session 2
Order Selected
Date:10/11
Session 3
Order Selected
Date:
Session 4
Order Selected
Date:
Session 2
Order Selected
Total(Add
order numbers
acrosssessions)
Mean(Total/#sessions) Rank =(Lowest meanis mostpreferred)
iPad 6 3 3 12 4 3
Racecar 3 5 6 14 4.6 5
Superman light-up handheld
device
5 4 4 13 4.3 4
Binoculars with picture
slideshow
4 6 5 15 5 6
Monsters Inc. Book 7 7 7 21 7 7
Sensory box with corn seeds 2 2 2 6 2 2
Computer 1 1 1 3 1 1
Ranking of Preference Additional Notes about how these preferences/nonpreferences can be used for communication by the
student.
The student uses these items when he is working on sensory skills. He uses them to regulate himself and forstimulation purposes. If he had a way of communicating which items he would like to choose to use on a
particular day, it would be easier for his teacher to understand how to help him with this regulation. This is
also practice for communicating his wants and needs to others.
Rank Item
1
(most preferred)
Computer
2 Sensory box wth corn seeds
3 iPad
4 Superman light up handheld device
5 Racecar
6 Binoculars with picture slideshow
7 Monsters Inc Book
8(least preferred)
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Notes and Documentation about nonpreferences: (This can be based on your preference assessment and your observations and interactions with the student.Also, indicate how the student indicates that she/he does not prefer specific things.)
Student Cs preferences seem to be very stimulating items. The computer and the iPad both have screens and can be used for a wide range of activities -
- both academic and recreational. The sensory box with corn seeds in it is an item that is very hands-on which Student C very openly enjoys as communicatedthrough his body language and laughter. Many of the items that averaged in the middle are also items that provide some stimulation factors but are not quite as
exciting to Student C. Although Monsters Inc is Student Cs favorite leisure topic (on computer), he was not interested in the Monsters Inc Book whatsoever. I
found that pretty interesting. I would say overall, the items ranged from extremely stimulating items to minimally stimulating items.