VanTatenhove-Student AAC Profile & Portfolio€¦ · Profile & Portfolio Gail M. VanTatenhove The...
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TheStudentAugmentativeandAlternativeCommunication
Profile&Portfolio
GailM.VanTatenhovewww.vantatenhove.com
TheStudentAugmentativeandAlternative(AAC)Profile&Portfolio©wasdevelopedtodocumenttheuseofAACsystemsthatemphasizestheuseofcorevocabulary.Ithasbeenusedbyteamsthatsupportedstudentswithcomplexcommunicationneedsinbothinclusiveandspecialeducationclassrooms.Itincludesformstodocumentthefollowinginformation:
IdentifyingStudentInformation...........................................................................................................2
ClassroomBoardandVisual/AcademicSupportMaterials...................................................................3
Student’sPersonal,Multi-ModalCommunicationSystem....................................................................5
StudentCommunication&LanguageProfile........................................................................................7Section1:CommunicationFunctions...............................................................................................9
COMMUNICATIONFUNCTIONS&ROLES–DATACOLLECTIONFORM.............................................10COMMUNICATIONFUNCTIONS&ROLES-IMPLEMENTATIONPLANNINGFORM...........................11
Section2a:VocabularyAcquisition–UseofWordsfromLanguageGroups...................................12Section2b:VocabularyAcquisition–ResponsetoVocabularyModeling.......................................13Section2c:VocabularyAcquisition–TargetVocabularyLearning..................................................15
CHARTOFCOREANDEXTENDEDVOCABULARY...............................................................................16CHARTOFMORPHOLOGICALSYMBOLSANDSPECIALSYMBOLS......................................................26
Section3:SyntaxandSentenceDevelopment...............................................................................27Section4:MorphologyDevelopment............................................................................................28Section5:InteractionwithCommunicationPartners.....................................................................29
OtherAssessmentProtocols..............................................................................................................31
SamplesofAcademicandWrittenWork............................................................................................32
LanguageSampleTranscripts.............................................................................................................33
OtherDocumentation........................................................................................................................34
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StudentAACProfile&Portfolio
®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 2
IdentifyingStudentInformationIncludeallinformationonthestudentrelevanttoparticipationinacorevocabularyclassroom.Familyinformationisrecommendedinordertobuildinthenecessaryhome-schoolconnectionandsupportuseoftheAACsystemwithinthehomeenvironment.
StudentName: School:
DOB: GradeLevel:
Diagnosis: Teacher:
LevelofControl/IntentionalityofBehaviorsthatareinterpretedasCommunicationon______________:
�uncontrolled/unintentional�controlled/unintentional�controlled/intentional
LevelofCommunicationIndependenceon
___________:�Emerging,�Context-
Dependent,�Generative-Independent
ClassroomAssistant(s):
KeyMedicalInformation:
Speech-LanguageTherapist:
Language(s)spokenathome:
OccupationalTherapist:
Parents: PhysicalTherapist:
Siblings: VisionSpecialist:
HearingSpecialist:
CriticalExtendedFamily:
BehaviorSpecialist:
OtherSchoolTeamMember:
OtherRelevantFamilyInformation:
PrivatePracticeServices:
OTHER:
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 3
ClassroomBoardandVisual/AcademicSupportMaterialsStudentName:________________________________CommunicationPartnerClassroomBoard:Describetheclassroomboard(s)thatisbeingusedinlanguagemodelingwiththestudent(s).
NameofBoard(ifappropriate):�Pixon50-Location� ________ �_________
NumberofTargets:�1–10�11–20�21–5�51–75�76–100�_____
NumberofVocabularyWords:�1–10�11–20�21–5�51–75�76–100�___
TypeofSymbols/PicturesontheboardforCoreVocabulary:(checkeachthatapplies):
�Pixon�PCS�Symbolstix�Photos�Tactile�_________________
TypeofSymbols/PicturesontheboardforExtendedVocabulary:(checkeachthatapplies):
�Pixon�PCS�Symbolstix�Photos�Tactile�_________________
ClassroomVisualSupportMaterialsUsed:Checkoffanddescribe(ifnecessary)theclassroomvisualsupportmaterialsthatarebeingusedtosupportcommunication.
�WallChartfromthePixonProjectKit
�CoreVocabulary�ExtendedVocabulary#ofchartsinclassroom______otherlocationsofchartsinschool:__________________________________________copyofchartathome?YN
�OtherWallChart(describeandincludephoto):
�CoreVocabulary�ExtendedVocabulary#ofchartsinclassroom______otherlocationsofchartsinschool:__________________________________________
�DescriptiveLabels(describewhat/whereplacedinroomorschool,includephotos):
�EnvironmentalMini-Scripts(describewhat/whereplacedinroomorschool,includephotos):
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 4
�CommunicationDisplaysPostedinEnvironments(describewhat/whereplacedinroomorschool,includephotos):
�VisualSchedulesforcommunicationpurposes(describe,includephotos)
�Symbolbooksforwritingactivities(describe,includephotos):
�Interactivewhiteboard(describe,includephotos):
�AACSymbolizedcurriculummaterialsusedintheclassroom:
�UniqueLearningSystem(describe):
�Other(describe):
�Other(describe):
�Other(describe):
�Othervisualmaterialsrelevanttocommunicationdevelopment:
�Otherclassroom-basedtechnologybeingusedrelevanttocommunicationdevelopment:
�Singlemessagedigitalvoiceoutputdevices(describe):
�Sequencemessagedigitalvoiceoutputdevices(describe):
�Lite-Techdevices(e.g.,GoTalk,SuperTalker,etc.)(describe):
�Other(describe):
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 5
Student’sPersonal,Multi-ModalCommunicationSystem
StudentName:________________________________CurrentCommunicationSystem(listdate):___________Updatewithadditionalcopiesofthisformthroughouttheschoolyear.Includeanend-of-the-yeardescriptionofthestudent’scommunicationsystem.
Checkeachmeansofcommunicationintentionallyusedbythestudent,guess%used,anddescribe.Makesurethedescriptionofboards,SGDs,andappsliststhenameofthevocabularyprogramandanapproximateamountofvocabularyavailabletothestudent.
�vocalizations/speech _____% Describe:________________________________________
�gestures _____% Describe:________________________________________
�manualsigns _____% Describe:________________________________________
�manualCboard _____% Describe:________________________________________
�lite-techSGD _____% Describe:________________________________________
�high-techSGD _____% Describe:________________________________________
�mobiledevice/app_____% Describe:________________________________________
IFthestudenthasapersonal,speech-generatingdevice(SGD)ormobiletechnologywithanapp,isitownedbythestudent/family?YN
Copy/PhotooftheStudent’sManualBoard,SGDorMobileDevice/App:Includeaphotocopyand/orphotographofthestudentmanualcommunicationboard,SGD,ormobiledevice/app.
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 6
AccessMethodforAACSystem(s)Used:
�directselection:pointswith____________(listbodypartortoolused)
�scanning:
switch(es)andlocation(s):
typeofscanning:�automatic�step�hold
pattern:�linear�row/column�column/row�quarterrow/column�directed
partnerassistedscanning:
�encodedsystem(describe):
TransportationoftheAACSystem:
DoesthestudentINDEPENDENTLYtransporttheAACsystem?YNDescribe:
Whattypeoftransportationsystemisbeingused?Describe:
Includeaphotographofthestudent’smountingsystemorothertypeoftransportationsystem.
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 7
StudentCommunication&LanguageProfile
StudentName:________________________________
Date(s): Setting: CommunicationPartner(s)
Activity AACSystem ScaffoldsProvided
Sample1:
Sample2:
Sample3:
Sample4:
Sample5:
Sample6:
• Listthedate(s)ofthesampling.Tryandconducteachsampleduring1to5days.• Notethesetting(s)forthesampling,(e.g.,classroom,playground,speechroom,home).• Listthecommunicationpartner(s)interactingwiththestudent(e.g.,teacher,assistant,classmates)• Describetheactivity(ies)beingusedtostimulatecommunicationinteraction(e.g.,art,lunch,
reading)• DescribetheAACsystem(s)availableforthestudenttouse(e.g.,Pixonboard,wallchartwords).• Noteanytypeofmodificationstothesystem(s)toscaffoldsuccess(e.g.,visualmasking,
highlighting,etc.).Theformissetupfor6samplingopportunities.Ineachopportunity,collectinformationon5things:
Section1:CommunicationFunctions(whythestudentiscommunicating)Section2:VocabularyAcquisition(thewordsbeinglearnedandusedbythestudent)Section3:SyntaxandSentenceProduction(howthestudentisputtingwordstogether)Section4:Morphology(howthestudentisputtingendingsonwords)Section5:InteractionwiththeCommunicationPartner(s)
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 8
ItisachallengetodirecttheactivityANDrecorddata.AnditisIMPOSSIBLEtosimultaneouslyobserve/recorddataforeachofthesefiveareas.Optionsforgatheringtheneededinformationincludethefollowing:
• Haveonepersondirecttheactivitywithanotherpersonrecordingthedata.Conductthesameorsimilaractivityfourtimes,collectingdataforoneofthefiveareasoneachrepetition.
• Videotapetheinteractionandcompletethefiveformsatalatertime.• Havefivepeopleobservetheactivity,witheachresponsibleforoneofthefiveforms.
NOTE:ThechecklistsforCommunicationFunctions,VocabularySelection,Syntax,andMorphology,arebasedonwhatispossiblewiththewordsandgrammaticalmarkersonthemostrobustPixonboard.ThechecklistsdonotreflectALLpossiblegrammaticalvariations(e.g.,regularandirregularverbs,singleandpluralirregularnouns,etc.).
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 9
Section1:CommunicationFunctionsCheckcommunicationfunctions/rolesobservedduringtheactivity(ies)orthatareknowntooccurconsistently.Basedecisionson(1)familiaritywiththestudent,(2)theresponseofthestudenttoyourinterpretationofhis/hermeaning,and(3)familiarlywiththedailyroutine.Overtime,provideanopportunityforeachofthefunctions/roleslisted.
Usethefollowingnotationtoindicatehowthestudentcommunicatedthefunction(s)orrole(s).MarkwithanXifanopportunitywasprovidedtocommunicatethisfunction/role,butthestudentfailedtorespond.Markwitha/ifnoopportunitywasprovidedtocommunicatethisfunction/role.
X=opportunityprovided,butnottakenbythestudent B=behavior(e.g.,yell,throw,laugh,etc.) V=vocalization/speechG=gestureorsignS=symbolonacommunicationsystem/=noopportunityprovided
AcopyoftheDataCollectionFormforCommunicationFunctions&Roles*isonthenextpage.AcopyofanImplementationPlanningFormforshapingcommunicationfunctionsandrolesfollowsthatpage.
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 10
COMMUNICATIONFUNCTIONS&ROLES–DATACOLLECTIONFORMX=opportunityprovided,butnottakenbythestudent B=behavior(e.g.,yell,throw,laugh,etc.) V=vocalization/speechG=gestureorsignS=symbolonacommunicationsystem/=noopportunityprovided
S1 S2 S3 S4 S5 S6CommunicationFunctions&Roles*
callforordirectattention
requestobject
requestordirectaction
requestassistance
requestrecurrence
regulatetime,distance,action
statenonexistenceordisappearance
greet(sayhello)
part(saygood-bye)
affirm(sayyestoaquestion)
deny(saynotoaquestion)
cessation(tomakesomethingstop)
rejectorrefuse(person,place,thing)
requestinformation(askquestion)
commentonanobject
commentonanaction
expressemotion
nameorlabel
stateassociations
*agentoftheaction(I,you)
*possession(mine,my,yours,his,hers)
*location(prepositions,adverbs)
*objectoftheaction(namesofthings)
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 11
COMMUNICATIONFUNCTIONS&ROLES-IMPLEMENTATIONPLANNINGFORM
Foreachfunction,describetheNEWWAY(thatismoreappropriateandunderstandable)thatyouwantthestudenttocommunicatethisfunctionandrole.Thisnewwaycouldbeastandardgesture,vocalization,manualsign,tactilesymbol,picturesymbol,orspokenword.Summarizeyourinstructionalplanforteaching/shapingthisnewway.
CommunicationFunctions NewWay InstructionalPlan
callforordirectattention
requestobject
requestordirectaction
requestassistance
requestrecurrence
regulatetime,distance,action
statenonexistenceordisappearance
greet(sayhello)
part(saygood-bye)
affirm(sayyestoaquestion)
deny(saynotoaquestion)
cessation(tomakesomethingstop)
rejectorrefuse(person,place,thing)
requestinformation(askquestion)
commentonanobject
commentonanaction
expressemotion
nameorlabel
stateassociations
*agentoftheaction(I,you)
*possession(mine,my,yours,his,hers)
*location(prepositions,adverbs)
*objectoftheaction(namesofthings)
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 12
Section2a:VocabularyAcquisition–UseofWordsfromLanguageGroupsCheckoffvocabularywordsusedbythestudentintheactivity.Listsomeexamples.Usethefollowingnotationstoindicatethetypeofprompt(ifany)wasneededtostimulateuseoftheword.S= Spontaneous(producedthewordwithoutanyverbalprompt,visualprompt,ormodel)M= Model(youmodeledthewordandthestudentrepeatedit)V= Verbalprompt(youtoldthestudentwhatwordtoselect,suchas“Say,‘more’togetmoresnack.”P= Physicalassistance(youprovidedphysicalassistancetoguidethestudent(e.g.,hand-over-hand,nudge).
S1 S2 S3 S4 S5 S6
VocabularyAcquisition
pronouns(I,you,it,me,mine)
peoplewords(namesofpeople)
negation(not,don’t)
verbs(help,go,eat,stop)
placeholdersfornouns(that,this,some,all,it)
specificnouns(book,hair,juice)
adjectives(more,good,bad,different)
prepositions(in,out,on)
placeadverbs(here,there,away)
timewords(now,again,later)
questionwords(who,what,where)
interjections(,please,sorry,becareful)
conjunctions(and,because)
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 13
Section2b:VocabularyAcquisition–ResponsetoVocabularyModelingUsethisinformationtotrackthestudent’sresponsetomodelingwiththeavailablesymbols.Makecopiesoftheseformsandusethroughouttheimplementationperiod.
Thevariousmodeling/input-outputactivitiesthatsupportsymboluseacquisitionaredescribedbelow.
• MODEL-Notethevisualmodelthatwasprovided.Itisassumedthatallvisualmodelsareaccompaniedbyverbalmodelsthataresimple,butcompletesentences.
• Look/Listen–Thestudentwatchesthemodelingyouprovide.He/Sheisattendingandlisteningtothelanguageinputprovided.AspecificstudentresponseisNOTexpected.Makeacheckmark(✔)ifthestudentappearedtobeattendingtothemodel.
• ReceptiveResponse–Whenverballyandvisuallygivingadirection(e.g.,putin,gothere),thestudentfollowsthedirection.Makeacheckmark(✔)ifthestudentrespondedtothedirection.
• Repetition–Thestudentwatchesthemodelingyouprovideandrespondsbyrepeating/pointingatpartorallofwhatyoumodeled.Makeacheckmark(✔)ifthestudentdidapartialrepetitionorafullrepetition.
• ExpressiveResponse–Whenverballyandvisuallyinteractingwiththestudent(e.g.,askingaquestion,makingacomment),thestudentrespondswithanovelutterance.Forexample,thepartnermightsay“Whatdoyouwanttodo?”andmodel“Whatyoudo,”andthestudentrespondsbysaying,“goagain.”Notethestudent’sexpressiveresponsetothemodel.
VISUALMODEL Look/Listen ReceptiveResponse
PartialRepetition
FullRepetition
ExpressiveResponsefromStudent
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 14
VISUALMODEL Look/Listen ReceptiveResponse
PartialRepetition
FullRepetition
ExpressiveResponsefromStudent
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 15
Section2c:VocabularyAcquisition–TargetVocabularyLearningUsethisformtotrackthestudent’slearningoftargetcoreandsupplementalextendedvocabularywordsfromthePixon50-LocationCoreBoardandthePixonWallChart.Wordsarelistedinalphabeticalorder.Wordsthatarecombinedinto1symbolonthePixonboardand/orwallchartareseparatelyonthisform.ThealphabetandnumbersareNOTonthisform.
ThisformcanalsobeusedtotrackuseofthesewordsonthePixon60app,LAMPWordsforLife,orinadevicewiththeUnityprogram.Ifusingadifferentdeviceorappwithcorevocabulary,thisformcanstillbeused,butmayhavetobemodifiedtoaccommodatetheavailablevocabularyintheotherdevice/app.
Addanywordsaddedtothestudent’svocabularythatyoudeemappropriatetotrack.AddALLnewcorewords.Useyourdiscretiontotrackadditionalextendedvocabulary.Becarefulthatyoudon’tslipintoexcessiveuseofextendedvocabulary.
Asecondformisincludedformorphologicalmarkersandspecialsymbols.Morphologicalmarkersareusedtotrackemerginguseofmorphology.Specialsymbolsareusedtotrackthestudent’sacquisitionofstrategicskills.
Trackinformationonthestudent’sreceptiveacquisitionandexpressiveuseofthetargetvocabulary.DONOTkeeptestingandtestingandtestingifthestudenthasdemonstratedthathe/shereceptivelyknowstheword/symbol.MarkitACQUIRED.Trackinformationonthefollowing4aspectsofvocabularyacquisition.
• Match–ShowthestudentthePixonsymbol(asaflashcard)andhavehim/herfinditonacommunicationboard,wallchartorotherdisplay/activitymaterialthatincludesthatPixonsymbol.Markthestudent’sresponsetoanytesteditems(e.g.,+or−).
• Identify–AskthestudenttoshowyouthePixonsymbolwithaverbalpromptonly(e.g.,Showme“more”).Useanytypeofcommunicationboard,wallchartoractivitymaterial.Makeacheckmark(✔)ifthestudentappearedtobeattendingtothemodel.
• SupportedUse–Noteanyuseofthesymbol/wordwhenprovidedwithsupports(visualsupportmaterials,clozeprocedure,wordbank,multiplechoices,etc.)orassistanceinlocatingthecorrectpage/flipsectionfortheword.Makeacheckmark(✔)ifthestudentusedtheword.
• SpontaneousUse–Noteanyspontaneoususeofthesymbol/word.Spontaneoususeincludesindependentnavigationtothewordinamanualboard,app,ordevice.Makeacheckmark(✔)ifthestudentusedtheword.
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 16
CHARTOFCOREANDEXTENDEDVOCABULARY
RECEPTIVE EXPRESSIVE
WORD Match Identify SupportedUse SpontaneousUse
afraid
after
afternoon
again
aide
all
alldone
allgone
am
and
ankle
April
are
arm
ask
August
away
awesome
baby
back(body)
bad
be
becareful
because
before
big
black
blue
body
bottom
bottom(butt)
boy
break
brother
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 17
RECEPTIVE EXPRESSIVE
WORD Match Identify SupportedUse SpontaneousUse
brown
busdriver
busy
buy
call
calm
can
changeposition
cheap
chest(body)
child
children
circle
class
clean
close
cloudy
cold
color
come
confused
cool
count
crazy
crooked
cut
dark
day
December
diamond
different
dirty
do-does-did
don’t
down
draw
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 18
RECEPTIVE EXPRESSIVE
WORD Match Identify SupportedUse SpontaneousUse
dress
drink
dry
dumb
ear
early
easy
eat
elbow
empty
excuseme
expensive
eye
face
fall-autumn
family
fast
fat
father
favorite
February
feel
few
find
finger
finished
fix
foggy
foot
Friday
friend
full
fun
funny
get
girl
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 19
RECEPTIVE EXPRESSIVE
WORD Match Identify SupportedUse SpontaneousUse
give
go
gold
gone
good
goodbye
grandfather
grandmother
gray-silver
green
hair
hand
happy
hard(difficult)
hard(vs.soft)
have-has-had
he
head
hear
heart
heavy
hello
help
her
here
hers
him
his
hold
home
hot
how
howmuch
hungry
hurry
hurt
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®VanTatenhove,2008;modified5/8/2015StudentAACProfile&Portfolio 20
RECEPTIVE EXPRESSIVE
WORD Match Identify SupportedUse SpontaneousUse
I
icy
idea
in
is
it
January
July
June
know
late-later
less
let
light(vs.dark)
light(weight)
like
listen
little
live
long
look
lose
loud
love
mad
make
man
many
March
May
maybe
me
mean
medium
messy
mine
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RECEPTIVE EXPRESSIVE
WORD Match Identify SupportedUse SpontaneousUse
Monday
month
more
morning
mother
mouth
much
my
myself
name
neat
neck
need
new
nice
night
no
nose
not
November
now
October
off
old
on
one
open
orange
out
oval
over
people
pet
pink
place
play
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RECEPTIVE EXPRESSIVE
WORD Match Identify SupportedUse SpontaneousUse
please
poor
pretty
problem
purple
put
question
quiet
rainy
read
ready
rectangle
red
rich
ride
right(correct)
rough
sad
same
Saturday
say
scary
school
season
see
September
share
she
short
shoulder
sick
silly
sing
sister
sit
skinny
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RECEPTIVE EXPRESSIVE
WORD Match Identify SupportedUse SpontaneousUse
sleep
slippery
slow
SLP
smart
smooth
snowy
soft
some
sorry
spring
square
stand
star
sticky
stomach
stop
stormy
straight
strong
student’sname
stuff
summer
Sunday
sunny
take
talk
tall
teacher
tell
thankyou
that
thedateis
there
they
thing
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RECEPTIVE EXPRESSIVE
WORD Match Identify SupportedUse SpontaneousUse
think
thirsty
this
throat
Thursday
time
tired
today
toes
tomorrow
tonight
top
town
triangle
trouble
try
Tuesday
turn
ugly
under
up
wait
walk
want
warm
was-were
wash
watch
way
we
weak
Wednesday
week
wet
what
when
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RECEPTIVE EXPRESSIVE
WORD Match Identify SupportedUse SpontaneousUse
where
white
who
why
wild
win
windy
winter
woman
work
wrist
write
wrong
year
yellow
yes
yesterday
you
you’rewelcome
your
yuk
yum
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CHARTOFMORPHOLOGICALSYMBOLSANDSPECIALSYMBOLS
RECEPTIVE EXPRESSIVE
WORD Match Identify SupportedUse SpontaneousUse
+ed
+er
+est
+ing
+s(plural)
+s(verb)
+to
oppositeof
sameas
soundslike
startswith
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Section3:SyntaxandSentenceDevelopmentCheckoffthetypesofutterancesproducedbythestudent.Usethefollowingnotationstoindicatethetypeofprompt(ifany)wasneededtostimulatetheutterance.S= Spontaneous(producedtheutterancewithoutanyverbalorvisualpromptormodel)M= Model(youmodeledtheutteranceandthestudentrepeatedallorpartofit)V= Verbalprompt(youtoldthestudentwhatwordstoselect,suchas“Say,‘wantmore’togetmoresnack.”)P= Physicalassistance(youprovidedsometypeofphysicalassistancetoguidethestudent,suchashand-over-
hand,nudge)
S1 S2 S3 S4 S5 S6SyntaxandSentenceDevelopment
Singlewordutterances
WordstringsorTopic-Comment
Two-wordutteranceswithemergingtraditionalsyntax
Agent+Action(Igo)
Action+Object(getthat)
Object+Possessive(thatmine)
Question+X(whatthat,wherego,whohelp)
Action+Descriptor(gofast,helpnow)
Three-wordutterances
Four-wordutterances
Five-wordutterances
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Section4:MorphologyDevelopmentCheckfeaturespresentineachsample.Theyarenotarrangeddevelopmentally.MakeNAifthemorphologycannotcurrentlybecommunicatedontheperson’sboard.Ifyouhavealanguagesampleavailable,calculatemeanlengthofutteranceinmorphemesandwords.
Usethefollowingnotationstoindicatethetypeofprompt(ifany)wasneededtostimulatethemorphologicalform.S= Spontaneous(producedtheformwithoutanyverbalorvisualpromptormodel)M= Model(youmodeledtheformandthestudentrepeatedallorpartofit)V= Verbalprompt(youtoldthestudentwhatwordstoselect,suchas“Add‘s’togetmorethanone.”P= Physicalassistance(youprovidedsometypeofphysicalassistancetoguidethestudent(e.g.,hand-over-
hand,nudge).
S1 S2 S3 S4 S5 S6Morphology
plural–s(boy+s)
first/secondpersonsubjectpronoun(I,you,it)
thirdpersonsubjectpronoun(he,she)
pluralsubjectpronoun(we,they)
objectpronoun(me,him,her,us,them)
possessivepronoun(his,hers,ours,theirs)
reflexivepronoun(myself,yourself,itself)
presenttense(go)
3rdpersonsingularpresenttense(goes)
presentprogressiveverbtense(+ing)
regularpasttense(+ed)
infinitiveverbtense(to+verb)
futuretense(will+verb,goingto+verb)
auxiliaryverbs(is,was/were,be,have/has)
modalverbs(can/have)
questionwords(who,what,when,where,why)
subject-verbinversion(areyou,ishe,canthey)
comparativeforms(big/bigger)
superlativeforms(biggest)
MLU-Words
MLU-Morphemes
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Section5:InteractionwithCommunicationPartnersObserveinteractionwithvariouscommunicationpartners.Notehowtheroleofthecommunicationpartnerinfluencesthestudent’sinteraction.Thechartincludesasectionfordocumentingthecommunicationinteractionbehaviorsofthecommunicationpartneraswellasthecommunicationinteractionbehaviorsofthestudent.Foreachsample,notethenameoftheprimarypersoninteractingwiththestudentandthedate/activity. CommunicationPartner Date/ActivitySample1:
Sample2:
Sample3:
Sample4:
Sample5:
Sample6:
InteractionVariables
1. communicationpartnerhasdevelopanAACsystemthataccommodatesforthestudents’skillsandsensorylevels(size,spacing,colorcoding,arrangement,transportation)
studentresponses(e.g.,selectstargets,transportssystem,managessystem)showthattheAACsystemisdesignedtomeethis/herskillandsensorylevel
2. communicationpartnerprovidedstudentwithphysicalaccesstoAACsystem
studentindicatedneedforAACsystem,ifnotprovidedwithit
3. communicationpartnerplacedAACsysteminanappropriatelocationforaccessbythestudent(ifstudentneedspartnerassistancetoaccess,isthepartnerisassistinginanappropriateway)
studentindicatedneedfortheAACsystemtobeadjustedforhis/heraccess(ifstudentisbeingassisted,thestudentindicatesneed/approvalofassistance)
4. communicationpartnerexpecteduseoftheAACsystem
studentshowedawarenessoftheneedtousetheAACsystem
5. communicationpartnercreatedopportunitiesforthestudenttousetheAACsystem
studentrespondedinsomeway(e.g.,gesture,sign,AACsystem)toopportunitiescreatedtocommunicate
6. communicationpartnerusedavarietyofstrategies(e.g.,sabotage,temptation,ignore)tostimulatecommunication
studentrespondedtostrategies(e.g.,sabotage,temptation,ignore)byusingAACsystem
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7. communicationpartnerwaitedforthestudenttoinitiatecommunicationwiththeAACsystem
studentinitiatedcommunication
8. communicationpartnerusedtimingstrategies(e.g.,expectantdelay,increasedwaittime,slowerpacingoftheactivity)topromoteprocessingandparticipationbythestudentinaturn-takingroutine
studentrespondedtotimingstrategiesbyinitiatingorrespondinginaturn-takingroutineafterareasonableamountoftimetotakehis/herturn
9. communicationpartnerrespondedtothestudent’scommunicationbyacknowledgingit,expandingit,orcorrectinganyerror
studentcontinuedinturn-takingafterthecommunicationpartnerrespondedtohim/herpreviouscommunicationturn
10. communicationpartneraskedappropriateyes-noquestions(wereanswerable,wereatanappropriatelevelofcomplexlanguage,notusedexcessively,werelegitimatequestions)
studentansweredyes-noquestionswithreadableresponses
11. communicationpartneraskedopen-ended/wh/questionswhichencourageduseofcorevocabulary
studentanswered/wh/questions(spontaneouslyorwithassistance)
12. communicationpartnerusedvisualsupports&scaffoldingstrategies(e.g.,masking,highlighting,scripts,reducedchoices,individualwallchartsymbols,wordwall,etc.)topromotelanguageproduction/interaction
studentrespondedwithimprovedlanguageand/orinteractionwhenprovidedwithvisualsupportsandscaffoldingstrategies
13. communicationpartnerprovidedvisualmodelingonanAACsystemforreceptivelanguageinputand/oramodelforpossiblelanguageoutput
studentattendedvisuallywhenprovidedwithvisualmodeling
studentrespondedwithsometypeofbehavior,languageoutputor(orspeech)whenprovidedwithvisualmodeling
14. communicationpartnerusedanidentifiedprompthierarchy(e.g.,visualmodel,open-endedquestions,physicalprompt,verbalprompt),limiting“showme”or“find”prompts
studentrespondedwithimprovedlanguageandinteractionwhenprovidedwithapromptfromtheprompthierarchy(notepromptlevelneeded)
15. communicationpartner
student
OTHER:
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OtherAssessmentProtocols
StudentName:________________________________Listotherassessmentprotocolsthathavebeencompletedonthestudent.Consideranyofthefollowingadditionalcommunicationassessmenttools:
• CommunicationMatrix–byCharityRowland,availableasanonlinetoolwithanaccountat:https://www.communicationmatrix.org/
• TestofEarlyCommunicationandEmergingLanguage–byMaryBlakeHeur,availablefromavarietyofpublishers
• AACProfile:AContinuumofLearning–byTracyKovach,fromLinguiSystems• FunctionalCommunicationProfile-Revised–byLarryKleinman,fromLinguiSystems
AssessmentProtocol DateCompleted PersonDoingtheAssessment
IncludeanyAssessmentProtocolformsintheStudentPortfolio.
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SamplesofAcademicandWrittenWork
StudentName:________________________________
Includeanysamplesofthestudent’sacademicand/orwrittenworktodocumentuseofcorevocabularyandothertargetvocabularywords.
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LanguageSampleTranscripts
StudentName:________________________________
Includeanylanguagesample(s)collectedonthestudent.Notewhetherornotthesamplewascollectinginatraditionalway(observation/audio-videorecording)orviaautomateddatacollectionfromaSGDormobiletechnologyapp.Recordthesetting/activity,ifpossible,inwhichthesamplewascollected.
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OtherDocumentation
StudentName:________________________________
Includeanyotherdocumentationthatneedstobeincludedinthestudent’sCommunicationPortfolio.ConsideraddingavideoonaflashdriveorCDtodocumentthestudent’scommunicationinteractionandcommunicationchanges.
ListtheadditionaldocumentationprovidedandincludeintheCommunicationPortfolio.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.