Do you happen to have a list of the 25 core vocabulary words you focus on?
Bethany.Rubinstein@kidztherapy.org - 6/8/2017
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Examples of Student Dedicated AAC Devices for Vocational Tasks
vanessa
6/5/2017 7:18 PM
Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
Three Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
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Many teachers require their college students in communication disorders or child development classes to complete a Communication Matrix online. Please have your students use the Test Drive site for this purpose. You may ask them to print out the Profile and Communication Skills List as proof of their work.
Statement A
My child doesn't seem to have real control over his body yet.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
Does this statement describe your child?
How to score your child
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
Mastered
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
Emerging
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Tips on Communication Devices
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
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