communication application project

8/13/2019 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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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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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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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.

communication application project

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