Download - VanTatenhove-Student AAC Profile & Portfolio€¦ · Profile & Portfolio Gail M. VanTatenhove The Student Augmentative and Alternative (AAC) Profile & Portfolio© was developed to

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

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:


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):


�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):


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.


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.


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)


ItisachallengetodirecttheactivityANDrecorddata.AnditisIMPOSSIBLEtosimultaneouslyobserve/recorddataforeachofthesefiveareas.Optionsforgatheringtheneededinformationincludethefollowing:

• Haveonepersondirecttheactivitywithanotherpersonrecordingthedata.Conductthesameorsimilaractivityfourtimes,collectingdataforoneofthefiveareasoneachrepetition.

• Videotapetheinteractionandcompletethefiveformsatalatertime.• Havefivepeopleobservetheactivity,witheachresponsibleforoneofthefiveforms.

NOTE:ThechecklistsforCommunicationFunctions,VocabularySelection,Syntax,andMorphology,arebasedonwhatispossiblewiththewordsandgrammaticalmarkersonthemostrobustPixonboard.ThechecklistsdonotreflectALLpossiblegrammaticalvariations(e.g.,regularandirregularverbs,singleandpluralirregularnouns,etc.).


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.


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)


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)


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)


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


VISUALMODEL Look/Listen ReceptiveResponse

PartialRepetition

FullRepetition

ExpressiveResponsefromStudent


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.


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




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




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




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




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




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




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




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




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




where

white

who

why

wild

win

windy

winter

woman

work

wrist

write

wrong

year

yellow

yes

yesterday

you

you’rewelcome

your

yuk

yum


CHARTOFMORPHOLOGICALSYMBOLSANDSPECIALSYMBOLS



+ed

+er

+est

+ing

+s(plural)

+s(verb)

+to

oppositeof

sameas

soundslike

startswith


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


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


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


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:


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.


SamplesofAcademicandWrittenWork

StudentName:________________________________

Includeanysamplesofthestudent’sacademicand/orwrittenworktodocumentuseofcorevocabularyandothertargetvocabularywords.


LanguageSampleTranscripts

StudentName:________________________________

Includeanylanguagesample(s)collectedonthestudent.Notewhetherornotthesamplewascollectinginatraditionalway(observation/audio-videorecording)orviaautomateddatacollectionfromaSGDormobiletechnologyapp.Recordthesetting/activity,ifpossible,inwhichthesamplewascollected.


OtherDocumentation

StudentName:________________________________

Includeanyotherdocumentationthatneedstobeincludedinthestudent’sCommunicationPortfolio.ConsideraddingavideoonaflashdriveorCDtodocumentthestudent’scommunicationinteractionandcommunicationchanges.

ListtheadditionaldocumentationprovidedandincludeintheCommunicationPortfolio.

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Download - VanTatenhove-Student AAC Profile & Portfolio€¦ · Profile & Portfolio Gail M. VanTatenhove The Student Augmentative and Alternative (AAC) Profile & Portfolio© was developed to

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