Running Header: COMMUNICATIVE ASSESSMENT PROJECT

Communicative Assessment Project Karin Ackerman University of Illinois

COMMUNICATIVE ASSESSMENT PROJECT 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. Expressive Communication His expressive communication is very limited. He can communicate yes and no very well, however. He combines signs and head nodding or shaking when communicating yes and no. He can also signs thank you and more. He can successfully use a communication board when prompted, which uses a lot of Boardmaker. He answers questions and can make comments using his communication board. From what I observed he does not use his communication board spontaneously, but only when prompted. He spontaneously uses gestures,

COMMUNICATIVE ASSESSMENT PROJECT facial expressions, and verbal utterances. During the direct interaction assessing expressive communication on October 10th he 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. Receptive Communication During the interview with his teacher, she said that his receptive communication was very very high (Ortega, Personal Communication, 9/19). From my observations I noticed that he receives a lot of prompts that are usually paired with physical prompts. The prompts are short sentences or even one-word commands. He follows those directions. He also answers questions using his

communication board when asked questions, but there is a lot of prompting. During the direct interaction assessing receptive communication on October 14th the

COMMUNICATIVE ASSESSMENT PROJECT student responded to every verbal request. He would follow the command, but at one point he got distracted by the computer (his reward for completing work) and started walking toward it. He was physically redirected to the sink to complete his

task. He responded to verbal request on the first presentation, but on a few requests pointing gestures was added to direct his focus. He can decipher between choices given him. He sometimes purposely disobeys because he likes the attention given him when he does so. Another way that I can tell he is receiving the communication is because he understands when funny things are said and he laughs at it. Social and Interaction He does not have strong social interaction skills. He touches other inappropriately. When at lunch he did not talk to or engage with any other student. He finished his food and only had interactions with the teacher and paraprofessionals. There were conversations going on around him but he didnt pay them any attention. When given an opportunity to work or interact with peers he shows no interest. He works on structured tasks in the classroom with only the paraprofessionals. When he does interact with other student he can be touch them aggressively or inappropriately. He needs to learn a way to communicate with peers and comment on his surroundings. He has already demonstrated he can and has the desire to comment on his surroundings. He should be taught these social communication skills so that he can communicate with peers and participate in social activities

COMMUNICATIVE ASSESSMENT PROJECT 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 10th he 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 prefers his computer time the most, but soon after is the sensory box with corn in it. Through the assessment it was found that he prefers toys and activities that are stimulating in some way. The computer, the sensory box and toys that vibrate. He left the book for last because it was not stimulating to him. Averaging out the ranking C preferred his computer time first, then the sensory box, the IPad, the superman light up toy, the racecar, the view master, and finally the Monsters inc. book. Using this information it can be determined that C prefers the more stimulating toys. Also, using communication to allow him to choose from the desired

COMMUNICATIVE ASSESSMENT PROJECT 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 11th C 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 his feelings, desires, and needs. He is currently exhibiting aggressive and inappropriate behavior, teaching him ways to express his feeling that are causing him to do these behaviors is important. Stopping the behaviors is important, but what is more important is that he is able to express what he needs that is causing him to do them. During the preference assessment on October 10th he was touching my arm, making eye contact, and vocalizing, but I did not know what he wanted to tell me. Giving him a way to express what he wants to say is very important. The data collected also shows that he does not interact socially with others. Giving him

COMMUNICATIVE ASSESSMENT PROJECT 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.

COMMUNICATIVE ASSESSMENT PROJECT Cooperating Teacher Interview Worksheet

Interviewer: Bridget Golden Karin Ackerman Student Initials: C. Student Overview Date: 9/19/13 Age: Time: 10:15AM Grade: 6th Interviewee Initials: N.O. Primary Special Education Eligibility Category: Functional Life Skills

Student C is a 6th grade student in Edisons Functional Life Skills Classroom. He is non -verbal but does sometimes (rarely) make verbal utterances. Academically, he does not know how to read but can identify a few words. He participates in mostly structured tasks and needs a great amount of support, prompting, and guidance in the classroom. Although he generally is a happy, compliant student, he often demonstrates aggressive behaviors that are disrupting to the classroom. These outbursts can be directly associated with his difficulty in communicating his thoughts, needs, and desires. However, as long as the student is motivated to work toward reinforcing activities (such as computer time), he does usually complete the tasks that he is supposed to do in the classroom. Furthermore, this student is supposed to be receiving a Dynavox at some point during this semester, but it is unknown exactly when he will be given this communication device. Although the student cannot express himself verbally, he does know a few signs such as more, yes, and no. The student also has a communication book with a variety of Boardmaker symbols and frequently points to yes/no when prompted. The teacher is trying to spend more time focusing on this communication skill. Student C also demonstrates a wide range of gestures such as pointing to objects around the room. Also, Student Cs facial expression also seems to get his message across, showing his happy/angry emotions. According to his teacher, this student does show very high receptive communication skills. He knows what is asked of him because he can decipher between choices given to him. However, this student does need consistent prompting to complete tasks that he is told to do. Many times he purposely does not obey simply because he likes the extra attention given to him when he does not listen. Student laughs when situations are funny. Student does not interact with peers in the classroom. He would rather work alone or separated from the group. He sometimes touches peers and teachers inappropriately. His entire day consists of structured activities with paraprofessional support. Although there is definitely room for peer interaction to occur (in classroom, at lunch), Student C does not seem interested. When student is upset or frustrated, he often flips over chairs in classroom, and touches teachers aggressively (punching, thrusting, trying to escape). His teacher has expressed that Student Cs priority communication needs include: expressing his wants and feelings, expressing his needs, and making choices (such as what book to read). Also, a major concern would be to focus on eliminating aggressive behavior by giving Student C a way to communicate instead of demonstrating outbursts. Signs Boardmaker symbols Communication book Working Toward book Dynavox is supposed to be coming to school soon Preferences: Computer time, Monsters Inc. Youtube videos, movies, Finding Nemo, racecars, sensory corn box, anything sensory stimulating Nonpreferences: Reading, wiping table, structured academic tasks

Expressive Communication:

Receptive Communication:

Social Behaviors and Interaction Skills:

Priority Communication Needs: Current AAC, AT, Related Services, and Other Communication Supports. Students preferences and non-preferences.

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Assessor: Student Initials: Date/Time:

Karin Ackerman C 10:00-10:20 10/1/13

Ecological Inventory Worksheet Mrs. Ortegas Classroom FLS class Setting: Cooking, Cleaning, Computer Activity: Direct Observation: 1 2 (circle the appropriate number) Discrepancy between the communication skills needed and the students performance.
He needs a way to communicat e his want and needs and ask questions without teacher initiating communicat ive opportunity He needs a consistent mode of communicat

Steps in the activity: Cues/prompts: Follow recipe Physical steps and prompt to stay order of at table to PB&J clean Sandwich Pointing and Follow steps verbal prompts for Cleaning Verbal telling Tables how to get on computer for Computer (Free time) free time Pointing Redirecting to computer physically and verbally

Communication Student skills needed in the performance: activity: Compliant follows Choice from instructions list of computer Seems aware options of routine (pointed) now Verbal out Flips chair burst when on computer Receptive communicati on done when hears name of letter and types letter into computer

What communication skills does the student need to learn?

He needs to learn a way to communic ate that is socially appropriate He needs to learn how to express himself meaningful 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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Assessor: Student Initials:

Karin Ackerman C

Ecological Inventory Worksheet Edison Lunch room Setting: Eating lunch Activity:

10/1/13 11:30-12:00 Date/Time: Direct Observation: 1 2 (circle the appropriate number)

COMMUNICATIVE ASSESSMENT PROJECT Steps in the activity: Sit at lunch table (wait for teacher to brin his lunch) Eat lunch Throw away food

13 Discrepancy between the communication skills needed and the students performance. Touches teacher when wants to express himself Does not have a way to express himself other than physical and short shouts and sounds What communication skills does the student need to learn?
He needs to learn a way to communicat e that is socially appropriate He needs to learn how to express himself meaningfull y without aggressive or physical actions (flipping chair or other item

Cues/prompts: Communication Student Sit verbal skills needed in the performance: activity: Compliant is Put legs very Choice (food) under tablereinforced by but did not gesture and food get to choose verbal Became antsy Used the Do you like fidgety before working your food arrived toward sandwich? penny book Became more Physical to remind fidgety as prompt to what good time went on finish food behavior is and sit, stay Got out of for in seat, and seat Gestures yes throw away Screamed and or no food got out of Laughing seat.

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. Language Sample Datasheet Karin Ackerman Lunch Room Assessor: Setting: 10/3/13 Eating lunch and socializing Date/Time: Activity:

COMMUNICATIVE ASSESSMENT PROJECT Forms of communication:

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Verbal, raising hands for attention in announcements, Talks to teacher and ask question Language sample: Purpose/function: 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 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. Brookes Publishing Company.

Running Header: COMMUNICATIVE ASSESSMENT PROJECT Expressive Language sample (if appropriate): Communication skills needed in the activity: Pointing Gesturing Minimal verbal sounds Ability to express thoughts, wants, desires to adults and peers

15 Receptive Listening to teacher, peers Social Opportunities to interact with peers in classroom & lunchroom but does not tend to do so Knowing appropriate physical interactions with peers and adults when trying to communicate (no hitting, touching Does not inappropriately) show desire to interact with peers, often inappropriately touches teachers. Students who are Student Cs age 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 be inclined to socially interact with peers, but enjoys adult attention at times. Student C can learn to interact with peers without becoming uncomfortable or overstimulated.

Ability to follow directions given from teacher Listening in various contexts 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. 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.

Student performance:

Discrepancy:

Demonstrates ability to perform some gestures, can point to Boardmaker pictures in communication book, and can make minimal verbal sounds. Also shows facial expression. Major discrepancy. His inability to communicate with a consistent device results in frustration. This frustration is aggressive and disruptive in the classroom.

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.

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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 and include 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 Location: FLS Classroom

Length of Activity: 10:30-10:45 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 or Spontaneous Requests (I want): 1. more (sign language) for more hot dog 2. thanks (sign language) Rejects (I dont want, I dont like, etc.): N/A Emotions (Im mad, Im happy.) Shows emotion through body language smiling, laughing Commenting/Describing/Providing Information (I went to the movies, I had toast for breakfast. I am a big brother. I have a joke.): 1. Yes he is eating hot dogs 2. Hi (Wave) 3. Points and makes verbal utterance that he spilled on pants Answering questions: 1. How many hot dogs are you eating? (Pointed to number 2) 2. Is it ready? (Yes) 3. Do you want ketchup? Points to yes 4. Do you need a napkin? Points to yes and motions a thumbs up 5. Do you want mustard? Points to yes Asking questions: N/A Topics : Hot dogs, cooking 1. 2. 3. Prompted Spontaneous Spontaneous 1. 2.

Individuals involved (Only number and initials). 4; C, BG, Mrs. M, & Mr. W

spontaneous prompted

spontaneous

1. 2. 3. 4. 5.

Prompted Prompted Prompted Prompted Prompted

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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

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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 communication messages 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. Show me 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) Setting: Functional Life Skills Class C. Date(s) of assessment: Time: 10/10/13 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.

Communication Symbol, Sign, or Message (list them) 1. Name (My name is C). 2. Yes 3. No 4. More 5. Address 6. Wash hands

Was the student able to demonstrate or find the message? Yes Yes Yes Yes Yes Yes

If High Techhow did the student access and navigate the device. Explain:

COMMUNICATIVE ASSESSMENT PROJECT 7. Thanks 8. Eat 9. Computer 10. Home 11. School 12. Water 13. Stop 14. Pizza 15. Popcorn 16. Fruit 17. 1 18. Clean up 19. Birthday My birthday is Yes Yes Yes Yes Yes Yes No Yes Yes No Yes No Yes

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20. Phone number My # is Yes

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FORM B3 Assessment

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Present 6 different directions or instructions to the student using at least three different MODES/ methods: verbal instructions, use of picture, use of object, etc. Use the same three methods for all of your directions. (These means you will be presenting each direction three times using different MODES.) Wait at least 10 seconds for a response from the student after presenting the instruction. Document if the student follows the direction following the specific type of cue that you give him/her. Make sure you wait a minimum of 10 seconds following each direction provided before you record your data. Make sure there is at least a minute wait between instructions given. (This should be done across several days and time periods.) Make sure you keep track of the directions you give and log which directions seem to be understood and which were not understood/responded to within 10 seconds. Indicate + or to indicate that the student was able to respond to the direction. (You may need to ask some questions of the cooperating teacher or paraprofessional before you begin this assessment.) Assessor: Karin Ackerman Focus Student: (Initials or fake name): C Indicate the dates you conducted the assessment. 10/14/13 Written Directions/Instruction Instructio (setting/context when ns direction/instruction is presented (Words) to the student.) 1. Use for eating cake in FLS room

Verbal Instructio n

Gesture

Symbol (line drawing)

Photo

Object

2. Bring napkin to the garbage When he finished his cake and bacon.

3. Bring plate and fork to the sink +

4. Take your plate to the sink After receiving more cake and finishing it

5. Rinse your plate

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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 toward computer. Physically stopped and turned away from computer and back to sink to finish.

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MSWO (Preference Assessment) Focus Student: C Items Assessor: Karin Ackerman Date: Session 1
Order Selected

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Setting/Context: FLS Classroom Date: Session 2

Order Selected

Date: 10/11/14 Date: Session 2

Order Selected

Date: Session 3
Order Selected

Date: Session 4
Order Selected

Total (Add order numbers across sessions) 14 5 17 16 14 11 7

(Total/#sessions)

Mean

Rank =

(Lowest mean is most preferred)

Carrots Snickers Apple Peanut butter and Jelly Sandwich Banana Hot Dog Oreo

5 2 4 7 6 3 1

3 2 6 7 5 4 1

6 1 7 2 3 4 5

3 1.7 5.7 5.3 4.7 3.7 2.3

3 1 7 6 5 4 2

Rank
(most preferred)

Ranking of Preference Item 1 2 3 4 5 6 7 8

Snickers Oreos Carrots Hot Dog Banana Peanut Butter and Jelly Sandwich Apple

Additional Notes about how these preferences/nonpreferences can be used for communication by the student. 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.

(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_____________ Items Assessor:__Bridget Golden__________ Setting/Context__FLS Classroom_________________________________ Date: Date: Date: Date: Date: Total (Add order numbers 10/9 10/10 10/11 across Session 1 Session 2 Session 3 Session 4 Session 2
sessions) Order Selected Order Selected Order Selected Order Selected Order Selected

(Total/#sessions)

Mean

Rank =

(Lowest mean is most preferred)

iPad Racecar Superman light-up handheld device Binoculars with picture slideshow Monsters Inc. Book Sensory box with corn seeds Computer

6 3 5 4 7 2 1

3 5 4 6 7 2 1

3 6 4 5 7 2 1

12 14 13 15 21 6 3

4 4.6 4.3 5 7 2 1

3 5 4 6 7 2 1

Rank
(most preferred)

Ranking of Preference Item 1 2 3 4 5 6 7 8

Computer Sensory box wth corn seeds iPad Superman light up handheld device Racecar Binoculars with picture slideshow Monsters Inc Book

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 for stimulation 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.

(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 communicated through 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.