Assessing Communication Skills

Adapted from Framework for Effective InstructionEmily Thatcher, Consultant, Iowa Dept. of Education

July, 2009

5 Step Process Merging

Content : Instruction : Assessment

Step 2: Know the Content

Step 3: Adapt the Content

Step 4: Systematic Instruction

Step 5: Formative

& Summative Assessment

Step 1: Know Your

Student

Step 1: Know the Student

Symbolic Levels of

Communication

Assistive Technology

Social/ Behavior

Motor/Mobility

Other Information

Likes/Dislikes

Communication & language

requirements; Consistent

response mode

Step 1: Know the StudentCommunication Bill of Rights

Each person has the right to:

• Request desired object, actions, events, and people• Express personal preferences and feelings• Be offered choices and alternatives• Reject offered choices• Request and receive another person’s attention and interaction• Ask for and receive information about changes in routine and environment• Receive intervention to improve communication skills• Receive a response to any communication, whether or not the responder can fulfill the request• Have access to AAC and other AT services and devices at all times• Have AAC and other AT devices that function properly at all times• Be in environments that promote one’s communication as a full partner with other people, including peers• Be spoken to with respect and courtesy• Be spoken directly and not be spoken for or talked about in the third person while present• Have clear meaningful and culturally and linguistically appropriate communications

Korsten,J., Foss, T., & Berry, L. (2007)

Step 1: Know the Student

• Communication: a process in which information is exchanged

• Language: is the structure through which one communicates

(McSheehan, M. 2009)

Step 1: Know the Student

• Student Characteristics• Receptive/INPUT• How might the student take in information?• How might educators present information?• Visual, auditory, tactile, etc.

• Expressive/OUTPUT• How might the student demonstrate learning?

• Access (e.g., eye point, hand point, switch, manipulate objects)

• Symbol set (representation of concepts)

Levels of Symbolic Communication

• Awareness: May have not clear response/ intent/objective for communication. (Lowest level of symbol use)

• Pre-symbolic: Beginning with symbols• Early Symbolic: Concrete. Moving forward with

symbols.• Symbolic Abstract: Going far with symbols.• Basic (Highest level of symbol use)

E. Siegel-Causey

Step 1: Know the Student

Step 1: Know Your StudentConsider Communication Functions

• Relate Events• Call attention to how things are related-similar

and different• Talk about past and future• Negotiate and bargain• State options• Make up stories• Express manners and consideration for others

Step 1: Know Your StudentConsider Communication Functions

• Initiate• Greet• Accept• Reject• Protest• Request Objects• Share and Show Objects

Step 1: Know Your StudentConsider Communication Functions

• Request information• Name• Acknowledge• Answer• Comment on action/object• Express feelings• Assert Independence

The Communication Process

• An interaction between the Learner, a Partner, and the Environmental Context.

• We need to:– Enhance the partner’s understanding of the learner’s

non-symbolic communication– Broaden the partner’s interaction style with the learner– Improve contexts to facilitate the learner’s alertness

a& communication

Porter , G. & Burkhart, L 2009

Step 1: Know the Student

• The challenge in supporting students who are learning to communicate using aided symbols• The need to predict and provide sufficient

vocabulary that meets student’s present communication requirement and

• The need to stimulate further development of student’s communication and language skills

(Porter, G. & Burkhart, L. 2009)

Step 1: Know the Student

• Essential to language acquisition• Make Vocabulary Available• Engineer the environment so that communication

occurs all of the time.• Provide receptive input (modeling the use of devices)• Provide opportunities to communicate• Provide natural feedback

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Step 1: Know the Student

• Assessment Questions for Communication• What does your student need to be able to do?

• Communication requirements• How does your student presently achieve these functions?• What skills must your student learn to achieve these

goals?• Skills/learning required for successful communication

• What circumstances make it possible for her to achieve these functions?• What will be the effective strategies?

• Porter, G. & Burkhart, L. (2009)

Check these websites

• PODDS Communication System-http://www.novita.org.au/Content.aspx?p=683

• Design to Learn- http://www.ohsu.edu/oidd/d2l/

• Every Move Counts- http://www.everymovecounts.net/

• Communication Matrix- http://communicationmatrix.org/

References• Browder, D.M., Flowers, C., & Wakeman, S. (2008). Facilitating Participation in Assessments

and the General Curriculum: Level of Symbolic Communication for Students with Significant Cognitive Disabilities Assessment in Education: Principles, Policy & Practice, v15 n2 p137-151 Jul 2008

• Korsten, J. , Foss, T. & Berry, L (2007) Every Move Counts Clicks and Chats: Sensory-Based Approach: Communication and Assistive Technology. EMC Inc.

• Lindberg, J., Ziegler, M. & Barczyk, L. (2009). Common-Sense Classroom Management: Techniques for working with Students with Significant Disabilities. Corwin Press, Thousand Oaks, CA

• McSheehan, M. (2009) Assistive Technology, Augmentative Communication: Some Considerations PPT www.cehdu.umn/edu

• National Joint Committee for the Communicative Needs of Person with Severe Disabilities. Guidelines for meeting the communication needs of persons with severe disabilities. Asha, 34 (Suppl.7), 2-3

• Snell, M. & Brown, F. (2006). Instruction of Students with Severe Disabilities. Pearson. Upper Saddle River, NJ

• Stremel, Kathleen Communication Map (Performance Assessment)