Classroom Communication & AAC Goals COMMUNICATION GOALS PROJECT V. CLARKE 6.2017 Ability Level Communication for Academics Vocabulary & Literacy for Academic Access Emergent- Level

CLASSROOMCOMMUNICATIONGOALSPROJECT V.CLARKE6.2017

ClassroomCommunication&AACGoals

ForSelf-ContainedSpecialEducationandAugmentativeCommunicationUsers

StudentName:____________________________DateofEvaluation:________________________

Method(s)ofCommunication:________________________________________________________

AbilityLevel Wants & Needs Obtaining/Requesting When Engaged & Interested

(“Select” means reach, touch, give, directed gaze, activate switch)

Emergent-

Level1

o Orientationoreyegazetowarddesireditem

o Reach,vocalize,movetowardpartnertorequestaction/socialroutine(pickup,

hugs)

o Reach,vocalizetowarddesireditemwhenavailable

o Selectfrom2-3desiredobjectsavailable

o Selectphotosymboltorequestdesiredobject(1optionavailable)

o Selectphotosymboltorequestdesiredobject(2-3choicesavailable)

o Reach,vocalizetowardphoto/picturesymboltorequestdesired,tangibleaction

(includingearlydevelopingcorewords,“more,”“stop,”“go,”“want.”)

Context-

Dependent-

Level2

o Selectphotosymbolgivenachoiceof4-12

o Selectgivenabstractsymbolofobject,4-12choices

o Requestactiongivenapicturesymbol

o Requestsactiongivenachoiceof4-12choices

o Beginningtocombine2ormoresymbolstorequest

o Consistentlyrequestingusingshortphrases(pairingwords,symbols)

Moving

toward

Independence

Level3

o Requestingusingcompletesentences

o Useofpolitesociallanguagetoobtain

o Useofquestionreversalstoobtain,“canI…”

o Useoflanguagetonegotiatetoobtain

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.


AbilityLevel Social Interaction: Greeting & Social Exchanges (establishing & maintaining

social relationships)

Emergent-

Level1

o Respondtopartnersthroughorientation,facialexpression,gestures,touch

o Initiateinteraction/attentionthroughorientation,facialexpression,gestures,touch

o Usesconventionalgestures-wave,highfiveetctogreetorsaygoodbye

o Usesasinglemessageswitch/symboltogreetorsaygoodbyewithcueingasneeded

Context-

Dependent-

Level2

o Initiatesuseofasinglemessageswitchforgreetings

o Useofpicturesymbolorauditorycuewith2optionsfor“hello”and“goodbye”

o Beginningsequencingofrotesocialmessages,forex.“Hi,”“Howareyou?”“fine”

“goodbye.”

o Useofmorethan2conversationalturnsforsimplesocialexchangesusingsymbols

o Beginninguseofgeneralsocialcommenting,ex:“cool,”“that’sgood,”“toobad.”

o Beginninguseofrotequestionsaboutimmediatelyobservableactivities/objectsor

familiarroutines,ex:“what’snext?”“what’sthat?”“arewedoneyet?”

Moving

toward

Independence

Level3

o Expandssocialexchangetoincludesharingpersonallymeaningfulnovelinformation

o Maintainspartnerinitiatedtopicofconversation

o Askspartnerfocusedquestionstocontinueconversation

o Useofnon-obligatorycommentingrelatedtotheconversationaltopic

ThisworkislicensedundertheCreativeCommonsAttribution-NonCommercial-NoDerivatives4.0InternationalLicense.


AbilityLevel Social Interaction: Sharing Comments, Opinions & Information

Emergent-

Level1

o Expresspleasure/displeasurethroughfacialexpression,orientation,vocalization,

physicalmovement

o Conventionalacceptance/rejectionbehaviors(moveitemaway,receiveitem,retract

limbs,reachtoward,clapping,highfives,coveringmouth)

o Attendingto,touching,giving,selectinganobjectwhichrepresentsa

event/activity/personwhichisabouttobeexperiencedorhasrecentlybeen

experiencedforthepurposeofsharingwithanother(within5minutesoftheactivity)

(ex:calendar,scheduleboxes,scrapbooks)

Context-

Dependent-

Level2

o Choose between positive/negative statement using picture symbols or auditory cues

givenchoicesbypartner,“doyoulike ordon’t likeit?”Isit“good”or“bad.”

o Respond to information questions about personal experiences given a selection of

options(ex:“wheredidyougotoday?”partnershowsthe“schoolplaces”pageonthe

AACsystem;oroffersverbally,“cafeteria,mediacenter,P.E.?”)

o Offeranopiniongivenvisualchoicesorauditoryscan,“Whatdoyouthink?”withoptions

“Like,”“don’tlike”or“good,”“bad.”

o Answeranopen-endedquestionwithoutchoices,“Whatdoyouthink?”“Whatdidyou

do?”“Whatdidyoumake?”etc.

Movingtoward

Independence

Level3

o Initiateapositiveornegativecommentwhenappropriate

o Initiatesharingpersonalexperienceswhenappropriate.

o Increasedvarietyindescriptorchoices,ex.“funny”“silly,”“awful,”“awesome,”“cool,”

“terrible.”

o Useofmultipleandvarieddescriptionsinopinions

o Expandeduseofjustificationforfeelingsandopinions.



AbilityLevel Language Development

Emergent-

Level1

o Followsimpleone-stepdirectionsgivenwithgesturesandwithinfamiliarsituations

o Understandapersonallyrelevantobjectlabelsinfunctional,motivatingsituations

o Usenonverbal/gesturalcommunicationtoexpressarangeoffunctions:showing,offering,

giving,questioning

Context-

Dependent-

Level2

o Exhibitsunderstandingofavarietyofcommonnounsincategoriestoinclude5examples

ineachof7categories

o Exhibitsunderstandingofabstractdescriptiveconcepts(quantitative,qualitative,spatial)

with2examplesofeachcategory

o Usesactionconcepts(atleast10verbsacrosssituations)

o Usessinglecorewordsforfunctionalcommunication

o Useslearnedsentenceconstructions(“Isee__.”“It’sa__.”“Ihave__.”)

o Beginningcreativewordpairing(corewordpairing,noun-verb,verb-object,actor-action,

descriptor-objectetc)a)withoutnavigationofdevice/bookb)navigatingthroughpagesof

device/book

o Earlygrammaticalmorphemesuse(plural“-s,”verbtenses,“-ing,”“-ed”)

o Earlyquestionuse(“where’s__.”“what’snext,”“wherearewegoing?”)

Moving

toward

Independence

Level3

o Generatessyntacticallyandsemanticallycorrectcreativemessageswithmorethan3

words

o Useofcomplexandcompoundsentences(“and,”“because,”“when,”“if”)

o Useofquestionreversals(“canI__?”“willyou__?”)

o Useofcarrierphrasestodescribe,compareandcontrast

categoriesofitems(“Theseareall___.”)

o Describethinkingandmakesimplelogicalargumentsto

discussclassroomconcepts


AbilityLevel Communication for Academics Vocabulary&LiteracyforAcademicAccess

Emergent-

Level1

o Attendtosingletargetedacademicword/conceptpresentedusingconcreteobjects

(visualattention,touch,exploration)

o Attendtosingletargetedacademicword/conceptpresentedusingaphotograph

(visualattention,touch,exploration)

o Identifytargetedacademicpicture/conceptwhenpresentedwithadistractor

picture/conceptgivenaverbaldirective(fieldof2,selecttherequesteditem)

o Readstoryornon-fictioninformationbyselecting/attendingtoarelatedphotograph

orsymboltoactivateareadaloudinformationorhavepartnerreadaloudindicated

text.

o Explorationofletter-wordrelationshipsbyattendingto/selectingtargetedletter/rime

inerrorlessselectiontoviewrelatedtopic/themewords

Context-

Dependent-

Level2

o Identifytargetedacademicwords/concepts(ex:character,setting,event)givena

selectionofrelatedvocabulary

o Retellstorybasedkeywords/conceptsusingsuccessivesinglewords/symbolsand

visual/auditorycues

o Recallinformationandrespondtobasicwh-questionsaboutacademiccontent

(“who,”“what,”and“where”)

o Readstoryornon-fictioninformationbyselecting/attendingtohighlightedtextto

activatereadaloudinformationorhavepartnerreadaloudindicatedtext.

o Explorationofletter-wordrelationshipsbyattendingto/selectingtargetedletter/rime

inerrorlessselectiontoviewrelatedtopic/themewords

o Selectnamedletter/rimefromafieldof3choicestoexplore/participateinacademic

activity



Moving

toward

Independence

Level3

o Usedescriptivewords/symbolstotalkabouttargetedacademicconcepts

o Retellstoriesordescribetargetedconceptsusingcompletephrasesandsentences.

o Recallinformationandrespondtoadvancedwh-questionsinvolvinginferenceand

predictionaboutacademiccontent(“why,”“when,”“whatif”)

o Nameselectedlettersofthealphabet

o ReadsightwordsusingAACtoreadaloud(matchwordtosymbol)

o Locatebeginningorendingsoundsofatargetedsetofwords

o Spelltargetedwordsusingkeyboard


ReferencesConsulted:

Burkhart,LindaandGaylePorter(July2009andFebruary2010)“WritingIEPGoalsandObjectivesfor

AuthenticCommunication-forChildrenwithComplexCommunicationNeeds”Web.31May.2017

<http://www.lindaburkhart.com/Writing%20IEP%20Goals%201%20hr%205%2010.pdf>

EnglishLanguageArtsStandards.(n.d.).RetrievedJune01,2017,fromhttp://www.corestandards.org/ELA-

Literacy/CommonCoreStateStandardsInitiative,copyright2017

McLeod,S.(2016,September16).Maslow'sHierarchyofNeeds.RetrievedOctober08,2017,from

https://www.simplypsychology.org/maslow.html

NationalJointCommitteefortheCommunicationNeedsofPersonsWithSevereDisabilities(NJC).(n.d.).

RetrievedOctober08,2017,fromhttp://www.asha.org/NJC/

Rowland,Charity."HomePage-CommunicationMatrix."CommunicationMatrix.DesignToLearnProjects,

2017.Web.04Apr.2017.<https://communicationmatrix.org/>.

Schneider,Holly,andVickiClarke."TheDynamicAACGoalsGrid-2."THEDYNAMICAACGOALSGRID2(n.d.):

n.pag.Http://www.mydynavox.com/Content/resources/slp-app/Goals-Goals-Goals/the-dynamic-aac-goals-

grid-2-dagg-2.pdf.TobiiDynavox,2014.Web.4Apr.2017.<www.mytobiidynavox.com>.

MontgomeryCountyPublicSchools,Using Curriculum to Formulate IEP Goalsaccessedonline4/3/2017at

http://www.asha.org/uploadedFiles/Using-Curriculum-to-Formulate-IEP-Goals.pdf

"USINGTHECURRICULUMTOFORMULATEIEPGOALSFORCOMMUNICATIONTHROUGHADEVELOPMENTAL

CONTINUUM."(n.d.):n.pag.AmericanSpeech-LanguageandHearingAssociation.MontgomeryCountyPublic

Schools,SpeechandLanguageServices,25Oct.2006.Web.4Apr.2017.

<http://www.asha.org/uploadedFiles/Using-Curriculum-to-Formulate-IEP-Goals.pdf>.


"UniqueLearning:ElementaryMonthlyLessonPlans."News-2-You.Ed.ChristinWostmann.News-2-You,15

Feb.2017.Web.4Apr.2017.<https://unique.n2y.com/Unique/MonthlyLessons>.


RelevantCommonCoreStandardsforEnglishLanguageArts:AnchorStandardsforCollegeandCareerReadinessAnchorStandardsforLanguageConventionsofStandardEnglish:CCSS.ELA-LITERACY.CCRA.L.1

DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.

VocabularyAcquisitionandUse:CCSS.ELA-LITERACY.CCRA.L.4

Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbyusingcontextclues,analyzingmeaningfulwordparts,andconsultinggeneralandspecializedreferencematerials,asappropriate.

AnchorStandardsforReadingKeyIdeasandDetails:CCSS.ELA-LITERACY.CCRA.R.1

Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.

CCSS.ELA-LITERACY.CCRA.R.2Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.

IntegrationofKnowledgeandIdeas:CCSS.ELA-LITERACY.CCRA.R.7

Integrateandevaluatecontentpresentedindiversemediaandformats,includingvisuallyandquantitatively,aswellasinwords.

AnchorStandardsforSpeakingandListeningComprehensionandCollaboration:CCSS.ELA-LITERACY.CCRA.SL.1


Prepareforandparticipateeffectivelyinarangeofconversationsandcollaborationswithdiversepartners,buildingonothers'ideasandexpressingtheirownclearlyandpersuasively.

PresentationofKnowledgeandIdeas:CCSS.ELA-LITERACY.CCRA.SL.6

Adaptspeechtoavarietyofcontextsandcommunicativetasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.


Documents

Classroom Communication & AAC Goals COMMUNICATION GOALS PROJECT V. CLARKE 6.2017 Ability Level Communication for Academics Vocabulary & Literacy for Academic Access Emergent- Level