General Information: Person completing the form: Interview participants: Date of interview: Student initials: Reason for referral/AT Domain: Overview: This form is designed to help teams explore different aspects of a student’s symbolic communication. Symbolic communication includes the use of aided methods (e.g., communication book, communication device, etc.) and the use of some unaided methods such as ASL (American Sign Language), SEE (Signed Exact English), and/or conventional gestures that are easily understood by others (e.g., for hello/goodbye, etc.). For shaking head, “no”, waving students who use some speech, their spoken communication should also be recorded on this form. A note should be made to differentiate communication using speech and using AAC methods. For each area answer the questions and/or complete the table, indicating: The level of independence with the skill (Listed across the top of the columns: Solid, Stronger Emerging, Weaker Emerging, Not Yet in Repertoire, or Don’t Know). The type of communication (Write the appropriate letter code for the current student’s communication in the correlated level of independence column: SW=single words, P=phrases, SW/P=single words and phrases) NOTE: Be sure to review the example and description sheets before filling out this form. Notes/anecdotes about the communication with a given communication function are student’s encouraged and should be typed directly into the corresponding box on the form. SW = using single words P = using phrases SW/P = uses single words and phrases Requesting/Regulating: SOLID: uses skill STRONGER WEAKER NOT YET IN DON’T KNOW: independently* person filling out EMERGING: EMERGING: REPERTOIRE: 80% of the time or uses skill uses skill uses skill only form is not sure more, across independently* independently in at when prompted or about the student’s multiple activities, 50% to 80% of the least 25% of not at all. use of this skill. communication time, across more opportunities partners than 1 activity, within a highly and settings. communication structured activity partner setting. or activities. or Requests items Requests actions Requests recurrence and/or “more”
General Information: Person completing the form: Interview participants: Date of interview: Student initials: Reason for referral/AT Domain: Overview: This form is designed to help teams explore different aspects of a student’s symbolic communication. Symbolic communication includes the use of aided methods (e.g., communication book, communication device, etc.) and the use of some unaided methods such as ASL (American Sign Language), SEE (Signed Exact English), and/or conventional gestures that are easily understood by others (e.g., shaking head, “no”, waving for hello/goodbye, etc.). For students who use some speech, their spoken communication should also be recorded on this form. A note should be made to differentiate communication using speech and using AAC methods. For each area answer the questions and/or complete the table, indicating: The level of independence with the skill (Listed across the top of the columns: Solid, Stronger Emerging, Weaker Emerging, Not Yet in Repertoire, or Don’t Know). The type of communication (Write the appropriate letter code for the student’s current communication in the correlated level of independence column: SW=single words, P=phrases, SW/P=single words and phrases) NOTE: Be sure to review the example and description sheets before filling out this form. Notes/anecdotes about the student’s communication with a given communication function are encouraged and should be typed directly into the corresponding box on the form. SW = using single words P = using phrases SW/P = uses single words and phrases Requesting/Regulating: SOLID: uses skill independently* 80% of the time or more, across multiple activities, communication partners and settings. STRONGER EMERGING: uses skill independently* 50% to 80% of the time, across more than 1 activity, communication partner or setting. WEAKER EMERGING: uses skill independently in at least 25% of opportunities within a highly structured activity or activities. NOT YET IN REPERTOIRE: uses skill only when prompted or not at all. DON’T KNOW: person filling out form is not sure about the student’s use of this skill. Requests items Requests actions Requests recurrence and/or “more”
AACfunctionofcomm.docx