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MISD AAC Core Vocabulary
Communication & Language Profile
Student Name: ________________________ Birthdate: ________________________
This document should be completed by the student’s speech-language pathologist and teacher with the input of the classroom team. Complete the profile in September for baseline, then update it just prior to the child’s IEP. The information in the profile should serve as a major part of the PLAAFP and baseline for goal writing. Choose 2 areas to target in IEP goals and to measure at progress report time. Information in this profile can be based on what the student does over time as well as during an observation.
2016/2017 School __________________ Teacher ________________
Speech-Language Pathologist___________________________
Baseline/Initial Assessment Date Completed: ___________________
IEP Update Date Completed: _______________________
Check 2-3 areas to progress monitor:
______ Means of Communication ______ Communication Functions______ Vocabulary Acquisition (Increase words identified, Increase words used independently______ Syntax and Sentence Production (Increase mlu, increase sentence types)______ Morphology
Progress Report Data Collected Date Completed: ___________
Progress Report Data Collected Date Completed: ___________
Progress Report Data Collected Date Completed: ___________
Receptive Language Date: ______Baseline ___Prog Rep ___IEP ___
Date: ______Baseline ___Prog Rep ___IEP ___
Date: ______Baseline ___Prog Rep ___IEP ___
Date: ______Baseline ___Prog Rep ___IEP ___
Date: ______Baseline ___Prog Rep ___IEP ___Mark an X for the highest level that best reflects the
student's understanding of language.
Understands complex language out of context
Understands simple sentences out of context
Understands simple sentences in context
Understands single words in context
Understands single words out of contextUses routine, intonation, stress, & situation to understand
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
2
1. Communicative Means and Student AAC System Profile
Write the date and put a checkmark indicating whether it was completed for a baseline, progress report or an IEP.
Date: ______________Baseline _____Progress Rep _____IEP _____
Date: ______________Baseline _____Progress Rep _____IEP _____
Date: ______________Baseline _____Progress Rep _____IEP _____
Date: ______________Baseline _____Progress Rep _____IEP _____
Date: ______________Baseline _____Progress Rep _____IEP _____
% of Communication MeansOut of total communication attempts (100%) estimate the percent that is behavioral, gestural, and symbolic (words /signs /symbols)
% Behavior (Undesirable actions/vocalizations/gestures)
% Gestures ( includes gesture, vocalization and Inappropriate verbalization)
Sym
bolic
La
ngua
ge
% Words
% Symbols
% Signs
Total = 100% Total = 100% Total = 100% Total = 100% Total = 100%
Core Vocabulary Board Details
Core Board Size (32, 57, 85, 194)
Eye gaze: Yes/No
High contrast: Yes/No
Pecs Book: Yes/No
Categories of Fringe Vocabulary
(e.g., food, people, clothing)
Number of Fringe Vocabulary (Including PECs book)
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
3Speech Generating Device (SGD)
Name of device (e.g., ipad with Proloquo2Go)
Number overlays/pages/screens in use
User (language system such as Intermediate Core on Proloquo2Go or Word Power on TouchChat)
Access Method for AAC System(s)
Direct Selection – list body part or tool used
Color Encoded Eye Gaze System
Scanning:
Switch(es) and Location(s)
Type (automatic, step, two-switch)
Pattern (e.g., linear, row/column, column/row, quarter row/column, directed, partner assisted)
Transportation of the AAC System
Student independently transports? (yes/no)
How? (e.g., shoulder strap, Daessey mount)
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
42. Communication Functions Check communication functions/roles observed or reported to occur consistently. Base decisions on (1) familiarity with the student, (2) the response of the student to your interpretation of his/her meaning, and (3) familiarly with the daily routine. Over time, provide an opportunity for each of the functions/roles listed.
Please select the students primary means of using each function.X = opportunity provided, but not taken by the student G = gesture or vocalizationB = behavior (e.g., yell, throw, laugh, etc.) S = symbol on a communication system or sign W = words
Date: ______Baseline ___Prog Rep ___IEP ___
Date: ______Baseline ___Prog Rep ___IEP ___
Date: ______Baseline ___Prog Rep ___IEP ___
Date: ______Baseline ___Prog Rep ___IEP ___
Date: ______Baseline ___Prog Rep ___IEP ___Communication Functions
Behavioral Regulations
Request Object
Requests Action general
Request Recurrence
Regulate Time
Request Assistance
Protest/reject
Total of each letter
Social Interaction
Request Social Routine
Request Comfort/Affection
Greet
Express Feeling
Request Permission
Total of each letter
Joint Attention
Comment/statement
State disappearance
Request Information
Provide Information/report
Answer a question
State possession
Total of each letter
Grand Total of G, B, S, W’s
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
53. Vocabulary Acquisition 32 Core VocabularySelect the Vocabulary List (Choices: 32, 57, 85, 194) with the number of words that will allow for growth for this IEP year For example if a student already uses 30 of the 32 words then choose at least the 57 list and so on.
Record the date when the word first appears in each box. When updating for progress those will be assumed, simply add the new date to any cells now demonstrated.
RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use Independent Use
PronounsI
you
he
she
mine
Negationnot
Verbsgo
like
do
look
make
help
put
stop
turn
want
Is
Place holders for nouns It
all
some
Adjectives
all done
different
more
same
Prepositions
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
6RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use Independent Use
in
on
out
up
Place adverbshere
Question wordswhat
where
who
Date: ______Baseline ___Prog Rep ___IEP ___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent____
Date: ______Baseline ___Prog Rep ___IEP ___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent____
Date: ______Baseline ___Prog Rep ___IEP ___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent____
Date: ______Baseline ___Prog Rep ___IEP ___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent____
Date: ______Baseline ___Prog Rep ___IEP ___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent____
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
7
3. Vocabulary Acquisition 57 Core Vocabulary Checklist
Select the Vocabulary List (Choices: 32, 57, 85, 194) with the number of words that will allow for growth for this IEP year For example if a student already knows 30 of the 32 words then choose at least the 57 list and so on.
Record the date when the word first appears in each box. When updating for progress those will be assumed, simply add the new date to any cells now demonstrated.
RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use Independent Use
1. afraid 57
2. again 57
3. all 32
4. all done 32
5. all gone 57
6. am-is-be 32
7. bad 57
8. can 57
9. close 57
10. different 32
11. do-does-did 32
12. down 57
13. drink 57
14. eat 57
15. get 57
16. give 57
17. go-goes 32
18. good 57
19. he-his 32
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
8RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use Independent Use
20. help 32
21. here 32
22. how 57
23. I 32
24. in 32
25. it 32
26. later 57
27. like 32
28. look-see 32
29. make 32
30. mine 32
31. more 32
32. not 32
33. now 57
34. off 57
35. on 32
36. open 57
37. out 32
38. play 57
39. put 32
40. same 32
41. say-tell 57
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
9RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use Independent Use
42. she-hers 32
43. silly 57
44. some 32
45. stop 32
46. take 57
47. that 57
48. they-theirs 57
49. turn 32
50. up 32
51. want 32
52. we-ours 57
53. what 32
54. when 57
55. where 32
56. who 32
57. you 32
Date: ______Baseline ___ IEP ___Prog Rep ___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent____
Date: ______Baseline ___ IEP ___Prog Rep ___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent____
Date: ______Baseline ___ IEP ___Prog Rep ___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent____
Date: ______ Total
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
10Baseline ___ IEP ___Prog Rep ___
Total Matched ___ Identified ___
Total Prompted ___
Total Independent____
Date: ______Baseline ___ IEP ___Prog Rep __
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent____
. Vocabulary Acquisition 85 Core Vocabulary Checklist
Select the Vocabulary List (Choices: 32, 57, 85, 194) with the number of words that will allow for growth for this IEP year For example if a student already knows 50 of the 57 words then choose at least the 85 list and so on.
Record the date when the word first appears in each box. When updating for progress those will be assumed, simply add the new date to any cells now demonstrated.
RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use Independent Use
2. all 324. all done 326. am-is-be 328. different 3210. do-does-did 3212. go-goes 3214. he-his 3216. help 3218. here 3220. I 3222. in 3224. it 3226. like 3228. look-see 3230. make 3232. mine 3234. more 3236. not 3238. on 3240. out 3242. put 3244. same 3246. she-hers 32
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
11RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use Independent Use
48. some 3250. stop 3252. turn 3254. up 3256. want 3258. what 3260. where 3262. who 3264. you 3266. afraid 5768. again 5770. all gone 5772. bad 5774. can 5776. close 5778. down 5780. drink 5782. eat 5784. get 5786. give 5788. good 5790. how 5792. later 5794. now 5796. off 5798. open 57100. play 57102. say-tell 57104. silly 57106. take 57108. that 57110. they-theirs 57112. we-ours 57114. when 57
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
12RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use Independent Use
116. after 85118. and 85120. away 85122. because 85124. before 85126. big 85128. break 85130. clean 85132. come 85134. dirty 85136. feel 85138. happy 85140. have-had-has 85142. hear-listen 85144. hurt 85146. little 85148. mad 85150. please 85152. read 85154. sad 85156. sick 85158. slow 85160. there 85162. this 85164. wait 85166. why 85168. work 85170. fast 85
Date: ______Baseline ___ IEP ___Prog Rep___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent____
Date: ______Baseline ___ IEP ___Prog Rep___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent____
Date: ______Baseline ___ IEP ___Prog Rep___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent____
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
13RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use Independent UseDate: ______Baseline ___ IEP ___Prog Rep___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent____
Date: ______Baseline ___ IEP ___Prog Rep___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent____
3. Vocabulary Acquisition 194 Core Vocabulary Checklist
Select the Vocabulary List (Choices: 32, 57, 85, 194) with the number of words that will allow for growth for this IEP year For example if a student already knows 50 of the 57 words then choose at least the 85 list and so on.
Record the date when the word first appears in each box. When updating for progress those will be assumed, simply add the new date to any cells now demonstrated.
Core Vocabulary
RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use
Independent Use
1. +ed 194
2. +er 194
3. +est 194
4. +ing 194
5. +s 194
6. afraid 57
7. after 85
8. afternoon 194
9. again 57
10. all 32
11. all done 32
12. all gone 57
13. am-is-be 32
14. and 85
15. ask 194
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
14RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use
Independent Use
16. away 85
17. baby 194
18. bad 57
19. because 85
20. before 85
21. behind 194
22. big 85
23. bottom 194
24. boy 194
25. break 85
26. brother 194
27. bus driver 194
28. buy 194
29. can 57
30. children 194
31. class 194
32. clean 85
33. close 57
34. cold 194
35. color 194
36. come 85
37. confused 194
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
15RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use
Independent Use
38. count 194
39. different 32
40. dirty 85
41. do-does-did 32
42. don’t 194
43. down 57
44. dress 194
45. drink 57
46. dry 194
47. dumb 194
48. easy 194
49. eat 57
50. empty 194
51. family 194
52. fast 194
53. father 194
54. favorite 194
55. feel 85
56. find 194
57. front 194
58. full 194
59. fun 194
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
16RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use
Independent Use
60. funny 194
61. get 57
62. girl 194
63. give 57
64. go-goes 32
65. good 57
66. grandfather 194
67. grandmother 194
68. happy 85
69. hard 194
70. have-had-has 85
71. hear-listen 85
72. he-his 32
73. help 32
74. here 32
75. hold 194
76. home 194
77. hot 194
78. how 57
79. how much 194
80. hungry 194
81. hurry 194
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
17RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use
Independent Use
82. hurt 85
83. I 32
84. idea 194
85. in 32
86. it 32
87. know 194
88. later 57
89. like 32
90. little 85
91. live 194
92. long 194
93. look-see 32
94. loud 194
95. love 194
96. mad 85
97. make 32
98. me 194
99. mean 194
100. mine 32
101. more 32
102. morning 194
103. mother 194
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
18RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use
Independent Use
104. need 194
105. new 194
106. nice 194
107. night 194
108. not 32
109. now 57
110. off 57
111. old 194
112. on 32
113. one 194
114. open 57
115. out 32
116. over 194
117. pet 194
118. place 194
119. play 57
120. please 85
121. pretty 194
122. problem 194
123. put 32
124. question 194
125. quiet 194
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
19RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use
Independent Use
126. read 85
127. ready 194
128. ride 194
129. right 194
130. sad 85
131. same 32
132. say-tell 57
133. scary 194
134. school 194
135. share 194
136. she-hers 32
137. short 194
138. sick 85
139. silly 57
140. sing 194
141. sister 194
142. sit 194
143. sleep 194
144. slow 85
145. SLP 194
146. smart 194
147. soft 194
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
20RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use
Independent Use
148. some 32
149. stand 194
150. stop 32
151. stuff 194
152. take 57
153. talk-call 194
154. teacher 194
155. teacher’s aid 194
156. that 57
157. there 85
158. they-theirs 57
159. thing 194
160. think 194
161. thirsty 194
162. this 85
163. time 194
164. to+ 194
165. today 194
166. tomorrow 194
167. top 194
168. town 194
169. trouble 194
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
21RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use
Independent Use
170. try 194
171. turn 32
172. under 194
173. up 32
174. wait 85
175. walk 194
176. want 32
177. was-were
178. wash 194
179. watch 194
180. way 194
181. we-ours 57
182. wet 194
183. what 32
184. when 57
185. where 32
186. who 32
187. why 85
188. will 194
189. win 194
190. work 85
191. write 194
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
22RECEPTIVE EXPRESSIVE
WORD Match Identify Prompted Use
Independent Use
192. wrong 194
193. yesterday 194
194. you 32
195.
Date: ______Baseline ___ IEP ___Prog Rep___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent ____
Date: ______Baseline ___ IEP ___Prog Rep___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent ____
Date: ______Baseline ___ IEP ___Prog Rep___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent ____
Date: ______Baseline ___ IEP ___Prog Rep___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent ____
Date: ______Baseline ___ IEP ___Prog Rep___
Total Matched ___
Total Identified ___
Total Prompted ___
Total Independent ____
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
234. Syntax and Sentence Development Check off the types of utterances produced by the student. Use the following notations to indicate the type of prompt (if any) was needed to stimulate the utterance. Then write examples of the student’s utterance of that type.
I = Independent (produced the utterance without any verbal or visual prompt or model)M = Model (you modeled the utterance and the student repeated all or part of it)V = Verbal prompt (you told the student what words to select, such as “Say, ‘want more’ to get more snack.”)P = Physical assistance (you provided some type of physical assistance to guide the student, such as hand-over-hand, nudge)
Date: ______________Baseline _____Progress Rep _____IEP _____
Date: ______________Baseline _____Progress Rep _____
IEP _____
Date: ______________Baseline _____Progress Rep _____
IEP _____
Date: ______________Baseline _____Progress Rep _____
IEP _____
Date: ______________Baseline _____Progress Rep _____
IEP _____
Syntax and Sentence Development
Current average sentence length
Single word utterances
Example
Word strings
Example
Two-word utterances with emerging traditional syntax
Agent + Action (I go)
Action + Object (get that)
Object + Possessive (that mine)
Date: ______________ Date: ______________ Date: ______________ Date: ______________ Date: ______________
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
24Baseline _____Progress Rep _____IEP _____
Baseline _____Progress Rep _____
IEP _____
Baseline _____Progress Rep _____
IEP _____
Baseline _____Progress Rep _____
IEP _____
Baseline _____Progress Rep _____
IEP _____
Question + X (what that, where go, who help)
Action + Descriptor (go fast, help now)
Three-word utterances
Sample Three-word utterance:
Four-word utterances
Sample four-word utterance:
Five-word utterances
Sample five-word utterance:
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17
255. Morphology Development Check features present in each sample. They are not arranged developmentally. Make NA if the morphology cannot currently be communicated on the person’s board. If you have a language sample available, calculate mean length of utterance in morphemes and words.
Use the following notations to indicate the type of prompt (if any) was needed to stimulate the morphological form.I = Independent (produced the form without any verbal or visual prompt or model)M = Model (you modeled the form and the student repeated all or part of it)V = Verbal prompt (you told the student what words to select, such as “Add ‘s’ to get more than one.”P = Physical assistance (you provided some type of physical assistance to guide the student (e.g., hand-over-hand, nudge).
Date: ______Baseline ___Prog Rep ___IEP ___
Date: ______Baseline ___Prog Rep ___IEP ____
Date: ______Baseline ___Prog Rep ___IEP ___
Date: ______Baseline ___Prog Rep ___IEP ___
Date: ______Baseline ___Prog Rep ___IEP ___
MorphologyCurrent Total
first/second person subject pronoun (I, you, it)*
third person subject pronoun (he, she) *
object pronoun (me, him, her, us, them) *
auxiliary verbs (is, was/were, be, have/has)*
present tense (go)*
question words (who, what, when, where, why)*
subject-verb inversion (are you, is he, can they)*
plural –s (boy + s)
reflexive pronoun (myself, yourself, itself)
plural subject pronoun (we, they)
3rd person singular present tense (goes)
present progressive verb tense (+ing)
regular past tense (+ed)
infinitive verb tense (to+ verb)
future tense (will + verb, going to + verb)
possessive pronoun (his, hers, ours, theirs)
modal verbs (can/have)
comparative forms (big/bigger)
superlative forms (biggest)
Macomb ISD Core Vocabulary Initiative Adapted from Van Tatenhove, 2013 Rev. 1/6/17