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Communication Profile

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Name (Date of birth)

Communication Profile [family home / name of school / college / care home, etc]

Information from published assessments

CONFIDENTIAL dd/mm/yyyy of 35



Introduction

I find it hard to communicate with other people. This Profile shows what I can do with the support of key people in … ...

My skills can vary from one place to another, so this Profile shows only how I communicate in … … not in any other setting.

My Profile has the following sections:1. The main changes in my profile since the last version2. My current communication targets3. The communication environment I require4. A general description of my communication skills, including information on

intentional communication5. My attention skills6. How I communicate in different situations7. How I interact with other people8. How I respond to and participate in music, songs, stories and poems 9. How I participate in conversations with other people10. What I understand11. The meanings I communicate and how I communicate them12. Making choices.




1. The main changes in my Profile since the last version

This is my first Communication Profile.

This profile is the result of a review.

I have made some progress since the last version. I now … …

I have lost some skills since the last version. Now I can no longer … …




2. My current communication target(s)

Currently I have x communication target(s):

1.

2.

3.

Although I have the above communication target(s), it is also essential to provide me with the most appropriate communication environment (see section 3).

Currently I have no communication targets, but it is essential to provide me with the most appropriate communication environment (see section 3).

The strategy / strategies to be used to achieve my target(s)

1. The strategies to achieve target 1 are as follows:






3. The communication environment I require

a. The general features of my communication environment

I need the Minimal Speech Approach. This can help at all times, but is essential when I’m anxious, stressed, in crisis, tired, or in a very stimulating environment.

I need the Low Arousal Approach to reduce sensory information to a level which enables me to remain calm and to focus on and understand communication. This can help at all times, but is essential when I’m anxious, stressed, in crisis or tired.

I don’t like loud noises, so I need a quiet environment.

I don’t like it when people around me rush about a lot, so I need a calm environment, without rushing.

I enjoy it when there is a lot going on, so I need a lively environment.

I enjoy banter and humour, so I need an environment in which people joke and have fun with me.

I need an environment in which only one person communicates with me at any one time; I become confused and cannot respond when several people are involved with me.

I need other people to say my first name in full: … …This is important, as I respond much more readily to this than to any short version of my name or to any nickname / as I become stressed when people use a short version of my name or a nickname / as I dislike it when people use a short version of my name or a nickname.

I need other people to use the hand under hand approach with me. They should avoid placing their hands on top of my hands or on my wrists, and should avoid physically prompting me to do things.




Section 3 continuedb. Means of communication: receptive

I need other people to communicate with me by augmenting their spoken language with the following communicative means: … …

People also use routine to support my understanding.

I need a schedule / timetable to help me to understand what is to happen. My schedule should take the form of … …

I need other people to give me additional time to process communication and situations and carry out my responses. I typically need x seconds / minutes. However, sometimes I need more than this, possibly as long as x seconds / minutes. This is the case when … …




Section 3 continuedc. Means of communication: expressive

I need other people to get to know me well so they know the meanings I communicate and how I communicate them. It is very important that you refer to Section 11 so you can respond to me appropriately.

I have made up some of the signs I use. People should take the trouble to get to me know me really well, so they become familiar with my signs and can understand what I’m communicating.

My signs are not always very clear. People should get to know me well, so they become familiar with my signs and can understand what I’m communicating.

People should ensure that the items I use in exchanges are always available to me so I can communicate expressively.

People should ensure that my communication aid is always available to me so I can communicate expressively. Also, people should ensure that my aid is properly maintained and clean, that it is connected to a power supply / charged, and is switched on.

When I use my communication aid, it can take me a long time to use it to put utterances together. People should be patient and should not finish my utterances for me.

My speech is not always very intelligible. People should get to know me well, so they can interpret what I say.

I find it hard to speak and usually speak very slowly. People should be patient and should not finish my utterances for me.




Section 3 continuedd. Opportunities to communicate

I need an Empathic Approach.

I need a Responsive Environment.

If someone can’t understand me, I sometimes get frustrated: in this situation, I need other people to try to understand me; people should ask me questions and judge my responses until they feel they have understood me.

I need other people to be honest and tell me when they really can’t understand me.

I need other people to share experiences and have conversations with me. They should avoid asking me lots of questions because this restricts what I communicate. As well as talking about the things I do and the things I like, people should tell me about what they do at home, their hobbies, their children, etc.

I need other people to respond to my behaviours which could become communicative; for example, when I … … you should … …

I need other people to give me lots of opportunities to interact / communicate spontaneously: people should

wait for me to initiate interaction / communication and respond when I do so

avoid asking me lots of questions avoid providing me with so many choices that I have no need to

make spontaneous requests. For details of my ability to make choices, see Section 12.

I need the following specific strategy / strategies to provide me with plenty of opportunities to communicate expressively: … …




Section 3 continuede. The reasons I communicate

I need other people to get to know me well so they know the reasons I communicate. These are the same as the meanings I communicate. It is very important that you refer to Section 11 so you can respond to me appropriately.

I need the following specific strategy / strategies to encourage me to communicate for a wider range of reasons (i.e. to communicate a wider range of meanings): … …




4. A general description of my communication skills, including information on intentional communication

In general, my communication skills are at Stage 1, which is the Pre-intentional, Reflexive Stage; this is the stage of a typical baby in the first month of life.

I do not communicate with intention none of my behaviours is intentional people who know me well interpret certain signals as having meaning;

these signals are • my reflexes and basic responses to internal and external stimuli• changes in status (e.g. muscle tone, alertness and moods).

In general, my communication skills are at Stage 2, which is the Pre-intentional, Reactive Stage; this is the stage of a typical baby aged between 1 and 4 months.

I do not communicate with intention none of my behaviours is intentional people who know me well interpret as meaningful

• my reactions to events, people and objects• changes in status (e.g. muscle tone, alertness and moods).

In general, my communication skills are at Stage 3, which is the Pre-intentional, Proactive Stage; this is the stage of a typical infant aged between 4 and 8 months.

I do not communicate with intention I am beginning to act on objects with intention my efforts to act on objects are interpreted as having communicative

intent and meaning by people who know me well, who also continue to interpret my muscle tone, alertness and moods

I am beginning to abstract meaning from other people’s• actions• displays of emotion.




In general, my communication skills are at Stage 4, which is the Intentional, Pre-conventional Stage; this is the stage of a typical infant aged between 8 and 12 months.

I understand a little when other people communicate with me using: gesture / signing / objects of reference / visual symbols / tactile symbols / spoken language

I communicate with intention by acting on objects and adults; see below

my intention is not always clear so other people still need to interpret my behaviours; they also continue to interpret my muscle tone, alertness and moods

In general, my communication skills are at Stage 5, which is the Intentional, Conventional Stage; this is the stage of a typical infant aged between 12 and 18 months.

I understand up to two ideas at a time when other people communicate with me using symbolic means

I communicate a wide range of meanings for many reasons using single conventional symbolic signals such as ……

other people who know me well understand me much better than strangers and people who only have contact with me only occasionally.

In general, my communication skills are at Stage 6, which is the Intentional, Referential Stage; this is the stage of a typical child aged between 18 and 24 months.

I understand up to three ideas at a time when other people communicate with me using symbolic means

I communicate most meanings for most reasons I have a wide vocabulary I produce 2 element phrases / sentences using …… other people who know me well understand me better than strangers

and people who only have contact with me only occasionally.

In general, my communication skills are more advanced than Stage 6, which is typical for a child aged between 18 and 24 months.




My expressive skills are out of step with my receptive skills. I use quite long and complex sentences. This means many people think I can also understand long and complex sentences. However, I cannot do so. I do not understand spoken language very well, especially when I’m anxious, stressed or over-loaded. This is why I need the Minimal Speech Approach.




5. My attention skills

My attention is at Level 1, which is the level of a typical child up to about 12 months of age. My attention is fleeting and I am very distractible:

I attend briefly to a clear stimulus when I am attending to something, I am easily distracted by a new

stimulus sometimes I seem very hyperactive and my attention flits from one

stimulus to another sometimes I seem very lethargic and my attention drifts away

frequently; at these times, I appear not to be attending to anything I frequently swing between hyperactivity and lethargy a person who wants to obtain my attention must be very close to me

and must say my name before doing anything else.

My attention is at Level 2, which is the level of a typical child of between 1 and 2 years of age. My attention is rigid and inflexible:

I concentrate for some time on an activity of my own choosing, or a favourite activity someone else has given me

I need to cut out everything else in order to focus on my current activity

I find it hard to tolerate anyone intervening in my activity or attempting to modify it in any way

a person who wants to obtain my attention must be very close to me and must say my name before doing anything else.




My attention is at Level 3, which is the level of a typical child of between 2 and 3 years of age. My attention is single-channelled:

I tolerate well-timed interventions or interruptions in my activity; e.g. I can pause for instructions / suggestions, before returning to the activity

I need the other person to obtain my attention very carefully before he / she gives me instructions / suggestions; e.g. the other person needs to prompt me to sit still and to release any items I was using

I need support to go back to the activity after the instructions / suggestions; e.g. the other person needs to prompt me to return to the activity, by redirecting my attention to it

a person who wants to obtain my attention must be close to me and must say my name before doing anything else.

My attention is at Level 4, which is the level of a typical child of between 3 and 4 years of age. I am beginning to control my attention for myself:

I am still sometimes single-channelled, but can switch from one stimulus to another with little or no support

I can sometimes engage in an activity and take instructions / suggestions at the same time

I still need a person who wants to obtain my attention to say my name before doing anything else.

My attention is at Level 5, which is the level of a typical child of 4 years of age. I have 2-channelled attention:

I can engage in an activity and take instructions / suggestions at the same time

I attend to a teacher / teaching assistant / tutor / leader as a member of a small group, but may still have a short attention span

I respond to instructions / explanations addressed to the whole group I still need a person who wants to obtain my attention to say my name

before doing anything else.




My attention is at Level 6, which is the level of a typical child who is ready for school entry. I have integrated, sustained attention:

I can easily take instructions / suggestions whilst engaged in an activity, even in a distracting environment

I can attend well without difficulties in a group situation for long periods I still need a person who wants to obtain my attention to say my name

before doing anything else.

With regard to my attention skills, it is essential to bear in mind that I require a Low Arousal Approach.

A person who wants to obtain my attention must say my name first, before doing anything else.

I concentrate for up to x minutes on an educational activity.

I engage in leisure activities I really enjoy for an extended period.

Joint attention

I have joint attention; that is, I attend to the same object as another person and switch attention from the object to the person and back again.




6. How I communicate in different situations

In school / college, I am a member of Class X.

I am supported in school / college mainly by … …

I live in … …

I am supported in … … mainly by … …

I live at home with … …

I am supported at home mainly by … …

It is easier for me to communicate with some people than with others. I communicate best with people who know me well and who are able to read my moods, behaviour and methods of communication.

It is easier for me to communicate in some places than in others. I communicate best in … …

It is easier for me to communicate during some activities than in others.I communicate best during … …

It is easier for me to communicate at some times of the day than at others. I communicate best at … …

Sometimes I can’t understand another person. When this happens, I … …The other person … …

Sometimes other people can’t understand me. When this happens, I … …The other person … …




7. How I interact with other peopleSee also Section 9, How I have conversations with other people

a. Eye gaze

I do not have any functional vision, and do not see other people or objects. I am therefore unable to use eye gaze to support my communication.

I have some functional vision, and can see other people and objects. I therefore have the potential to use eye gaze to support my communication.

I have some functional vision, and can see other people and objects. I use eye gaze to support my communication.

Although I have some functional vision, I do not use eye gaze to support my communication.

b. My actions

My communication skills have progressed beyond the stage when interacting through actions is important. However, it is important that other people treat my behaviour as communicative, so it is still appropriate to copy my actions and join in with them.

I produce a clear action (e.g. I … …) only occasionally, so there are few opportunities for another person to respond to my actions.

I often / sometimes / occasionally produce an isolated clear action (e.g. I … …), but, even when another person responds, I don't produce the action again.

I often / sometimes / occasionally move my in long sequences, without clear pauses, so it's very difficult for another person to join in with me. At these times I … …

I often / sometimes / occasionally move, pause, move, pause, etc., so another person can respond in the pauses. At these times I … …




Section 7 continuedc. Touch

I enjoy appropriate physical contact with other people.

I enjoy being tickled.

I enjoy rough-and-tumble-games.

I enjoy participating with another person in games that involve touch and actions, such as holding hands and rocking to the song “Row, row, row the boat”.

I enjoy being massaged. For example, I like another person to … …

I find some forms of touch aversive: … …

Section 7 continuedd. My vocalisations / babble

I vocalise / babble only occasionally, so there are few opportunities for another person to respond to me.

I often / sometimes / occasionally produce an isolated vocalisation / piece of babble, but, even when another person responds, I don't vocalise / babble again.

I often / sometimes / occasionally vocalise / babble in long sequences, without clear pauses for breath, so it's very difficult for another person to join in with me.

I often / sometimes / occasionally vocalise / babble, pause, vocalise / babble, pause, etc., so another person can respond in the pauses.




Section 7 continuede. How I respond to other people

See also Section 9, How I respond to and participate in music, songs, stories and poems.

I respond when another person speaks to me; I … …I continue to respond while the other person is speaking and stop when the other person stops speaking.

I respond after another person has spoken to me; I … …

When I have done something that has produced a response in another person, I repeat that behaviour.

I spontaneously imitate smiling; i.e. I smile in response to another person smiling to me.

I spontaneously imitate simple actions that I sometimes produce myself; e.g. when someone else … …, I … … I spontaneously imitate mouth movements, such as a … …

I spontaneously imitate non-speech sounds, such as a … …

I spontaneously imitate some speech sounds, such as … …

I spontaneously imitate simple gestures such as … …

I spontaneously imitate the intonation pattern of speech I hear.

I spontaneously imitate parts of familiar songs / tunes / rhymes / stories.

I spontaneously imitate words / short phrases / whole sentences. I seem to do so with meaning.

I spontaneously imitate words / short phrases / whole sentences. However, I do not do so with meaning: I have echolalia.

I spontaneously imitate actions with objects; e.g. I … …




Section 7 continuedf. How I initiate interactions

I intentionally look at other people in order to obtain attention / initiate interaction.

I intentionally approach other people in order to obtain attention / initiate interaction.

I intentionally produce actions / touch another person / vocalise / babble in order to obtain attention / initiate interaction. However, this is only when I’m in close contact with another person (e.g. during an Intensive Interaction session / when sitting next to the other person).

I intentionally obtain attention / initiate interaction with another person: I approach the other person and establish eye contact with him / her; then I produce actions / touch the other person / vocalise / babble.




Section 7 continuedg. How I maintain interactions

I use eye contact during interactions: I … …

When my partner responds to me by filling in the pauses I leave, it looks as if I’m taking turns. However, I do not take an active part in such interactions; what looks like turn-taking occurs only because my partner fills in the pauses in my behaviour.

Because there is no regular rhythm to my behaviour, it is difficult for my partner to fill my pauses and sometimes we are both active at the same time.

My partner takes all the responsibility for maintaining the interactions I participate in.

I take an active part in interactions; e.g. I have a turn, pause while my partner does something and when he / she has finished I have another turn.

I take an active part in interactions; i.e. during an interaction I modify my behaviours.

My interactions have up to x turns each.




Section 7 continuedh. Interactions involving objects

When another person shows me an item so I can see it / hear it / feel it, I reach out, take it and explore it.

When another person shows me an item so I can see it / hear it / feel it, I reach out, take it, explore it briefly and then return it.

I respond when another person rolls a ball / pushes a toy vehicle to me: I roll it back, etc. Such interactions last for x turns each.

I intentionally initiate interaction by showing my partner an object; my partner then takes the object, keeps it briefly and then returns it to me.

I intentionally initiate interaction by rolling a ball / pushing a vehicle to my partner; my partner then rolls it back, etc.

I take an active part in interactions involving objects; i.e. when an action has been produced several times, I modify it; e.g. if the other person and I have rolled a ball to and fro a few times, I deliberately roll it in another direction.

Section 7 continuedi. How my interactions terminate

My interactions terminate when I become fatigued / distracted / stop moving / vocalising / babbling.

I terminate turn-taking interactions intentionally: I … …

When my partner terminates an interaction, I sometimes try to re-establish it.




8. How I respond to and participate in music, songs, stories and poems

I appear to be soothed / calmed by some pieces of music / songs / stories / poems; examples are … …

I respond with apparent pleasure when I hear some pieces of music / songs / stories / poems; e.g. I smile / vocalise in apparent delight when I hear … …

I spontaneously join in with some music / songs; e.g. I bang on the table / clap / rock / sway / vocalise / use a simple musical instrument. I do this when I hear … …

I participate with apparent enjoyment in games such as peek-a-boo and “This little piggy went to market”.

I participate in action songs by attempting to produce the actions; e.g. I participate in … … by … …

I participate in songs by joining in, singing the tune / producing the words; e.g. I participate in … … by … …

I appear to listen to and derive some enjoyment from stories / poems, including … … I show enjoyment by … …

I show enjoyment / wariness / anxiety when a story-teller uses a different voice to portray a character.

I anticipate key elements of a piece of music / song / story / poem; I do so in … … by … …

I reproduce short sections of familiar pieces of music / songs / stories / poems with minimal / no support from other people. I do so in … … by reproducing … … The only support I need is … …

I answer very simple questions about songs / stories / poems; eg “What happens next?”; “Who says … …?”

I ask very simple questions about songs / stories / poems; eg “What happens next?”; “Who says … …?”




I sing most / all of a song so it is recognisable to other people.

I recite a rhyme / short poem.

I retell a simple story.

I answer more complex questions about songs / stories / poems; eg “Why did X do Y?”

I ask more complex questions about songs / stories / poems; eg “Why did X do Y?”




9. How I participate in conversations with other peopleSee also Section 7, How I interact with other people

I do not participate in conversations. However, I do interact with other people: see Section 7.

Because I require the Minimal Speech Approach, other people do not engage me in conversations and do not ask me questions except about my needs.

a. How I respond to other people in conversations

I respond appropriately to simple questions about my needs, e.g. when someone asks me Do you want a drink?, I respond Yes / No as appropriate.

I respond appropriately when someone else comments on something that is happening; e.g. … …

I respond appropriately to simple questions about the present; e.g. What are you doing? Who’s that? Where are the biscuits?

I respond appropriately to simple questions about the immediate past (i.e. events that occurred in the last 30 minutes); e.g. What did you eat at snack?

I respond appropriately to simple questions about the very recent past (i.e. about events that occurred between 30 minutes and an hour ago); e.g. What did you eat at snack?

I respond appropriately to simple questions about events earlier in the day: e.g. in the afternoon, I respond appropriately to simple questions about what happened in the morning; e.g. What did we do after swimming? What happened at snack time?

I respond appropriately to simple questions about events from yesterday / last week / several weeks ago / many months ago.

I respond appropriately to simple questions about other situations; e.g. in school, I respond to simple questions about home, such as What’s your brother’s name? and What do you like to eat at home?




I respond appropriately to simple questions about the near future; e.g. What’s going to happen after swimming?

I respond appropriately to simple questions about the medium term future; e.g. Where are you going tomorrow?

I respond appropriately to simple questions about remote events in the future; e.g. Where are you going on holiday in the summer?

I sometimes find it hard to respond appropriately to a question, but can respond when the other person gives me a sentence to finish; e.g. instead of answering the question What would you like in your sandwich?, I complete the sentence In your sandwich you would like … …

When another person tells me something, I respond by developing the topic.




Section 9 continuedb. How I initiate conversations with other people

I initiate conversations but do not attract another person’s attention first.

I initiate conversations by attracting another person’s attention first. I attract attention by … … Then I wait for the other person to give me attention; it is important that the other person gives attention by … … Once the other person has given attention, I … …

I spontaneously give information to my conversational partner; e.g. I tell my partner about an activity that I have recently been involved in.

I seek information: I ask simple questions using intonation, but do not use question words such as what, when or why.

I seek information: I ask questions using question words such as what, when and why.

I listen to and appear to understand the answers to my questions.

Section 9 continuedc. How I maintain conversations

I introduce topics appropriately.

I switch topics appropriately.

I maintain topics.

I sequence narratives appropriately and clearly.

I provide an appropriate amount of information.




Section 9 continuedd. My non-verbal behaviour during conversations

I use eye contact appropriately during conversations; i.e. during my turns, I mostly look at my partner; during my partner’s turns, I sometimes look at him / her and sometimes look elsewhere.

I maintain appropriate body language during conversations.

I maintain appropriate proximity during conversations.

Section 9 continuede. How I repair communicative breakdowns

When my conversational partner says that he / she has not heard what I have said / not seen the sign(s) I have made, I repeat what I said / signed.

When my conversational partner says that he / she has not understood, I repeat my communicative behaviour; i.e. I repeat the word(s) I said / I repeat the sign(s) I produced / I repeat they way I used my VOCA.

When my conversational partner says that he / she has not understood, I modify my communicative behaviour by … …

When my conversational partner says that he / she has not understood, I modify my message; e.g. I … …

When my conversational partner says that he / she has not understood, I give additional information.

When my conversational partner says that he / she has not understood, I demonstrate what I meant.

I recognise and spontaneously repair a breakdown in communication by repeating my communicative behaviour: I … …

I recognise and spontaneously repair a breakdown in communication by modifying my communicative behaviour: I … …




I recognise and spontaneously repair a breakdown in communication by modifying my message; e.g. I … …

I recognise and spontaneously repair a breakdown in communication by giving additional information.

I recognise and spontaneously repair a breakdown in communication by demonstrating what I meant.

When I have not heard my conversational partner, I let him / her know; I … …

When I have not seen the sign(s) my conversational partner has produced, I let him / her know; I … …

When I have not understood my conversational partner, I let him / her know; I … …

Section 9 continuedf. How my conversations terminate

I respond appropriately when my conversational partner terminates a conversation.

I read my conversational partner’s signals that indicate he / she wishes to terminate the conversation; i.e. I respond appropriately when he / she yawns / tries to move away.

I terminate conversations appropriately; e.g. I say something like I need to go now. See you later.




10. What I understand

I obtain some meaning from other people’s actions: I … …

I obtain some meaning from other people’s displays of emotion: I … …

I respond to different tones of voice: I … …

I seem to understand some aspects of daily routine: I … …

I anticipate: I … …

Other people think I understand a little when they communicate with me: I … …

I recognise my own name; i.e. when I hear it, I … …

It takes me a long time to process questions, information and explanations and to plan and carry out my responses. I typically take x seconds / minutes. However, sometimes I take more than this, possibly as long as x seconds / minutes. This is the case when … …

I carry out some simple familiar requests in context; e.g. I respond to … …

I seem to understand some of the routine things other people say to me; e.g. I … …

I show some understanding of common objects, i.e. I use, or attempt to use common objects appropriately; e.g. I … …

I understand at the one / two / three / four key element stage.

I understand instructions with one / two / three / four steps.

I understand a visual / tactile support indicating Now – Next / First – Then.

I understand my schedule / timetable.

I understand questions: see section 9a.

I respond to No / Stop.




11. The meanings I communicate and how I communicate them

I do not communicate that I am in pain. Other people who know me really well believe I’m in pain when I … …

I do not communicate with intention. Other people who know me really well interpret my behaviours, muscle tone, alertness and appearance as conveying meaning, as in the table below.

I communicate with intention by acting on objects and adults. Nevertheless, it is important that people who know me well interpret my behaviours, muscle tone, alertness and appearance as conveying meaning, as in the table below.

I communicate with intention using symbolic means of communication. Nevertheless, it is important that people who know me well also interpret my behaviours, muscle tone, alertness and appearance as conveying meaning, as in the table below.

The meanings which people interpret by observing me carefully are:

Meaning other people interpret

Situation What I do

It is thought I seek attention from other people, although there is no clear evidence for this.

I intentionally seek attention from other people; I … …




The meanings I communicate intentionally are:

Meaning Situation How I communicate my meaning




12. Making choices

Skills which are precursors to making choices

I anticipate: I … …

I reach out to take an object which I’ve seen / heard / hold onto an object I’ve been given to feel: people think this means I’m interested in the object or want it.

I deliberately ignore an object which I’ve seen / heard / been given to feel: people think this means I’m not interested in the object or don’t want it.

I reject an object which I’ve seen / heard / been given to feel: people think this means I’m not interested in the object or don’t want it.

How I make and communicate choices

I make clear, genuine choices: when I’m offered 2 items visually, I reach out to take one of them, and then use it / eat it / drink it. When presenting choices, people show me the 2 items, holding them x feet away in front of me / to my right / to my left / a little below my eye level / a little above my eye level.

I make clear, genuine choices: when I’m offered 2 items by sound, I reach out to take one of them / clearly turn towards one of them; when I’m given the item I’ve chosen, I use it / eat it / drink it. When presenting choices, people let me hear the 2 items one at a time, with a pause between; they present the items one clearly to my right, the other clearly to my left.

I make clear, genuine choices: when I’m offered 2 items by touch, I reach out to take one of them, and then use it / eat it / drink it. When presenting choices, people let me feel the 2 items briefly, one at a time, with a pause between; they present the items one clearly to my right hand, the other clearly to my left hand.




I make clear, genuine choices: when I’m offered 2 items by smell, I reach out to take one of them, and then use it / eat it / drink it. When presenting choices, people let me smell the 2 items briefly, one at a time, with a pause between.

I make genuine choices which are presented to me using spoken language / signing: when I’m offered 2 items, I clearly communicate which item I want.

I make genuine choices which are presented to me using spoken language / signing. I can choose from a list containing x items. When I’m offered the items, I clearly communicate which item I want.


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