National Professional Development Center on Autism Spectrum Disorders Module: Functional Communication Training (FCT) Steps for Implementation: Functional Communication Training Franzone, E. (2009). Steps for implementation: Functional communication training. Madison, WI: The National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. Functional communication training (FCT) is most frequently used to replace interfering behaviors (e.g., disruptive, repetitive/stereotypical) or subtle, less clear communicative forms (e.g., reaching, leading) with more conventional communicative forms (e.g., pointing, picture exchange, signing, verbalizations). Step 1. Identifying the Interfering Behavior In Step 1, teachers/practitioners identify (a) an inappropriate behavior (e.g., hitting, grunting, falling to the floor) that is serving some type of communicative function and that is being reinforced (perhaps unknowingly) so that it continues to occur on a regular basis or (b) a subtle communicative attempt that can be replaced with a more conventional form of communication. 1. Teachers/practitioners (e.g., speech/language pathologist, paraprofessional) identify an interfering behavior or a subtle communicative form to be the interfering behavior. Potential interfering behaviors that are serving some type of communicative function and are being reinforced (perhaps unknowingly) include: interfering behaviors that may be repetitive, disruptive, and/or self-injurious and subtle forms of communications such as grunting, reaching, leading. Step 2. Completing a Functional Behavioral Assessment (FBA) In Step 2, two components of the FBA process are implemented by teachers/practitioners. These components serve as reminders to those who are experienced with the FBA process. For teachers/practitioners who are not as familiar with FBA, please refer to the FBA Steps for Implementation. A high-quality FBA has many discrete steps related to identifying the interfering behavior, collecting baseline data, developing a hypothesis statement, and testing the hypothesis that are helpful when implementing FCT. Therefore, if you are not familiar with the complete FBA process, please refer to Steps 1 through 5 of the FBA brief. Functional Communication Training: Steps for Implementation National Professional Development Center on ASD 10/2010 Page 1 of 13 National Professional Development Center on Autism Spectrum Disorders Module: Functional Communication Training (FCT) 1. Teachers/practitioners complete a high-quality FBA . With FBA, teachers/practitioners use (a) indirect (e.g., interviews, record review, questionnaires) and (b) direct assessment (e.g., A-B-C observation) to create a hypothesis about the function of the interfering behavior and to determine what might be causing and reinforcing the behavior. An FBA provides teachers/practitioners with a clear understanding of why learners engage in the interfering behavior. 2. Teachers/practitioners identify the function of the interfering behavior. Data collection is a key part of a high-quality FBA and is essential for determining the function of the interfering behavior. The function of the interfering behavior will most likely include one of the following: gaining attention (e.g., a teenager screams to get attention from staff); escape (e.g., a boy bites his hand so that he is removed from math class); gaining access to tangible/edible items (e.g., a girl grabs cookies from her friend’s hand); or acquiring automatic sensory stimuli (e.g., a learner flaps his hands during language arts). Data also provide baseline information that is critical for planning effective interventions. Considerations for planning interventions include identifying: antecedents of the interfering behavior (i.e., what happens to precipitate the behavior) and consequences (i.e., what happens after the behavior that might be maintaining it); environments where the interfering behavior occurs; people involved with the learner when the interfering behavior occurs; and the frequency and intensity of the interfering behavior. Step 3. Identifying a Replacement Behavior as a Substitute for the Interfering Behavior In Step 3, teachers/practitioners identify a replacement behavior that serves the same function as the interfering behavior and that will serve as a substitute. In general, a replacement behavior should still allow the learner to get what he wants just as easily, or more easily, than the interfering behavior. If it doesn’t, then the learner has little incentive to use the replacement behavior that is less efficient than the interfering behavior. Functional Communication Training: Steps for Implementation National Professional Development Center on ASD 10/2010 Page 2 of 13 National Professional Development Center on Autism Spectrum Disorders Module: Functional Communication Training (FCT) 1. Teachers/practitioners select a form of communication (e.g., signing, verbalizations, pictures) that is appropriate for the learner. Depending on the learner, the replacement behavior may be delivered through verbalizations (e.g., words), signs, gestures, pointing, the use of a picture exchange system, or a speech generating device. 2. Teachers/practitioners choose a replacement behavior that is efficient. The replacement behavior should be simple enough (a) to be taught in a short amount of time and (b) allow the learner to quickly acquire the behavior and gain access to the reinforcement. If learners are asked to produce a complicated replacement behavior, they may revert back to the undesirable interfering behavior. 3. Teachers/practitioners identify a replacement behavior that is acceptable and appropriate for both the environment and the learner. The replacement behavior should be appropriate for the learner’s environment and be a task or activity that the learner can or will do. For example, teaching a seventh-grade student to hold up a large picture of a toilet to request a bathroom break is not acceptable in an inclusive middle school setting because it may invite unnecessary teasing from classmates. In this situation, it may be more appropriate to teach the student the sign for toilet. 4. Teachers/practitioners choose a replacement behavior that is recognized by multiple communicative partners. If the replacement behavior is not recognizable to others, communication partners may not respond, and the interfering behavior may not be reduced. Teaching a learner with severely reduced intelligibility (i.e., difficult to understand) to say, “I need help with this,” may not be an appropriate use of FCT. If the sentence is difficult to understand, communicative partners may not provide the reinforcement (assistance) consistently, and the interfering behavior will not decrease. However, if the same learner is taught to sign, “Help,” communicative partners could more quickly recognize the communication and provide reinforcement. One caveat is worth noting. With sign language, it may be that the communicative act is recognizable to a limited group: either to people who understand sign language or, even more limiting, a select group of people who have learned an individual learner’s version of signed words. Other forms of communication, including pictures and speech generating devices, may be easier to generalize to multiple environments. Functional Communication Training: Steps for Implementation National Professional Development Center on ASD 10/2010 Page 3 of 13 National Professional Development Center on Autism Spectrum Disorders Module: Functional Communication Training (FCT) 5. Teachers/practitioners incorporate attention-getting into the replacement behavior if necessary. Teachers/practitioners should recognize that learners using nonverbal communicative forms (e.g., signing, pointing to pictures) may need to gain the attention of the communicative partner prior to making requests. Gaining the attention of others before making a request is particularly relevant if initial instruction in FCT occurs in an environment in which the learner already has the communicative partner’s attention (e.g., traditional one-on-one therapy at a table). In other environments, the learner may be unable to use the replacement behavior successfully if the communicative partner is not attending. For example, a learner may be signing, “Help,” while his assistant is attending to another student. The replacement behavior could be to first touch the communicative partner’s shoulder and then produce the sign. In summary, the replacement behavior should be one that is easily taught, is agreed to be appropriate by all team members (including classroom teachers, assistants, special education staff, parents, and, potentially, the learner), and is easily understood by communicative partners. Most importantly, the replacement behavior should always result in access to the reinforcer. Step 4. Designing and Implementing Data Collection Procedures In Step 4, teachers/practitioners design and then implement data collection procedures that are functional, meaningful, and useful for the team. When designing data collection procedures, teachers/practitioners collect data (in the same fashion as they were collected during the FBA) to monitor learner progress, to determine the effectiveness of FCT, and to identify ways in which the intervention needs to be modified if the learner is still using the interfering behavior more often then the replacement behavior. 1. Teachers/practitioners implement data collection procedures that are functional, meaningful, and available to team members responsible for data collection. 2. Data are collected: a. before FCT is implemented (typically during the FBA process) and b. during the implementation of FCT (e.g., weekly). Baseline data are gathered during the FBA process. For more detailed information on collecting baseline data, please review the FBA Steps for Implementation, Step 3. Data collected during the implementation of FCT will be used to monitor its effectiveness. Typically, data are collected on the same variables during the FBA, the pre-intervention phase (or baseline), and intervention. Functional Communication Training: Steps for Implementation National Professional Development Center on ASD 10/2010 Page 4 of 13 National Professional Development Center on Autism Spectrum Disorders Module: Functional Communication Training (FCT) 3. Data collection focuses on: antecedents, prompts required to produce the replacement behavior, frequency of the replacement behaviors, frequency of the target interfering behaviors, and consequences of the behavior. The following chart provides an example of a data collection process. Interfering Behavior (IB): Running from room Replacement Behavior (RB): Sign for break Date Location Antecedent IB or RB IB Prompts required Consequence Notes I P G V On phone…missed early indicators 7-30 Resource Room Math flashcards 7-30 Classroom Ind. reading RB I P G V Avoided task, quickly brought back to room Break given 7-31 Classroom Ind. reading RB I P G V Break given Data collection allows teachers/practitioners to determine if the replacement behavior is decreasing the incidence of the interfering behavior. Data also may be compared to baseline data to determine overall progress and to provide information on the consistency or changing functions of behaviors. In addition, data allow team members to monitor the level of prompting required to use the replacement behavior. 4. Teachers/practitioners use data to monitor FCT effectiveness and whether aspects of FCT need adjustment. If learners continue to (a) use the interfering behavior rather than the replacement behavior, (b) require intrusive prompting to use the replacement behavior, or (c) have difficulty generalizing the use of the replacement behavior, then certain aspects of the intervention may need to be altered. The following questions may be helpful during this problem-solving process (more details on these issues are discussed later in this guide): Has the function of the behavior been identified correctly? Functional Communication Training: Steps for Implementation National Professional Development Center on ASD 10/2010 Page 5 of 13 National Professional Development Center on Autism Spectrum Disorders Module: Functional Communication Training (FCT) Did the communicative act serve as a replacement for the behavior? Was the replacement behavior efficient, appropriate, and recognizable? Was instruction provided in environments where the interfering behavior typically occurs? Was the instruction provided in multiple environments and with multiple people? Were the prompting procedures appropriate for the learner? Did the communicative partner provide reinforcement quickly and consistently? Was the interfering behavior, if produced, not reinforced/made less efficient? Step 5. Manipulating the Environment to Elicit the Interfering Behavior In Step 5, teachers/practitioners manipulate the environment, materials, and/or activities to elicit the interfering behavior and provide numerous opportunities for learners to practice using replacement behaviors instead. 1. Teachers/practitioners teach the replacement behavior in the environments where the interfering behavior occurs. The FBA process gives teachers/practitioners information about the situations and environments in which the interfering behavior is likely to occur. For example, if the FBA documents that a learner bangs his head on the table to reject any painting activity, the replacement behavior (e.g., pushing a Big Mac ® switch that is programmed to say, “No, thank you,”) should be taught in the context of the art class in which the interfering behavior occurs. 2. Teachers/practitioners manipulate materials or activities to provide opportunities for the repeated practice of the replacement behavior. For example, a teacher/practitioner could plan more painting activities so that a learner can practice using the Big Mac ®. Other examples might include serving very small portions at snack time so the learner must present a picture of “more” multiple times (instead of leading someone to the food/drink) or having an adult engage in another activity so that the learner has to gain attention by waving her hand (rather than screaming). Please refer to Naturalistic Teaching: Steps for Implementation (National Professional Development Center on ASD, 2009) for more information about manipulating an environment in order to elicit specific skills. Functional Communication Training: Steps for Implementation National Professional Development Center on ASD 10/2010 Page 6 of 13 National Professional Development Center on Autism Spectrum Disorders Module: Functional Communication Training (FCT) Step 6. Planning Opportunities for Generalization The primary component of Step 6 is to plan opportunities for generalization so that learners can practice replacement behaviors in multiple settings and with multiple individuals. 1. Teachers/practitioners teach the replacement behavior with multiple communication partners. A key factor in the generalization of replacement behaviors is to include multiple people as communicative partners so that learners become accustomed to interacting with various people. 2. Teachers/practitioners teach the replacement behavior across multiple environments. Another factor in generalization is to teach the use of the replacement behavior in multiple environments. These environments may include different areas in the school, job sites, before and after school care facilities, and the home. Home programs as well as environments that encourage choice-making tend to result in more successful FCT programs and generalization of skills. 3. Teachers/practitioners train communicative partners to respond to the learner’s use of the replacement behavior. For example, if a learner is taught to say, “Leave me alone” rather than biting peers, the peers are taught to move away from the learner when they hear this request. Similarly, all communicative partners (e.g., assistants, teachers, parents, peers) should be taught to provide reinforcement quickly and consistently. 4. Teachers/practitioners introduce varied vocabulary for requesting, if appropriate for the learner’s developmental level. Generalizing requests for tangibles may be improved by teaching learners ways to request varied tangibles. For example, teach learners how to request bubbles, sandbox, rice bin, and Legos rather than always practicing a request for bubbles. Make certain that the vocabulary chosen is reinforcing to learners as well as appropriate for their developmental levels. Functional Communication Training: Steps for Implementation National Professional Development Center on ASD 10/2010 Page 7 of 13 National Professional Development Center on Autism Spectrum Disorders Module: Functional Communication Training (FCT) Step 7. Prompting Learners to Use Replacement Behavior In Step 7, teachers/practitioners use prompting procedures to help learners use replacement behavior when appropriate. Prompts will vary depending on the individual learner’s abilities. 1. Teachers/practitioners prompt the learner to use the replacement behavior, beginning with a prompt that ensures errorless learning (i.e.,using a prompt intrusive enough to guarantee use of the replacement behavior ). With all prompting procedures, errorless teaching is the goal. That is, the teacher/practitioner may use a higher level of prompting in order to guarantee that the learner produces the replacement behavior rather than the interfering behavior. This may require a more-intrusive prompt (with a goal of moving toward a less intrusive prompt; see Step 11) to ensure use of the replacement behavior The correct prompting level will vary depending on the learner. Some learners may be able to use the replacement behavior when prompted subtly. For example, a seventh grader who is high-functioning but minimally verbal may start humming loudly while doing seat work so that he is sent out of the room. A teacher may be able to explain to him that he will be provided with a card with an X on it, and that he is to hand it to the teacher when he wants a break. It may then take prompts as subtle as the teacher touching the card to prompt him to use the strategy. However, other learners may require a more intrusive prompt such as hand-over-hand to help them activate the speech generating device that voices their request, “I want a break.” Please refer to the prompting module (National Professional Development Center on ASD, 2009) for more information about prompting. Step 8. Not Reinforcing the Interfering Behavior In Step 8, reinforcement is not provided for the interfering behavior. In the case of dangerous behaviors and subtle communicative acts, teachers/practitioners alter their reactions to decrease the effectiveness and efficiency of the interfering behavior. 1. Teachers/practitioners must not reinforce any instance of the interfering behavior, if possible. In the process of teaching the replacement behavior, teachers/practitioners do not reinforce any instance of the interfering behavior. Functional Communication Training: Steps for Implementation National Professional Development Center on ASD 10/2010 Page 8 of 13 National Professional Development Center on Autism Spectrum Disorders Module: Functional Communication Training (FCT) 2. Teachers/practitioners intervene as minimally as possible if the interfering behavior is potentially dangerous. If learners engage in behaviors that are potentially dangerous to themselves or others, teachers/practitioners intervene as minimally as possible to protect the safety of all involved. 3. For subtle communicative acts (e.g., leading), teachers/practitioners make the interfering behavior less efficient than the replacement behavior (e.g., pointing). To accomplish this, teachers/practitioners a. b. c. d. pause after the learner uses the subtle communicative act (e.g., leading), ask, “What do you want?” prompt the learner to use the replacement behavior, and provide reinforcement for using the replacement behavior. This delay in reinforcement may make the subtle communicative act much less efficient than the replacement behavior. Step 9. Providing Reinforcement In Step 9, it is pivotal that reinforcement for the replacement behavior is provided quickly and consistently. 1. All communicative partners consistently provide immediate reinforcement in response to the replacement behavior. While learners are acquiring the replacement behavior, it is critical for their partners to respond quickly and consistently. If communicative partners do not consistently and quickly respond to replacement behaviors, learners will not get the desired reinforcement, the interfering behavior will not decrease, and the replacement behavior will not be used. For example, if learners do not immediately get desired consequences (e.g., communicative partner is working with another student and makes the learner wait to get his chip after the learner signs, “chip”), they are unlikely to use the replacement behavior. Instead, they will use the interfering behavior (e.g., reaching across the table) that the FCT program is trying to decrease. Please refer to Positive Reinforcement: Steps for implementation (National Professional Development Center on ASD, 2008) for more information about reinforcement. Functional Communication Training: Steps for Implementation National Professional Development Center on ASD 10/2010 Page 9 of 13 National Professional Development Center on Autism Spectrum Disorders Module: Functional Communication Training (FCT) Step 10. Shaping the Response In Step 10, teachers/practitioners focus on shaping learners’ responses into more complex communication. 1. Teachers/practitioners initially accept any approximation of the replacement behavior. Early approximations of the replacement behavior are often imperfect. For example, a learner may be taught to request, “I want a snack.” As this communicative response is introduced, the learner may simply say, “Snack.” Initially, teachers/practitioners accept this communicative attempt because it is preferable to the behavior (e.g., grabbing food from a shelf). 2. Teachers/practitioners shape the production of the replacement behavior by reinforcing closer approximations of the replacement behavior until it more closely resembles the desired production. As the training process goes on, more complete approximations of the communicative response should be required. 3. Teachers/practitioners change the replacement behavior if it appears that, even with opportunities for shaping, the learner is unable to produce it accurately. It is important to remember that the replacement behavior should be something that the learner can produce efficiently and that is easily recognizable. If a learner is not able to produce the replacement behavior well, even with opportunities for shaping, it may be appropriate to choose a different replacement behavior, such as a simpler verbalization (e.g., “Eat” rather than “I want a snack”), a sign, use of a speech generating devices, or pictures. Step 11. Fading the Use of Prompts In Step 11, teachers/practitioners fade the use of prompts so that learners become more independent in using replacement behaviors. 1. Teachers/practitioners slowly fade the use of prompts, using data and time delay. Prompts that are required early in the training process are faded and replaced with prompts that are less intrusive. For example, a student who requires hand-over-hand assistance to activate a speech generating device may quickly require a different, less intrusive cue, such as a hand hovering over the icon or pointing to the device. Functional Communication Training: Steps for Implementation National Professional Development Center on ASD 10/2010 Page 10 of 13 National Professional Development Center on Autism Spectrum Disorders Module: Functional Communication Training (FCT) Time delay is one way to identify types of prompts learners require. When a lessintrusive prompt is introduced, wait and see what the learner does. Wait long enough for the learner to have an opportunity to produce the replacement behavior (the amount of time will vary depending on the learner), but intervene with a more intrusive prompt if it appears that the learner will produce the interfering behavior instead. The following chart provides an example of how prompts can be faded during FCT (adapted from Durand, 1990). In this example, a student is being taught to request a break by pointing to a picture representing “break.” The most intrusive prompt, a physical prompt to elicit the point, is described as Prompt Level 4. The least intrusive prompt is simply being in the math classroom; the classroom itself serves as a reminder for the routine of the class (namely, that a break will be provided when and if the student point to the break picture). Phase Prompt Level 1 I Math class II Math class III Math class IV Math class Prompt Level 2 Teacher gestures toward break card on corner of desk Teacher gestures toward break card on corner of desk Teacher gestures toward break card on corner of desk Teacher gestures toward break card on corner of desk Prompt Level 3 Teacher says, “Tell me break” Prompt Level 4 Physically prompt learner to point to picture of “break” Trainer says, “Tell me break” Functional Communication Training: Steps for Implementation National Professional Development Center on ASD 10/2010 Student Response Points to “break” Teacher/Practitioner Response Allow student to spend time away from work Points to “break” Allows student to spend time away from work Points to “break” Allows student to spend time away from work Points to “break” Allows student to spend time away from work Page 11 of 13 National Professional Development Center on Autism Spectrum Disorders Module: Functional Communication Training (FCT) Step 12. Increasing the Time Between the Replacement Behavior and Reinforcement In Step 12, because it is not realistic for reinforcement to always be granted immediately upon the request, teachers/practitioners slowly increase the interval between the replacement behavior and the delivery of the reinforcement. 1. Teachers/practitioners talk with team members to determine a reasonable amount of time for learners to wait between production of the replacement behavior and delivery of reinforcement. 2. Teachers/practitioners slowly increase the length of time between the production of the replacement behavior and the delivery of reinforcement. It may also be useful to increase the distance between learners and communicative partners so that learners must seek out communicative partners before using the replacement behavior. This may be done by having the learner and the communicative partner in different areas of the same room, or even by having the communicative partner in the hall or around the corner. Step 13. Monitoring Learner Progress In Step 13, the teacher/practitioner continues to take data related to the learner’s use of the replacement behavior to measure progress and make plans related to what prompting and reinforcement procedures are required. 1. Teachers/practitioners collect progress monitoring data for individual learners to determine: a. learners’ use of the replacement behavior in different settings, and b. the type and intensity of prompts needed by learners to use the replacement behavior correctly. As teachers/practitioners fade prompts, learners become more independent in their use of the replacement behavior. Teachers/practitioners use these data to determine whether independent use of skills generalizes across environments and communicative partners. Functional Communication Training: Steps for Implementation National Professional Development Center on ASD 10/2010 Page 12 of 13 National Professional Development Center on Autism Spectrum Disorders Module: Functional Communication Training (FCT) Example: FCT Data Collection Sheet Interfering Behavior (IB): Replacement Behavior (RB): Date Location Antecedent IB or RB? Prompts required Consequence Notes I P G V I P G V I P G V 2. Teachers/practitioners use progress monitoring data to determine next steps. Teachers/practitioners use data to make instructional decisions. For example, the learner may not use the replacement behavior at lunch. Progress monitoring data may indicate that the communicative act is not reinforced quickly and consistently in the lunchroom. As a result, staff can be alerted to this and properly trained. Data may also show, for example, that the learner is always being provided with a verbal prompt. Teachers/practitioners may look at these data and decide that all the communicative partners should use time delay to see if a less intrusive prompt would work. Additionally, if data indicate that the learner is not using the replacement behavior, it may be necessary to go back to the FBA and determine if, in fact, the true function of the interfering behavior was identified. Reference Durand, M. (1990). Severe behavior problems: A functional communication training approach. NY: Guilford. Functional Communication Training: Steps for Implementation National Professional Development Center on ASD 10/2010 Page 13 of 13 Augmentative Communication Assessment Protocol for Symbolic Augmentative Systems (Gamel-McCormick & Dymond, 1994) The questions in this protocol are designed to help you collect information with which you can make decisions about symbolic augmentative communication systems for the students with whom you are working. The questions are in no way comprehensive and can not anticipate all the needs and variables of all students and their communication environments. The protocol will, however, help point you toward the characteristics of a system that will work with the student you are assessing. Part I: Student Skills A. Expressive Communication What methods does the student currently use to expressively communicate? • • • • • • • • • • Request objects, items: _____________________________________________________________________________ Continue an action: _____________________________________________________________________________ Stop an action: _____________________________________________________________________________ Request social interaction: _____________________________________________________________________________ Express a feeling: _____________________________________________________________________________ Make a choice: _____________________________________________________________________________ Initiate an interaction: _____________________________________________________________________________ Terminate an interaction: _____________________________________________________________________________ Request assistance: _____________________________________________________________________________ Other communication: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 1 B. Cognitive Skills (including receptive communication characteristics) 1. Does the student have an awareness that objects continue to exist even when they are no longer visible (object permanence)? _____________________________________________________________________________ 2. Does the student have an understanding of cause and effect? _____________________________________________________________________________ 3. Does the student have an understanding of means-end actions? _____________________________________________________________________________ 4. Review the hierarchy of symbolic communication. According to his or her cognitive abilities, what is your best determination of which level the student understands symbolic representation? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ C. Motor Skills 1. In what position is the student able to optimally move and respond? _____________________________________________________________________________ 2. What reliable, predictable motor movements does the student have? _____________________________________________________________________________ 3. Does the student have a hand preference?____If "yes," what hand? _____________________________________________________________________________ 4. Does the student have the ability to reach? _____________________________________________________________________________ 5. Does the student have the ability to grasp? _____________________________________________________________________________ 6. Does the student have the ability to grasp and release? _____________________________________________________________________________ 7. Is the student able to isolate a finger?____If "yes," which finger(s)? _____________________________________________________________________________ 8. Is the student able to point? _____________________________________________________________________________ 9. How much hand and wrist strength does the student have? _____________________________________________________________________________ 10. Can the student manipulate objects?____If "yes," what type? _____________________________________________________________________________ 11. Can the student sort through objects or pictures?____If "yes," what type? _____________________________________________________________________________ D. Visual Skills 1. What is the students' visual acuity? (What size objects can the student see best?) ____________________________________________________________________________ 2. What is the optimal lighting/contrast for the student to see an object, picture, or drawing? _____________________________________________________________________________ 3. Can the student fixate on an object, photograph, or drawing?____ Which of these is his or her best medium? _____________________________________________________________________________ 4. What distance is optimal for the student to fixate on an item? 2 _____________________________________________________________________________ 5. In what position should the object be for the student to be able to optimally fixate on it? _____________________________________________________________________________ 6. Can the student scan a visual display of items?____ If "yes," in what medium (objects, photographs, drawings)? _____________________________________________________________________________ 7. How many items can the student scan before loosing interest? _____________________________________________________________________________ 8. How much time does the student need to scan an array of that size (in seconds or minutes)? _____________________________________________________________________________ E. Auditory Skills 1. Does the student have normal hearing? If not, what are the results of the most recent audiogram? _____________________________________________________________________________ 2. Can the student localize to sound? If "yes," how precisely? _____________________________________________________________________________ Part II: Settings Where Communication Will Take Place A. Where will the student use his/her augmentative communication system? • • • Setting #1:_____________________________________________________________________ Setting #2:_____________________________________________________________________ Setting #3:_____________________________________________________________________ B. What are the benefits and drawbacks of each of these settings in relation to the student's skills and abilities? • • • Setting #1:_____________________________________________________________________ Setting #2:_____________________________________________________________________ Setting #3:_____________________________________________________________________ Part III: Probable Content of Communication A. What types of communication will probably take place using the augmentative system? • Types of communication o greetings o initiations o requesting o request continuation of an action/activity o stop an action o request a social interaction o express a feeling o terminate an interaction o request assistance 3 o on-going discourse B. Will specific vocabulary be needed? ___ If "yes," identify the preliminary vocabulary that probably will be needed from the students point of view (important events, activities, people, etc.) __________________________________________________________________________________ Part IV: Communication Partners Who will the student talk to when using the device ? How does this group/person communicate? What does the AAC user need to communication to this person/group? Part V: Student Preferences A. Tactile Preferences • Does the student have tactile preferences? If "yes", what are they? _____________________________________________________________________ B. Visual Preferences • Does the student have visual presentation preferences? If "yes", what are they? _____________________________________________________________________ 4 C. Positioning Preferences • Does the student have positioning preferences? If "yes," what are they? _____________________________________________________________________ D. Interaction and communication preferences (include people, places, events, activities, etc.) _____________________________________________________________________________ _____________________________________________________________________________ E. Other student preferences that may influence the use of an augmentative system: _____________________________________________________________________________ _____________________________________________________________________________ Part VI: Family and Care giver Preferences for Communication Modes/Methods A. What preferences/concerns do the student's family express regarding an augmentative communication system? _____________________________________________________________________________ _____________________________________________________________________________ B. What do the student's family members want the augmentative communication system to do? _____________________________________________________________________________ _____________________________________________________________________________ C. What preferences/concerns do the student's care givers express regarding an augmentative communication system? _____________________________________________________________________________ _____________________________________________________________________________ D. What do the student's care givers want the augmentative communication system to do? _____________________________________________________________________________ _____________________________________________________________________________ Reprinted with permission of the authors Michael Gamel-McCormick and Stacy Dymond. 5 *((5)$0*)
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