A discussion of what severa and profound disabilities are and ways they can be taught in schools.
This amazing Paraprofessional Binder is editable and perfect for any Special Education program but more specifically for Moderate to Severe & Profound Disabilities programs! You can edit any part of the binder to make it unique to your specific program! If there are additional pages and/or information you would like me to add, please email me at [email protected]! What's Included: 59 pages 13 designs Teacher Instructions Labels Table of Contents Personal Care Information, Strategies, Resources, Emergency Procedures, etc. General Information such as Confidentiality & Professionalism Training/Discussion Documentation pages, Evaluation Notes page to document successes for evaluations TOU: By purchasing this resource, you are agreeing that the contents are the property of Aliya Wilson / Uniquely Inclusive Education and licensed to you only for classroom / personal use as a single user. I retain the copyright and reserve all rights to this product. YOU MAY: • Use free and purchased items for your own classroom students or your own personal use. • Reference this product in blog posts, at seminars, professional development workshops, or other such venues, ONLY if credit is given to me as the author, and a link back to my TPT store is included in the presentation. • Purchase additional licenses at a great discount for other teachers to use this resource. YOU MAY NOT: • Claim this work as your own, alter the files in any way, or remove copyright / watermarks. • Sell the files or combine them into another unit for sale / free. • Post this document for sale / free elsewhere on the internet (this includes Google Drive links on blogs). • Making copies of purchased items to share with others is strictly forbidden and is in violation of the TOU / law. Thank you for abiding by universally accepted codes of professional ethics while using this product. If you encounter an issue with your file, notice an error , or are in any way experiencing a problem, please contact me at [email protected] and I will be more than happy to help sort it out.
IEP goals for severe and profound students: There is much debate on the language, so let's stop arguing over words, and instead meet the complex needs of these students.
Is this your first year teaching? Maybe it's just your first year teaching in a self-contained Severe-Profound/Multi Classroom.
Auditory Stimulation In honor of the beginning of Spring (although it always feels like Spring in Miami!) I’m continuing my series on Sense-ational Activities. Sense-ational activities are those that target the five senses. I’ve shared activities that provide olfactory stimulation, tactile stimulation, and multisensory stimulation. Today’s post will focus on an activity I use to provide auditory stimulation. […]
This presentation provides instructional and communication strategies for working with students with severe and profound disabilities (SIDPID) who are functioning between a birth to two-year-old level. It also provides suggestions for setting up sensory environments and creating adapted materials, so the student has activities to interact with no matter what position or area of the room they are in. I share lightbox activities and how to use iPads and computers as instructional tools. Finally, I share functional literacy activities that embed sensory experiences that you can create with your students. The activities are appropriate for the classroom but can also be used during distance learning. This presentation is packed full of activities you can begin using immediately with your students! Objectives: Instructional & communication strategies for teaching SIDPID How to create sensory stations and active learning spaces for students Adapted materials for students with severe and profound disabilities Lightbox activities for students Using iPads as instructional tools Using computers as instructional tools Functional literacy activities Includes: Recorded Video Presentation Transcript Presentation handout for note taking Request a Certificate of Completion To receive a certificate of completion for 1 contact hour, complete the short survey on Google Forms. If you have any accessibility issues with the form, please don't hesitate to let me know and we can make other arrangements. System Requirements: Presentations are recorded PowerPoint presentations in an MP4 file. Please note that the presentation pages are closed member pages available to individuals who have purchase access to the presentation.
***New 2020 Edition - The latest strategies to pass your exam.***This booklet does not contain any practice questions and content. This booklet is solely devoted to test taking strategies that can be applied to the CEOE Severe-Profound/Multiple Disabilities exam. If you have done a lot of practice questions and content, this booklet will provide very useful techniques to passing the CEOE Severe-Profound/Multiple Disabilities exam. If you are taking the exam for the first time, this booklet will be a huge asset to helping you study and pass your exam the first time. If you are really struggling to pass, this booklet can greatly support you to pass the CEOE Severe-Profound/Multiple Disabilities exam. The booklet is devoted to teaching you how to take the CEOE Severe-Profound/Multiple Disabilities exam along with providing effective strategies. The booklet covers the following: The purpose of the booklet is to provide test taking strategies to use for the CEOE Severe-Profound/Multiple Disabilities exam. The booklet contains over 85 strategies to achieve a passing score on the CEOE Severe-Profound/Multiple Disabilities exam. All strategies included apply for the CEOE Severe-Profound/Multiple Disabilities exam.
Tactile Stimulation Today I am starting a series about “sense-ational” music therapy activities. Many of the children I work with at UCP’s Early Beginnings Academy have a diagnosis of severe and profound intellectual disability or autism spectrum disorder. Both groups of children benefit from what we call “sensory based” activities – activities that tap into […]
Resources and ideas for teachers and caregivers of learners with severe, profound, intensive, significant, complex or multiple special needs.
Free Online Activities for Learners with Significant Special Needs This is an update of the post listing online switch activities for learners with multiple or significant special needs. Switch Activities The activities listed are chosen because they can be used with switches, they are simple and they are enjoyable. The activities listed are free. Some activities may require set up by an assistant before switch use. Although care has been taken not to include switch activities with any violence or graphic images teachers and others still need to check activities for age and general appropriateness before use. Cause and Effect (and Press to Play): About 1-5 (download) Bugs, Transportation and Musical Monkey (set switch to tab) Help Kidz Learn (now primarily a subscription site) Hiyah Kneebouncers Priory Woods Videos Revamped Learning Tools (scroll down) Owlie Boo (any of the activities under "Pressing Keys" with switch set to space bar or enter) Rock Paper Scissors NGFL Snap Matching Activity (teacher must set up, but arrow over the "Snap" button) Silly Books (look for the "click through books" and set mouse arrow over "next") Special Bites Single Switch Scanning/Timed Single Switch Response (sites may include some cause and effect games as well): A Sliding Puzzle for Helen (download) Bullseye CBBC CBeebies Cow Jumped Over the Moon ePlayground (four completely accessible games) Help Kidz Learn (now primarily a subscription site) Jack Be Nimble My Switch Games by Scott McKay NGfL Switch Coloring Papunet Priory Woods Kids Only SEN/Switcher Shiny Learning Special Bites SwitchedOn Games Bowling Switch Recycle Sort Switch Music Tar Heel Typer (online switch keyboard) The Great Fish Race (download only) Universal Access Games Two Switches (unless otherwise noted you must click in the area of the game and then use tab and enter to play): Accessible Book Launcher Bug Memory Fruit Memory Space Memory Sensory House Special Bites Tar Heel Typer (online switch keyboard) Touch Screen, Mouse and Mouse Emulators (i.e. head tracking and eye gaze devices) Transportation Monkey Music Singing Horses Infinite Wheel Mega Sparkles Insane Bubblewrap Touch Circles
Olfactory Stimulation At UCP’s Early Beginnings Academy, I work with many children who have a diagnosis of severe and profound intellectual disability. For these children, stimulation of the five senses is very important. In my previous Sense-ational Activity post, I shared a song and activity about providing tactile stimulation. Here’s an original song I wrote […]
Resources and ideas for teachers and caregivers of learners with severe, profound, intensive, significant, complex or multiple special needs.
Updated 11/4/2012 Cause and Effect Apps Tap/Touch Anywhere BuzzBack Cause and Effect $0.99 - Cause and Effect for low vision, blind and deaf-blind individuals ***NEW*** Hippi 1 $2.99 - Six different cause and effect activities ***NEW*** Who's There? $0.99 - Cause and effect story app ***NEW*** Baby Finger HD Free - Touch any where for random image and sounds or letters or numbers ***NEW*** iBaby Buttons - Create buttons which show images and play sounds ***NEW*** Hidden Grid $2.99 - Lite Brite style app Let Loose Free -Throw things at a picture Baby Dazzler $0.99 - touch the screen to add stars and sound effects to the image Draw with Stars Free - touch to draw stars, touch again to make the shoot Fluidity HD Free - touch the screen to make the glowing fluid flow and move Koi Pond Free - interact with your pond and its creatures Kid Fireworks Free and Fireworks $1.99 - touch the screen to make fireworks explode Little Gems Visual Scene Free - you finger is gravity sending the glowing gems spinning Reactickles Magic Free - beautiful sensory based cause and effect Somantics Free - Touch, tilt and camera create a unique interactive sensory experience Color Ripple for Toddlers Free - create rainbow scene with bright colors all with a touch Tap and See Series $2.99 - apps designed for learners with CVI (Cortical Vision Impairment) to encourage looking, tracking and other visual skills Colorful Balloons Free- touch the screen an balloons are released Cause and Effect Sensory Light Box $1.99 - the name pretty much covers it Early Targeted Touch/Tap, Drag or Scroll Interactive Alphabet ABC $1.99 - Touch the letters on the screen to hear the letter, word and sound effect ***NEW*** Press Here $0.99 - A story book where things happen when you touch the dot ***NEW*** Peeping Musician $2.99 - touch a musician to make her play Rad Sounds $4.99 - touch to play music (switch accessible) Bubbles $0.99 - touch to pop bubbles or balloons Catch the Cow $2.99 - touch the cow to make something happen (switch accessible) Sounding Board Free - create communication boards using your pictures or included clip art (switch accessible) Hatch Free - touch the egg repeatedly and see what hatches Fish Fingers 3D Interactive Aquarium $0.99 - touch the water and fish come to your finger, tilt the screen and water splashes, interactive fish move when you do Baby Drums $2.99 - allows multi touch with scrolling and targeting - or not! Play lots of instruments. Refined Target Touch/Tap Aunty Maggie's Recipe $2.99 - Choose ingredients to make a secret potion (switch accessible) Picture Chase $2.99 - with your pictures and music as back ground chases of cats and butterflies, for example, ensue Picture Pusher $0.99 - learn how to target, drag and drop by putting images into a box, use your own pictures if you want Touch Trainer $4.99 - instructional activity to teach targeting Switch Accessible (using an iOS switch interface such as the APPlicator) Games Catch the Cow $2.99 - click the cow to make something happen AAC Sounding Board Free - create communication boards that scan using your pictures or included clip art Photo VOCA $37.99 - create communication boards that scan using photos PicBoard $7.99 and TalkBoard $17.99 - create communication boards using pictures in your albums Speak for Your Self LAT Kids Free - customizable AAC Companies Selling Multiple Switch Apps Apps from tBox Predictable $159.99 - for literate users an advanced text to speech system with scanning or direct select that includes social media integration Scene and Heard $49.99 - visual scene based display AAC created using "hot spots" Apps from Conley Company/TapSpeak TapSpeak Button $9.99 - record a message for play back, store each as long as you like TapSpeak Button Plus - $34.99 - same as above but includes symbol set Tap Speak Button Plus for iPad $34.99 - same as above but for iPad TapSpeak Sequence $19.99 - record and store sequential messages for playback TapSpeak Sequence Plus $34.99 - same as above but includes symbol set Tap Speak Choice for iPad $99.99 - create communication boards with 1-56 messages per page, text-to-speech and a full symbol library Apps From Alexicom Alexicom Elements Storymaker $9.99 - create switch accessible books Alexicom AAC Free - make communication boards Alexicom Elements (Child or Teen, Male or Female) $19.99 each - customizable communication page sets Alexicom Elements Core (Preschool, Child, Teen or Adults, Male or Female) core vocabulary based AAC Apps from Attainment Read to Learn $39.99 - 85 stories with graded comprehension checks. Incudes Life Skills Readers, Safety Skills Readers and Focus on Feelings Books Go Talk Now $79.99 - complete AAC app with scanning, symbols included Apps from RJ Cooper Rad Sounds $4.99 - click to play music Scan-A-Word $4.99 - spelling app with scanning switch support Scan-to-Pictures $4.99 - AAC training program Apps from MarbelSoft (prices vary) MarbleSoft Click To Read Book Series ($9.99 each) each book has a story tied to the common core and related questions, works with touch or a switch(es) titles include: "My Country", "A Leader Is", "I Can Help", and "Recycle It" (these work fantastic with the Unique Learning Program). Books use the SymbolStix Symbols. Koppy Kattz $19.99 - cause and effect through more advanced memory games for one or more players using switches or touch Scan and Match $19.99 - find the match using your switch(es) Switch Kids $9.99 (limited free version as well) - three kind of games include cause and effect, multiple choice cause and effect and sequential cause and effect Apps from Creative Communicating ($9.99 each) E-I-E-I-O Adapted Play Book Peanut Butter Adapted Play Book Inclusive series of apps (about $2.99 each - see page for ever expanding list)
As many of you may know, my class has a variety of levels and learners.
Five real examples of how to write measurable and attainable IEP goals as a severe-profound special education teacher.
As many of you may know, my class has a variety of levels and learners.
This article takes a look at the growing demand for political correctness in the terminology used for people with disabilities—the good and the bad.
The Developmental Assessment for Individuals with Severe Disabilities–Third Edition (DASH-3) is a criterion-referenced measure of specific skill levels in persons of all ages who have severe and/or multiple physical/sensory disabilities, including persons with severe and profound intellectual disability and autism spectrum disorders. The scales are also appropriate for individuals with mild to moderate disabilities; those who have single disabling conditions (e.g., individuals with visual impairment or paraplegia), and children who are functioning chronologically from birth to 6 years of age. Ages 6 months through adulthood. (2012)
A discussion of what severa and profound disabilities are and ways they can be taught in schools.
Life has been pretty darn exciting lately! Wholesome Harmonies is offering a number of summer music therapy groups including: Kids Rock and children and tween music therapy groups through the Down Syndrome Association of Miami. At UCP, we are in full presentation-preparation mode: the debut of our musical Little Red Riding Hood happens next week! […]
Resources and ideas for teachers and caregivers of learners with severe, profound, intensive, significant, complex or multiple special needs.
Life after suffering a stroke typically involves some degree of physical disability. But a new study shows that the physical effects of a stroke are only one of several profound changes — differences that may not be apparent to others.
As many of you may know, my class has a variety of levels and learners.
When Things Go Wrong Occasionally an individual will get stuck in a specific part of the Dynamic Learning Circle. This can lead to disruptive behaviors, self-stimulation, or other problems in learning. It is important to recognize when this happens and to know what to do to help the child get back on track.Patty Obrzut Talks
Five real examples of how to write measurable and attainable IEP goals as a severe-profound special education teacher.
Tactile Braille Communication CardsUse this cards to assist with communication with students that are Deafblind (deaf blind, deaf-blind, DB) low incidence, severe profound or those with multiple or additional disabilities. With modifications this could also benefit students with autism or those that...
These errorless file folder games include 10 fall themed tasks to help your students learn how to do matching folders. These are perfect for independent work tasks in your special education classroom. The beauty of errorless learning is there is no wrong answer! Students learn how to complete left to right tasks. Errorless file folder games can be a great way to guarantee success for early learners, reluctant and/or anxious students. Savings Alert: Grab all four seasons at a discount with this Errorless File Folders BUNDLE! Some of the targeted skills include: Fine motor - pincer grasp Left to right task routine One to one correspondence Contents: 10 fall themed file folder games folder labels Please note: This is a digital download. You will download, print, and prep as needed. No physical items will be sent to you.
Resources and ideas for teachers and caregivers of learners with severe, profound, intensive, significant, complex or multiple special needs.
The death of David Cameron's son has turned the spotlight on a very special group of schools, says Caroline Roberts
With assistive technology for those suffering from disabilities a fast-evolving field, this up-to-date volume provides comprehensive and multidisciplinary coverage of AT applications for individuals with autism and other developmental disabilities.
Ear Suspender Headbands are carefully designed to offer functionality and peace of mind to hearing aid wearers of all types. FEATURES OF OUR HEADBANDS: -Clear silicone hearing aid sleeves. -Headband is lined with silicone for a non slip grip. -Adjustable headband allows you to adjust the headband to a comfortable fit. -Silicone sleeves slide up and down the headband and allows you to align the hearing aids perfectly to the ears. -Fits standard hearing aid sizes. (large hearing aid sleeves available per custom request for severe/profound hearing aids) -We have customized options for Bimodal customers, preemie sizes, xtra large adult sizes and more. (Custom orders must write a note at checkout to specify the cutom request) TO ORDER... 1. Select bilateral headband sizing option *bilateral headbands will fit unilateral wearers *custom request (write note at checkout with the size and specifications) -bimodal request -large silicone sleeve request (fits severe/profound hearing aids) -preemie sizes or extra large size 2. Select color by using the picture in the listing 3. Add to cart. 4. Finish shopping and check out. INTERNATIONAL CUSTOMERS (outside of the United States and territories) -We mark all of our packages with a Hearing Aid Accessory Tariff (9021.90.40) to bring the tariff rate to zero. Customers will be responsible to pay taxes/VAT/duty fees that are imposed your country of origin. Some countries may have a waiver for disabled individuals who purchase products for their disability. Please check with your government official to determine if you or your child will qualify for a waiver to reduce or eliminate any additional fees. -International shipping delays can happen. All of our packages have international tracking. Tracking is not always reliable in certain countries. If your package has not been delivered and tracking has not updated in 2-3 weeks then please check with your local postal office to see if they are holding your package. If they are unable to locate your package then please contact us about the lost package.
It's an AAC core vocabulary Back To School activity and game! Do your students with autism or other severe to profound disabilities or staff struggle with locating core words on manual boards or devices? Do they end up abandoning them? The purpose of this engaging resource is to help students, staff (e.g. teachers, teaching assistants, etc.) and parents become familiar with and locate core vocabulary words using the carrier phrase "It is…". Core vocabulary words are the building blocks to help students become lifelong communicators. Help your students reach that goal! Click on the PREVIEW above for a closer look at everything included! Click here to save 20% on this resource with the AAC Core Vocabulary Bundle. Here is what is included: A matching activity 2 booklets for a reading/writing activity 8 "Describe it" Guessing Games Have fun!! For more resources to support your students in life skills classes, go to my TPT store and grab: ⭐ Kitchen Tools Appliances and Visual Recipes Mega Bundle ⭐ Community and Safety Signs Bundle Click here and follow me for updates on new products, discounts, and freebies! Follow me on Instagram and Pinterest too! ****************************************************************************************** Don’t forget to leave feedback! I love hearing about how your students benefit from these resources. By the way, did you know that you can earn TPT credits for each review you leave on paid purchases? These credits can be used on future TPT purchases! Click HERE to learn more. Happy Teaching!! SpeechTeachPro
Today I am linking up for the Summer Linky Party over at Sharing Kindergarten . This week's focus for the Linky Party is Calendar Time. I lo...
It is a common belief that once a person is diagnosed with a learning disability, they are stuck with that challenge for life. Barbara Arrowsmith-Young had a profound set of deficits that labeled her with severe learning disabilities. Bonnie LandauBook Review, Learning Disability, Neuroplasticity
Resources and ideas for teachers and caregivers of learners with severe, profound, intensive, significant, complex or multiple special needs.
When writing communication goals and objectives for learners with complex communication needs one place to start is the research. What does it say about the skills needed to be a competent communicator? In 1988 Janice Light et al wrote of four competencies for AAC users: Linguistic, Operational, Social, and Strategic. I would add one other for our more involved AAC users - Self-Advocacy. Breaking down an overall goal to increase communicative competencies into these five parts is a great way to make sure you are addressing all areas of need. Linguistic: this competency focuses on actual language skills. Early Communicator: the goals for these students might be tricky, we want to presume competence while at the same time being sure to build skills that will lead to functional, generative communication beyond requests. It is never too early to start to build core vocabulary use in our students regardless of their skills so modeling core vocabulary through aided language stimulation is important regardless of skills level. The early communicator should have access to a more robust vocabulary than just a few objects or pictures of items. Even if you are working on making a choice between two real items or photographs this should be paired with use of core words. For example, perhaps your student is working on choosing an activity and you are showing them two items. Instead of writing a goal that says that the student will make a choice from a field of two write that, "Given a choice of two photographs of items, one of which has just been used and one of which has not been used with the the symbol for "more" attached to the first and the symbol for "different" attached to the second, Jane will choose an item by reaching for it independently three times in a fifteen minute session." Another idea is to use a voice output communication aide (such as a Big Mac Switch) paired with a core word such as "all done" and write an objective such as, "Given a switch with a voice recording paired with the picture symbol for "all done" Joe will indicate when he is done with an activity following a natural and gestural cue by activating the switch at least four times per day at the completion of an activity." Emergent Communicator: this is where we start using early core words such as more, stop, go, like and don't. We can write out benchmarks in a such a way that we reinforce modeling and teaching of these or other core words such as, "Given her communication system and ongoing aided language stimulation during highly motivating activities, Jane will use two different core words from the following list {more, stop, go, like, don't} to appropriately communicate an idea with no more than one gestural prompt." As you can see the use of aided language stimulation and the prompt hierarchy, both best practices, are embedded into the benchmark. Another goal for an beginning communicator might be, "Given his communication system of 9-12 core words and ongoing aided language stimulation across the school day Joe will communicate for three different purposes (such as greeting, commenting, requesting, labeling, asking and answering questions) during a 20 minute group activity with no more than two indirect verbal cues (hints). Functional Communicator: more skilled communicators this might be a benchmark about combining words into phrases, knowing how to ask different kinds of questions. As you can see nowhere in these samples are the common "80% accuracy" or in "4 out of 5 trials" because real communication isn't about percentages and real communication doesn't happen in trials. Real communication is a living and evolving endeavor. Social: this competency focuses on social interactions and pragmatics. Early Communicator: For the very early communicator social communication is able creating social closeness. Some ideas for objectives might be to make eye contact when a new person arrives, to reach out to a communication partner physically or by using a talking switch to gain attention or to engage in joint attention during a play or leisure activity by shifting eye gaze from the activity to the communication partner and back. Again we must use aided language stimulation and core words with these early communicators. Emergent Communicator: this benchmark might be about greeting and taking leave, but there is so much more to social language! At this level the communicator knows that communication through body language and eye gaze are all about connection as well as getting needs met. We can move our students beyond this by giving them access to core words such as "like" and "don't like". An objective might be, "Given his communication system and intensive aided language stimulation, Joe will use the core words, "like" and "don't like" to indicate preferences and opinions in naturally occurring situations across the school day at least three times per week with natural and verbal cues." Functional Communicator: You can write social benchmarks about making relevant comments, expressing opinions, engaging in conversational turn taking or beginning and terminating topics. A sample might be, "Given her communication system and visual supports, Jane will make at least three relevant comments about a discussion topic or passage read allow in a 20 minute period with 100% independence" or "Given her communication system used Jane will wait for a response to a question or comment before activating another button at least four times per day with no more than one verbal cue across all settings." Operational: this competency focuses on the ability to handle the actual physical use of a system. Early Communicator: for the very early communicator operational skills focus physical skills needed to access communication and on building the cognitive connection that whatever means of communication we are offering is meant to be used to share a desire, thought or idea. For example this might be where we write a goal such as, "Given aided language stimulation of core vocabulary words, Joe will look at the communication display for a minimum of two seconds before looking away at least 10 times per day, across the school day" or "Given a single message voice output communication device paired with a core word symbol Jane will look at the symbol, reach and press down on the switch to activate the message given a light physical cue at least three times in a fifteen minute session, twice per day." Emergent Communicator: for the emergent communicator this is a great place to write benchmarks for accurately linking between pages of a dynamic display device or turning the pages of a communication book for example an objective might read, "Given her communication book and a natural or indirect verbal cue (hint), Jane will independently turn the pages of her book to the page she needs to start or continue her message at least five times per day across all school and community settings." Functional Communicator: For a user with more experience and skill this might be turning up and down the volume at relevant times or alerting an adult when the low battery alert appears. For example, "Given visual supports and direct instruction, Jane will turn up and down the volume on her communication device given natural (i.e. turning it down when entering the library) or indirect verbal cues (i.e. turning up the volume if someone comments they can't hear her) at least twice per week across all school and community settings." Strategic: this competency focuses on the ability to notice and fix communication problem, as skill all of us, not just AAC users need to practice! Early Communicators: this benchmark might be about gaining attention of a communication partner before communicating a message. Another idea for a strategic benchmark for this level of user is to start to teach a "none of these" option when offering choices. So frequently we offer two choices without giving the student a way to say that we are offering the wrong choices. For an early communicator a "none of these" benchmark might look like this, "Given ongoing modeling and the creation of a choice making opportunity when an item Joe is indicated a desire for through positive affect or visual attention and a choice between two other items and "none of these" symbol, Joe will choose "none of these" by looking at the symbol when the item he desires is not offered at least once per session with gestural and verbal cues." You will of course then need to offer Joe another choice with the preferred item in the array! Emergent Communicators: Similar to learning to use a "none of these" symbol for early communicators learning to use a "the message I want is not here", "ask me yes or no questions" or "I need a new word/message on my system" is a great place to start for strategic skills for an emergent communicator. Another important thing to consider as an objective for this level of communicator is frustration toleration for when a communication partner does understand (i.e. not having a meltdown when your communication partner doesn't get it). Functional Communicators: For more advanced users this objective could be about using a message to say, "What I want to say is not here" and for even more skilled users it might be learning to say "You don't understand" or even a cold, warm, hot system of giving hints to communication partners when a message isn't easily understood. For an eye gaze device user it might be reminding people not to stand behind her while she communicates (as their eye gaze might interfere with hers). An example of a benchmark might be, "Given her communication device and an unfamiliar communication partner, Jane will independently use communication repair strategies such as explaining how her communication system words, asking for additional time time compose a message or requesting the communication user give her space as appropriate at least twice per two week data collection period." Beyond that using hints to tell about a person, place, thing or event that is not on your device. Self-Advocacy: this "bonus" competency is a must for alternative communicators with more complex needs. Early Communicator: This learner might focus on a student asking to "stop" before he or she becomes frustrated. This may take an attuned communication partner who can offer the "stop" sign symbol or switch with symbol before the student is "in the weeds". Emergent Communicator: this learner might focus on sharing a physical or emotional need. The student might work on requesting a break, food, drink or hygiene care. Using a format like, "I am upset because/you can help me by" might be helpful. Functional Communicator: For some students working on communicating, "Don't talk to me like a baby" or "I'm not stupid" might be appropriate. Additionally it can work on getting physical needs met, like asking to eat, drink or take a break. For more advanced users it might be about asking for an explanation, giving detailed instructions to meet care needs (get a napkin from the front pocket of my bag and wipe my mouth) or reporting neglect and abuse (something happened on the bus, I was scared) . The skill set being worked on is the learner identifying, expressing and directing others to meet their needs, physical and emotional.
