Steven

Present Level of Academic Achievement and Functional Performance: Steven is a four-year-old boy diagnosed with pervasive developmental disorder. His placement is in an Early Childhood classroom. He is able to understand and comprehend when spoken to, but does not communicate his needs consistently. When choices are simplified and broken into steps, Steven will try to communicate wants and needs. Peer interactions are limited.

Annual goal: Steven will use a picture board or voice output device to express wants and needs to adults and peers in both home and school at least four times each day.

The picture board above can be used by Steven to help him achieve his annual goal of expressing his wants and needs to adults and peers both at home and in the classroom.  From this board, he can clearly state "I want more to eat" or "I want help."  This picture board can be small and easily transported from home to school and vice versa.

Michael

Present Level of Academic Achievement and Functional Performance: Michael is in the second grade classroom for most of the school day. He is interested in the material being presented by the teacher and wants to participate. He has a full time paraprofessional who assists him. He has difficulty being an active participant in academics because he uses a voice output AAC device and frequently does not have the “right” answer. The teacher is concerned at the amount of time it currently takes while Michael struggles to answer questions. The teacher is interested in finding ways for Michael to more actively participate.

Annual Goal: Michael will use eye gaze and prerecorded messages to respond to appropriately phrased questions in four subject area classes, mathematics, reading, science and social studies in three out of five opportunities.

Above is the Tobii S32 which is an Augmentative and Alternative Communication (AAC) speech device that Michael already uses.  This device plays back pre-recorded messages and sounds by touching the symbols or pictures.  The pre-recorded messages or sounds can be recorded directly onto Tobii S32 or through software called Tobii SymbolMate.  This AAC device can benefit Michael and help him reach his annual goal.

Andy

Present Level of Academic Achievement and Functional Performance: Andy uses a variety of sounds, gestures, signs, and picture/symbols to communicate with his family. He is very social and enjoys parallel play. Andy does not communicate vocally in the classroom, but does use some gestures. At school Andy will sign, but only with prompts.

Annual Goal: Andy will increase expressive language production by using a variety of communication methods in the classroom, including sign language, gestures, communication boards, pictures, and simple voice output devices during four out of five opportunities.

Above is a communication board that Andy can use to communicate what how he feels about something, if he is hungry or thirsty, or answer a yes or no question.  Different communication boards can be used for each class that have icons that pertain to the particular class.  Voice output devices are also included in Andy's annual goal that can be found in my blog about Sarah.

Sarah

I previously talked about Eric and how he can use a laptop or portable word processor to write his assignments 100% of the time.  You can read about Sarah’s IEP below.

Present Level of Academic Achievement and Functional Performance: Sarah can use eye gaze fairly successfully to indicate her wants and needs when items are appropriately displayed so that her communication partner can tell what she is gazing at. She currently makes a grunting sound to greet others, to get attention, and to represent both yes and no. She has recently been using a four-message output device and is having some success at making choices. Sarah travels independently about the school in her power chair.

Annual Goal: Sarah will interact with others in the school environment in four out of five opportunities to indicate her preferences and needs using voice output devices and eye gaze strategies.

 

Sarah can use these two communication devices above.  The first is a symbol based voice output device where Sarah can pick the picture that associates to her answer and will speak it aloud.  The second is a text to speech device.  This voice output device can store frequently used words or phrases that can be accessed by two or three key combinations.  Both of these voice output devices can be attached to her power chair.

Eric

Now that I have talked about AT and IEPs, I will review five IEPs with the present level of academic achievement and the annual goal set for the student. 

Present Level of Academic Achievement and Functional Performance: Eric participates in regular education programs for his academic subjects. His hand strength is limited and he fatigues quickly when doing any handwriting task. Civics and English homework are a particular problem because of lengthy assignments and reports that need to be completed.

Annual Goal: Eric will use a computer or portable word processor to complete 100% of his assignments in 10th grade English and Civics classes.

With this portable word processor, shown above, or a laptop, Eric can be easily bring these devices from class to class.  On these AT devices, he can type 100% of all his assignments and not worry about becoming fatigued from writing.

Choice Cards

Along with break cards, choice cards are an option to help autistic students with their communication.

Choice cards give the students options to answer a question asked to them.  This strategy gives students independence and allows them to make their own decision leaving them feeling empowered.  Letting students make their own decision can also improve behavior in the classroom.  When presenting choices to the student, saying it allowed lets the student hear it along with pointing to the card.  This connects the picture, sound, and item together.  When a student decides, they point to the card they want and the teacher sticks with whatever the student picks.  Older students can pick their choice by pointing and verbally speaking their choice.

An example of choice cards can be seen below.  The teacher asks the student what they want for snack, a pretzel or a banana.

I think these cards are a great idea for nonverbal children.  I love how they give students options and freedom to make decisions.  If in the situation, I would most definitely use these in my classroom.

References:

http://lessonpix.com/articles/9/41/Choice+Cards

Break Cards

Knowing that students with autism have trouble with communication, as previously mentioned, sometimes that individual may need a break but not know how to express it appropriately.

Break cards are a great way to help students express how they are feeling and if they need a break in what they are doing.  If a student appears confused or overwhelmed they can use these cards to communicate without causing a distraction to other students and combat an outburst before it occurs.  These break cards can be written on index cards that have been put together in a small book and can be used anywhere not just the classroom.

Having these break cards on hand for all students can be beneficial.  All students, not just autistic students, can use a break from time to time and given that option may have a positive outcome.

References:

https://handsinautism.iupui.edu/pdf/How_To_Help_Break_Cards.pdf