Sample AAC Goals
Sample AAC Goals - USHA
Sample AAC Goals - USHA
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<strong>Sample</strong> <strong>AAC</strong> <strong>Goals</strong><br />
The goals is the measurable educational literacy goal. How to set goals for assistive technology in an<br />
IEP. http://www.ehow.com/how_7694225_set-goals-assistive-technology-iep.html#ixzz24ztxgfb<br />
OPERATIONAL<br />
Turn on, turn off, get to internet, clear, backspace, etc.<br />
Emergent Carrying own device, turning device on/off<br />
Context Dependent Selection of page back button with consistent location of all pages. Programming<br />
participation (symbol and message selection with choice)<br />
Independent Stores customized messages & sequences with customized messages, & sequences with<br />
writing/spelling support. Beginning to use invented spelling and word prediction on keyboard page.<br />
LINGUISTIC<br />
one word, semantic relationships, syntax, morphemes, verbs, nouns, pronouns, etc.<br />
reliable choice making; single button messages<br />
understands and uses descriptive words and uses descriptive words (adjectives) to clarify nouns<br />
able to denote more than one<br />
understands and uses morphological endings to denote time concepts (past “ed”/present “ing”)<br />
produces messages with increased length/complexity (i.e., different sentence forms)<br />
when presented with an item, a visual of a carrier phrase and a direction, student will describe items<br />
using an augmentative communication device in 4 out of 5 opportunities.<br />
will use his device to produce 5- and 6-word novel utterances using an augmentative communication<br />
device 3 out of 4 opportunities.<br />
SOCIAL<br />
tell personal stories<br />
anecdotes<br />
communicative intents<br />
greeting<br />
request for object<br />
request for action<br />
request for information<br />
comment on object<br />
comment on action<br />
describing an event<br />
predicting<br />
hypothesizing<br />
denial (protesting)<br />
making choices<br />
giving reasons<br />
closing<br />
answering<br />
attending to speaker<br />
taking turns<br />
acknowledging<br />
specifying a topic<br />
changing topic<br />
maintaining topic<br />
asking conversational<br />
questions<br />
giving expanded answers<br />
requesting clarification<br />
Emergent<br />
demonstrates turn-taking; requests motivating activities/objects
Context Dependent<br />
Spontaneous greeting and farewells with navigation<br />
Asks partner focused questions<br />
Independent<br />
Requests clarification<br />
Use of partner focused questioning to continue conversation<br />
will engage up to 3 conversational turns including conversation starters with adults and peers using an<br />
augmentative communication device in 4 out of 5 opportunities.<br />
will respond to social greetings from adults and peers using an augmentative communication device in 3<br />
out of 4 opportunities<br />
will respond to questions regarding personal information using an augmentative communication device in<br />
3 out of 4 opportunities.<br />
Reliable choice making; single button messages<br />
Student will use utilize a mode of <strong>AAC</strong> to answer questions during large group language activities in 4 out<br />
of 5 opportunities.<br />
Student will use utilize a mode of <strong>AAC</strong> to inform others regarding past events in 4 out of 5 opportunities.<br />
Given picture support and verbal cues, X will make requests and comments during a structured activity.<br />
Given picture support and verbal cues, X will initiate interactions with peers X will use a communication<br />
device to enhance expressive language X will use his device to produce 5- and 6-word novel utterances<br />
will engage up to 3 conversational turns including conversation starters with adults and peers using an<br />
augmentative communication device in 4 out of 5 opportunities.<br />
will respond to social greetings from adults and peers within 5 seconds in 4/5 opportunities.<br />
will respond to questions regarding personal information using an augmentative communication device in<br />
3 out of 4 opportunities.<br />
Given picture support and verbal cues, x will make requests and comments during a structured activity.<br />
Given picture support and verbal cues, x will initiate interactions with peers x will use a communication<br />
device to enhance expressive language x will use his device to produce 5- and 6-word novel utterance<br />
Express basic physical needs/wants<br />
Express needs/wants in emergencies<br />
Express detailed physical needs/wants<br />
Participate in decision-making (e.g., discuss choices for end-of-life care)<br />
STRATEGIC<br />
Emergent
cause & effect; gains partners attention; attention; introduces self when appropriate<br />
Context Dependent<br />
Selects message to signal a misunderstood message (i.e. Let me tell you another way.)<br />
Utilizes 1 or more strategies to repair misunderstanding (i.e. rephrases message)<br />
Independent<br />
Chooses appropriate message/strategy to signal a communication breakdown<br />
Signals a topic change with appropriate communication<br />
will use an augmentative communication device to repair a communication breakdown without teacher<br />
cueing at least one time during the school day.<br />
will use an augmentative communication device to repair a communication breakdown with teacher<br />
cueing.<br />
will use an augmentative communication device to repair a communication breakdown without teacher<br />
cueing at least one time during the school day.<br />
Building Communicative Competence with Individuals Who Use Augmentative and Alternative<br />
Communication (Light and Binger, 1998)<br />
1. Teaching an Introduction Strategy<br />
will use an appropriate introduction strategy spontaneously when meeting new people in at least (criterion<br />
%) of the opportunities that occur in the natural environment (in specific situations):<br />
Example: I use a communication device because I have ALS (Lou Gehrig’s disease), which affects the<br />
muscles used for speaking. I can hear and understand you just fine. Please talk to me directly, using a<br />
normal tone of voice. Please be patient. It takes a little longer to respond using this communication<br />
device. Please don’t pretend to understand me if you don’t. Ask me to repeat myself if necessary. Treat<br />
me like you would like to be treated – as an adult worthy of respect and attention<br />
2. Increasing turn taking – obligatory (follow a question) and non-obligatory turns (those<br />
that start a conversation or follow a partner’s comment<br />
will take non-obligatory turns spontaneously during at least (criterion level) of his or her available<br />
opportunities when engages in social interactions with (familiar and/or unfamiliar people) (in specific<br />
contexts) in the natural environment<br />
3. Asking Partner-Focused Questions<br />
will spontaneously ask appropriate partner focused questions in at least (criterion level) of his or her<br />
available opportunities when engaged in social conversations (with familiar and/or unfamiliar partners)<br />
within the natural environment.<br />
Partner-focused questions ask about thoughts, feelings, and experiences to show the individual is<br />
interested in the Communication Partner<br />
Example s: How was your weekend? What do you think? What are you doing Saturday? What’s<br />
wrong? How are you? What’s up? Hi, how are you? What’s new? What are you doing this<br />
weekend?
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