After adult modeling on Student’s device/board, Student will use AAC device or board within close distance and/or gestures to select 2 icons or combine icon and gesture to request item, activity, help, or stop an activity or take a break […]
Read moreIdentify common people both in the students’ immediate circle, as well as people that the student will see throughout the day – either in the students’ school, church, therapy sessions, doctors office, dentist office, as well as at every day […]
Read moreWhen Student’s behavior implies an interest in communicating (by looking toward the communication book, calling out, or showing a change in affect) within the context of teachable moments, Student will express an increasing range of communicative functions such as requests, […]
Read moreGiven a book of personal experiences, student will attend to photos and/or videos of his/her own experiences as demonstrated by (define this for the specific child – eye gaze, turning the pages, etc), during 5 opportunities daily (or whatever is […]
Read moreGiven natural contexts throughout the day, Student will show increasing interest and attention to someone using a comprehensive aided communication system to talk to him/her in natural contexts throughout the day by looking towards the communication symbols or partner, calming […]
Read moreGiven a visual model, student will push a double digit number on a functional item, such as a remote control, a microwave, or an elevator, on 10 out of 10 trials, as measured by quarterly teacher observation and data collection. […]
Read moreHe/she by (month/day/year), during the end of school routine, will identify own property by removing his/her jacket from the hook within (5) seconds of the prompt given on (8) out of 10 trial days as observed and charted by staff. […]
Read moreHe/she will respond appropriately to name when called on 8 out of 10 trials as observed by teacher/classroom staff in 4 out of 5 trials. He/she will respond appropriately to name when called on 3 out of 10 trials as […]
Read more