Communication Assessment. Defined as: An assessment of communication to address the communication characteristics of autism spectrum disorder, including measures of language semantics and pragmatics completed by a speech and language pathologist. Areas to be considered .
When Assessing Communication:
• Delays in responding to the verbal instructions, particularly multi-step directions
• Avoidant or fleeting eye contact
• Unusual speech patterns (speed, volume, tone); speaking in an “adult-like” manner
• Reliance on scripted language and/or rote statements, rather than creative language
• Misuse of pronouns
• Uses and interprets language literally
• gaining attention and initiating interaction
• responding to attempts at interaction
• requesting information from communicative partner, askingvariety of questions
• commenting on activity or event
• following routines
• providing or offering information
• understanding expectations for performance, regulating conversation
Typical Receptive Language/Auditory Processing Skills by Sally Eshoo
Sample Templates byRobynBean
5. Functional Communication Checklist (Bvtn-adapted from Functional Communication Profile)http://nwresd.k12.or.us/autism/files/FunctionalCommunicationChecklist.pdf6. Conversation Checklist (Kevin Penner)http://nwresd.k12.or.us/autism/files/ConversationChecklist.pdf7. Functional Language Ability Observation(Kevin Penner)http://nwresd.k12.or.us/autism/files/FunctionalLanguageAbilityObservation.pd
8. Conversational Effectiveness Profile (Timothy P. Kowalski)
9. AS/HFA Social Cognitive Assessment* K-2nd Beaverton ASD Team *Modifiedfrom the assessment description in Thinking About You Thinking About Me (2002) by Michelle Garcia Winner
10. AS/HFA Social Cognitive Assessment* 3-12 Beaverton ASD Team Modified from the assessment description in Thinking About You Thinking About Me (2002)by Michelle Garcia Winnerhttp://nwresd.k12.or.us/autism/files/AS-HFA3-12CogAssessment.pdf11. AS/HFA Social Cognitive Observation – Beaverton ASD teamhttp://nwresd.k12.or.us/autism/files/AS-HFASocialCognitiveObservation.pdf
American Speech-Language-Hearing Association (ASHA)
• with familiar and unfamiliar adults
• with familiar and unfamiliar peers
• in structured and unstructured settings
• in small and large groups
• at school, community, and home, if possible
(Refer to roles and responsibilities of Speech-Language Pathologists in diagnosis, assessment, and treatment of Autism Spectrum Disorders across the life span)
•Covers all the areas of other checklists and what is recommended by ASHA
• Based on research and Best Practice
• Includes mutual and self regulation. These affect communication, but a child needs communication skills to help them regulate
• Purposefully looks at how transactional supports (interpersonal and learning supports) help the child regulate, engage, and participate
• Team works together to prioritize educational objectives that are functional, address family priorities and match developmental areas of need
• Completing activity grid allows the team to imbed goals in functional activities and is a very useful way for an SLP to consult in an educational setting
• Very effective with task engagement and communication, transitions, and emotional expression
The Communication Matrix is appropriate for individuals of all ages who are at the earliest stages of communication.
It covers the range of communication skills which typically develop between 0 and 24 months of age.
The Matrix accommodates any type of communicative behavior, including "augmentative and alternative" (AAC) forms of communication and pre-symbolic communication.
Theprofile shows at a glance what level of communication behaviors a child is using and what kinds of messages he or she expresses. The Communication Skills List shows exactly what behaviors the child uses to express each message. It is very good for non-verbal communication.
Behavior is not under the individual's own control, but it reflects his general state (such as comfortable, uncomfortable, hungry or sleepy). Caregivers interpret the individual's state from behaviors such as body movements, facial expressions and sounds. In typically developing children, this stage occurs between 0 and 3 months of age.
Behavior is under the individual's control, but it is not yet used to communicate intentionally. Caregivers interpret the individual's needs and desires from behaviors such as body movements, facial expressions, vocalizations and eye gaze. In typically developing children, this stage occurs between 3 and 8 months of age.
Conventional pre-symbolic behaviors are used intentionally to communicate.
Communicative behaviors are pre-symbolic because they do not involve any sort of symbol; they are conventional because they are socially acceptable and we continue to use them to accompany our language as we mature.
The meanings of some gestures may be unique to the culture in which they are used. Communicative behaviors include pointing, nodding or shaking the head, waving, hugging, and looking from a person to a desired object. Note that many of these gestures (and especially pointing) require good visual skills and may not be useful for individuals with severe vision impairment. Some vocal intonations may also be used at this stage. In typically developing children, this stage occurs between 12 and 18 months of age.