ADULT CODES:
Tier III Intervention
Phase 1 Partial Participation and Responsiveness
Phase 2 Response to Environmental Sounds: Auditory Sandwich Comprehension
Phase 3 Auditory Sandwich - Expression
#1 – Partial Participation and Responsiveness
Level 1 / Level 2 / Level 3Partial Participation / Parent provides opportunity for partial participation in motor action / Child participates with partial physical assistance (parent allows child to continue movement independently)
Participates with only touch to direct the child’s continued movement
Participates with only gesture to direct the child’s continued movement
Participates with only verbal response to direct the child’s continued movement
Child initiates behavior w/o any directive
Parent provides required materials in piecemeal quantities / Child gives notice of need for more / different materials
Child does not give notice of need for more / different materials
Responsiveness / Imitates sound the child produces / Exact imitation only
Repetitive imitation of sound
Imitation, with inflection added
Expands the “word” the child says / Fully articulates word
Expands to 2 words
Expands to 3 +words
Expands by adding information
Expands w/ morphological marker
Follows lead of the child’s facial expression / Honors perceived intent, if appropriate
Verbalizes re: perceived meaning of expression
Acknowledges intent, if not appropriate to honor
Follows lead of the child’s body movement / Honors perceived intent, if appropriate
Verbalizes re: perceived meaning of expression
Acknowledges intent, if not appropriate to honor
Follows lead of the child’s gesture / Honors perceived intent, if appropriate
Verbalizes re: perceived meaning of expression
Acknowledges intent, if not appropriate to honor
Responds directly to the intent of the child’s initiated communication / Honors perceived intent, if appropriate
Verbalizes re: the initiation
Acknowledges intent, if not appropriate to honor
Narrative Description (as evidence of responsiveness) / Describe motor action / Of child
Of self
Of another person / animal
Verbal comment / Related to child
Related to self
Related to other aspect of present context
Not directly related to present context
Describes action / activity, pairing with object / Of child
Of self
Of another person / animal
#2 – Response to Environmental Sounds: Auditory Sandwich Comprehension
Response to environmental sound / Opportunity to respond
(i.e., environmental sound is present) / Acknowledges child’s response to environmental sound
Does NOT acknowledge child’s response to environmental sound
NO opportunity
(i.e., NO environmental sound occurs during interval)
Utilizes “Auditory Sandwich” to facilitate child’s comprehension / Utilizes verbal with touch / movement cue / To provide directive / location
To engage in joint activity / game
For purpose of turn-taking
To give greeting
Utilizes verbal with object cue / To provide directive / location
To engage in joint activity / game
For purpose of turn-taking
To give greeting
Utilizes verbal with gesture / To provide directive / location
To engage in joint activity / game
For purpose of turn-taking
To give greeting
Utilizes verbal with manual sign / To provide directive / location
To engage in joint activity / game
For purpose of turn-taking
To give greeting
Implements variation of “auditory sandwich” / Verbal repeated, then paired with manual sign, after initial verbal cue
Implements “auditory sandwich” INCORRECTLY
[Code error(s) made] / Presentation of nonverbal cue without pairing with the verbal
Simultaneous presentation of verbal and supportive (nonverbal) cue
Repetition of the verbal cue
Failure to utilize appropriate “wait time”
Failure to “close” the communication by repetition of verbal cue
Incorporates critical elements in spoken communication / Speaks child’s name / nickname / Uses name to seek attention / response (i.e., take turn)
Uses name while providing positive reinforcement
Uses name to provide information
Speaks own name to child / To identify self
To call attention to own turn
Provides preparatory verbal cues for child (i.e., “1, 2, 3”) / Prior to moving the child’s body
Prior to touching the child
Prior to giving / removing an object from the child
Prior to providing a bite of food or drink
#3 – Auditory Sandwich – Expression
Provides direct opportunity for child to communicate by imitation / Provides model for child / Body movement
Contact gesture
Distal gesture
Representational gesture
Single vocalization
Repetitive vocalization
Word approximation
Single spoken word
Two word combination
Three+ word combination
Total communication expression (i.e., sound + manual sign)
Offers choice through visual, tactile, or kinesthetic modes / Choice of preferred with “nothing” alternative / Food / drink
Object
Social interaction / activity
Choice between preferred and non-preferred / Food / drink
Object
Social interaction / activity
Choice of two equally preferred / Food / drink
Object
Social interaction / activity
Choice among three equally preferred / Food / drink
Object
Social interaction / activity
Makes direct request for child response, utilizing “Auditory Sandwich” to facilitate child’s expression / Utilizes verbal with touch / movement cue / Protest / reject
Request more / continuation
Request action
Request object / location
Request attention
Give greeting
Comment
Offer
Ask question
Answer question
Utilizes verbal with object cue / Protest / reject
Request more / continuation
Request action
Request object / location
Request attention
Give greeting
Comment
Offer
Ask question
Answer question
Utilizes verbal with gesture / Protest / reject
Request more / continuation
Request action
Request object / location
Request attention
Give greeting
Comment
Offer
Ask question
Answer question
Utilizes verbal with manual sign / Protest / reject
Request more / continuation
Request action
Request object / location
Request attention
Give greeting
Comment
Offer
Ask question
Answer question
Implements variation of “auditory sandwich” / Verbal repeated, then paired with manual sign, after initial verbal cue
Implements “auditory sandwich” INCORRECTLY
[Code error(s) made] / Presentation of nonverbal cue without pairing with the verbal
Simultaneous presentation of verbal and supportive (nonverbal) cue
Repetition of the verbal cue
Failure to utilize appropriate “wait time”
Failure to “close” the communication by repetition of verbal cue
CHILD CODES:
Tier III Intervention
Phase 1 Partial Participation and Responsiveness
Phase 2 Response to Environmental Sounds; Auditory Sandwich Comprehension
Phase 3 Auditory Sandwich – Expression
(Child’s Communication Responses to Opportunities Provided)
#1 – Partial Participation and Responsiveness
Level 1 / Level 2 / Level 3Child partially participates / Resists / Actively
Passively
Participates with physical assistance / With full physical assistance
With partial physical assistance (parent allows child to continue movement independently)
Initiates / Full performance of act independently
Partial performance of act (continues movement which parent assists to begin)
Child demonstrates overt behavior to which parent responds
(i.e., Responsiveness) / Motor
Facial expression
Intentional communication / Vocal
Gestural (represent. / deictic)
Body movement
Using person as tool
Linguistic communication / Verbal
Manual sign
Total communication
Child detects parent’s narrative comment / Quiets self when comment is made / Physically / motorically
Vocally / verbally
Makes overt response to comment / Vocal
Gestural (represent. / deictic)
Body movement
Using person as tool
Attempts imitation of parent’s comment / Verbal
Manual sign
Total communication
No response
#2 – Response to Environmental Sounds; Auditory Sandwich Comprehension
Level 1 / Level 2 / Level 3Child demonstrates response to environmental sound / Motor response / Quiets self
Makes overt response
Orients / Turns to sound
Label / Verbal
Manual sign
Total communication
Via an AAC device
No response
Child demonstrates comprehension / understanding / Appropriate response that includes verbal match / Prompted
Unprompted
Appropriately matched motor response / Touch / movement
Object
Gesture
Manual sign
Other motor response that is not matched to sound / Touch / movement
Object
Gesture
Manual sign
Imitation of parent’s cue / Imitates spoken word
Makes word approximation
Manual sign
Total communication
Related language response / Single spoken word response
Multiword spoken response
Manual sign
Total communication
No response
KAT & CEECEE: What do we want / need to do about prompting that is associated with these responses?
#3 – Auditory Sandwich – Expression
(Child’s Communication Responses to Opportunities Provided)
Level 1 / Level 2 / Level 3 ** / Level 4Early Prelinguistic / Body movement / Imitation / Protest / reject
Request more / continuation
Response to DIRECT support (e.g., gesture, sign, total comm.) / Protest / reject
Request more / continuation
Response to VERBAL / Protest / reject
Request more / continuation
Response to INDIRECT support (e.g., playing dumb, extended pause, interrupt chain) / Protest / reject
Request more / continuation
Initiation / Protest / reject
Request more / continuation
Facial expressions / Imitation / Protest / reject
Request more / continuation
Response to DIRECT support (e.g., gesture, sign, total comm.) / Protest / reject
Request more / continuation
Response to VERBAL / Protest / reject
Request more / continuation
Response to INDIRECT support (e.g., playing dumb, extended pause, interrupt chain) / Protest / reject
Request more / continuation
Initiation / Protest / reject
Request more / continuation
Vocalizations / Imitation / Protest / reject
Request more / continuation
Response to DIRECT support (e.g., gesture, sign, total comm.) / Protest / reject
Request more / continuation
Response to VERBAL / Protest / reject
Request more / continuation
Response to INDIRECT support (e.g., playing dumb, extended pause, interrupt chain) / Protest / reject
Request more / continuation
Initiation / Protest / reject
Request more / continuation
Gestural Prelinguistic / Contact gesture / Imitation / Request action
Request object / location
Request attention
Response to DIRECT support (e.g., gesture, sign, total comm.) / Request action
Request object / location
Request attention
Response to VERBAL / Request action
Request object / location
Request attention
Response to INDIRECT support (e.g., playing dumb, extended pause, interrupt chain) / Request action
Request object / location
Request attention
Initiation / Request action
Request object / location
Request attention
Distal gesture / Imitation / Request action
Request object / location
Request attention
Response to DIRECT support (e.g., gesture, sign, total comm.) / Request action
Request object / location
Request attention
Response to VERBAL / Request action
Request object / location
Request attention
Response to INDIRECT support (e.g., playing dumb, extended pause, interrupt chain) / Request action
Request object / location
Request attention
Initiation / Request action
Request object / location
Request attention
Representational gesture / Imitation / Request action
Request object / location
Request attention
Response to DIRECT support (e.g., gesture, sign, total comm.) / Request action
Request object / location
Request attention
Response to VERBAL / Request action
Request object / location
Request attention
Response to INDIRECT support (e.g., playing dumb, extended pause, interrupt chain) / Request action
Request object / location
Request attention
Initiation / Request action
Request object / location
Request attention
Linguistic / Word approximation / Imitation / Give greeting
Comment
Make offer
Ask question
Response to DIRECT support (e.g., gesture, sign, total comm.) / Give greeting
Comment
Make offer
Ask question
Response to VERBAL / Give greeting
Comment
Make offer
Ask question
Response to INDIRECT support (e.g., playing dumb, extended pause, interrupt chain) / Give greeting
Comment
Make offer
Ask question
Initiation / Give greeting
Comment
Make offer
Ask question
Single word / Imitation / Give greeting
Comment
Make offer
Ask question
Response to DIRECT support (e.g., gesture, sign, total comm.) / Give greeting
Comment
Make offer
Ask question
Response to VERBAL / Give greeting
Comment
Make offer
Ask question
Response to INDIRECT support (e.g., playing dumb, extended pause, interrupt chain) / Give greeting
Comment
Make offer
Ask question
Initiation / Give greeting
Comment
Make offer
Ask question
2 word combination / Imitation / Give greeting
Comment
Make offer
Ask question
Response to DIRECT support (e.g., gesture, sign, total comm.) / Give greeting
Comment
Make offer
Ask question
Response to VERBAL / Give greeting
Comment
Make offer
Ask question
Response to INDIRECT support (e.g., playing dumb, extended pause, interrupt chain) / Give greeting
Comment
Make offer
Ask question
Initiation / Give greeting
Comment
Make offer
Ask question
3+ word combination / Imitation / Give greeting
Comment
Make offer
Ask question
Response to DIRECT support (e.g., gesture, sign, total comm.) / Give greeting
Comment
Make offer
Ask question
Response to VERBAL / Give greeting
Comment
Make offer
Ask question
Response to INDIRECT support (e.g., playing dumb, extended pause, interrupt chain) / Give greeting
Comment
Make offer
Ask question
Initiation / Give greeting
Comment
Make offer
Ask question
Morphological structures/elements / (Go to language sample—SALT) / Answer question appropriately
No response
KAT & CEECEE: What do we want / need to do about listing grammatical morphemes in the level immediately above “No Response?” Which ones do we want to list? I know this level needs work, but I don’t know how much we want to specify…..(maybe we don’t need to do anything, since I doubt we have any / many kids reach this level during intervention.
** Could reduce Level 3 to only: Imitation, Response, Initiation (If necessary)