Sample AAC Evaluation
Sample AAC Evaluation
Reason for Request: Student recently had a Triennial Evaluation. On 2/15/10, he was found eligible for continued special education services as a student with an Intellectual Disability and Orthopedic Impairment. Student has a diagnosis of Joubert Syndrome. An Augmentative Communication Evaluation was requested prior to development of a new IEP.
Evaluation Methods:
Review of Records
Parent Interview
Teacher Interview
Classroom Observation
Direct interaction with student
Sensory: No issues have been reported with Student’s hearing. Jerky eye movements have been reported as part of his syndrome. Ms. J.S. documented in a Functional Vision Assessment in 3/06 that Student probably drops his head down and to the side to find a “null point” as compensation for nystagmus.
Gross Motor: Student ambulates with a posterior walker. He has a pocket on the walker for carrying any materials that he may need. Ataxia is also associated with Joubert Syndrome.
Fine Motor: Student is able to pick up small pieces of food when motivated. He requires hand over hand assistance for many classroom activities such as drawing and cutting with scissors. Student shows right hand dominance. While Student has been assigned a Touch Screen for computer access, his current team finds that he resists reaching out to touch the computer, even with physical prompts. Student reaches for objects presented in front of him with an open hand.
Language Skills: Recent Speech/Language testing with the EASIC, as well as educational and psychological testing reveals that Student demonstrates severe delays in his communication development that are commensurate with other areas of development. Social reciprocity was found to be a relative strength. Overall, Student’s skills are that of a beginning communicator. He is demonstrating primarily non-symbolic forms of communication with the development of some intentional communication behaviors. He rejects objects by dropping them or pushing them away and will affirm by reaching for objects. He inhibits to “no.” He demonstrates emerging comprehension/use of gestures and functions of objects.
Current Communication Strategies: In a phone conversation on 1/26/10 with Student’s mother, she reported that she hears more verbalizations from Student such as /e/ which she feels is an approximation for “yes.” He makes more sounds in turn-taking but communicates via gestures about 99% of the time. She gave examples of him opening the drawer in the refrigerator and pulling items from the pantry to obtain food. She reported that Student points and reaches up, and then looks back and forth from the object to her. He will also flip through a DVD case and then hand a DVD to her to request a viewing of the video. He will go to the location of desired items. Student has certain books that he will choose when given a choice of 2. He also likes motor noises made by cars and airplanes and will try to make those sounds. He is highly motivated by food. Parent reported that Student will tantrum when he gets mad and does not get what he wants, i.e. cake at dinner Student will go to a pantry that contains food items and stand to signal the desire for food. He appears to understand “go to the bathroom” by going to that location but this is also part of a daily routine. Student’s teaching assistant reported that she has heard him say “milk” once clearly when reaching for milk. She has also heard /e/ which may be an approximation for “eat.” Student appears to have a “happy” sign which is smiling and placing one hand behind his head. He likes to be read to in the school environment. He responds to praise with lots of expression. Student does not like to be told, “no.” Student wears a wrist band on his left arm as he will bite his arm at times. Staff felt that the biting can be a form of escape from a task/situation such as when over-stimulated or mad. Some biting may be to fulfill sensory needs as he also mouths objects. While Student has a communication book containing some small colored line drawings made with Boardmaker software as well as some photographs, school staff reported that he does not show recognition of these pictures. A photograph of the music room does not seem to have meaning for him. Student seems to think or hopes that whenever he walks down the hall to the front of the building that he is going to lunch. Even though the picture of the music room is shown to him to prepare him that he is not going to lunch but to music, he continues to be happy until he reaches the music room. Showing him the photograph of the room does not seem to help with the transition.
Response to voice output: Student has had access to numerous voice output devices since preschool. He obtained a personal Tech Talk 8 through Children’s Hospital as a preschooler but is unable to use it. Parent reported that the buttons must be touched exactly in the middle for it to activate. Student has had trials with devices such as a Rocking Plate Switch, 4 Compartment Communicator, talking photo cards, iTalk2, and Talking Photo Album, as well as BIGmacks. Student will activate a single switch when it is placed in front of him. Student needs to increase his understanding that pictures have meaning. He has demonstrated the ability to make a choice between two single switches when actual objects were paired with them. He currently has a Big Mack assigned to him.
Observations: Student was observed in his classroom on 2/17/10. Teacher was absent on this date but his teaching assistant sat with him during a reading of a book about Abraham Lincoln with the substitute teacher. Student sat quietly during the reading of the book. At times he looked at peers or put his head down on his arm. Teaching Assistant commented that he appeared to be looking at the pictures and was demonstrating increased attentiveness on this date relative to some other days. When he vocalized and started to bite his arm, he stopped when Teaching Assistant rubbed his back. Teaching Assistant felt that she could tell the difference between him being restless and responsive to redirection vs. escalating agitation. Student transitioned to the computer to view a talking book. A Big Mack programmed with the message, “I want to do something else,” was presented to him. He was prompted to activate the message prior to moving to the computer.
Direction Interaction: Student was shown a talking book about cars located at This website has numerous free talking books created by teachers on various topics. Student sat up straight in his chair and was mesmerized by the bright color pictures of various types of cars. Attempts were made to have him touch the screen to “turn the page.” Student was resistant to hand over hand assistance to touch the computer screen. At one point he vocalized and that was honored as a signal to turn the page. Another time the sign for “more,” was modeled with the verbal direction, “tell me you want more.” Student touched his left hand on his right arm several times which was also accepted as an approximation for the sign “more.” Teaching Assistant pointed out that he is used to watching videos that do not require a behavior to make the screen change. He appeared to be very happy looking at whatever picture was in front of him. Student looked at the book twice, maintaining an upright posture and great visual attention. On 2/19/10 Teacher reported that when Student was shown a puzzle with a car, he walked over to the computer. Teaching Assistant wondered whether he remembered the talking book and was trying to request use of the computer for the car talking book.