Suggested Terminology for Measurable Communication Objectives :
Aaron Consultation All three areas listed below are both measurable and critical elements of Aaron's communication intervention program. Since Aaron is not yet consistently demonstrating intentional communication in all contexts, it is necessary that his intervention plan focus on consistency of environmental and partner communication feedback that promotes the development of intentional communication. Many of Aaron's communication goals are not measured through immediate changes in communicative behaviors, but rather changes in the exposure or environment that Support long-term communication development for Aaron. Short- term impact that may be reflected by Aaron's communication program within the school year is described under perfor-mance goals below.
Performance Goals: 1. For at least one communicative purpose (such as rejecting, requesting, initiating social contact), Aaron will increase his spontaneous or cued use of appropriate communication signals with familiar partners. Possible measurement strategies:
a) Collect periodic videotape samples of Aaron's interaction in various contexts and tally number and type of signals used appropriately when communication opportunities occur. Describe communicative purposes and cueing strategies as needed.
b) Collect incidental counts of different communication signals and their purpose at least once per day, alternating the context and time of recording each day.
2. (Incidental result of direct communication goals) Aaron will reduce or malntain infrequent production of inappropriate behaviors (e.g. tantrurning and biting his hands) during schoolday transitions, such as changing locations or activity during the school day.
Possible measurement strategies:
Same as above, but counting target inappropriate behaviors at different transition times
Exposure Goals: 1. Aaron will receive consistent daily experience at touching tactile object symbols to anticipate upcoming events, incorporating at least five symbols twice a week into his dally routines.
Possible measurement strategies:
Tally dates and/or number of symbol exposures on attached labels for each object symbol as it is used in Aaron's routines.
2. Aaron will receive consistent daily greetings from a variety of his classroom peers using greeting gestures recognizable to Aaron, with an average of at least two greetings/day.
Possible measurement strategies:
Tally greetings by classmates dally within integrated classroom.
Environmental Goals: 1. Adult communication partners that specifically address communication goals (e.g. Aaron's communication alde and individual therapists) will provide communicative feedback and responses specified in Aaron's communication plan when Aaron produces spontaneous signals outlined on the communication plan, with a goal of at least 70% adult response rate to a targeted set of communication signals. Possible measurement strategies:
Team members who focus on communication will count the number of Aaron's signals and the number of adult responses for another team member interacting with Aaron, with at least biweekly checks tallying different team members at each observation period.
Additional informal records may be maintained of communication goals for Aaron during integrated class activities such as: - Interacting socially with peers
- Tolerating transitions, with increased pause time before interacting in activity
- Taking tums in simple concrete activities such as holding or throwing a tactilely interesting object
- Using communicative signals to indicate positive & negative emotional reactions within activities
Contact Information: Cynthia J. Cress, Ph.D., CCC-SLP
202G Barkley Memorial Center
University of Nebraska-Lincoln, Lincoln, NE 68583-0732
Phone: (402) 472-4431
Fax: 472-7697
Email: ccress1@unl.edu
