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BP has had multiple ear surgeries, and her mother is looking into getting her ear tubes put in

again due to many ear infections and a noticeable change in hearing abilities. It is important to

make sure BP is focused on you when you are speaking with her to make sure she is hearing

your prompts.

Last year, B.P lost the ability to swallow her food and was placed in the hospital for an

extended period of time. She was put on a G-tube to assist in her feedings/eating. She has since

been taken off the G-tube, but was very recently put on a completely puree and thick-it diet. It is

very likely that she will have to have the g-tube put back in because she has recently lost

between 5-12 pounds since her diet change. Since the diet change, B.P has been increasingly

more agitated and has shown many problem behaviors due to a frustration with her diet. The

team also believes these behaviors are being exhibited due to a decrease in the amount of calories

be taken in and possible malnourishment. She has become increasingly agitated with sensory

things such as touch, especially around her mouth or face. The speech and language pathologist

at the school has noticed a serious change in motivation to communicate since her initial

hospitalization and is now insisting that B.P see a neurologist to find possible answers to her

medical issues. Because of these pressing issues, eating/food intake has become the number one

priority in BPs school day. However, communication remains to be one of the most worked on

annual goals with BP and as of right now, she is working intensively with all staff members to

increase her communication skills. It is very important that BP continues to learn how to

communicate with others to let them know about what is hurting her, and what she wants or

needs when working with people.

Interview Information


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Two formal interviews were conducted to help with this assessment. However, the teacher and

speech and language pathologist were consulted to aid in many other observations/questions that

came up during the assessment process. Below are the questions that were asked in the formal

interview and a write-up of the answers they gave. I decided to focus a lot on the communication

devices being used because the staff at the school were much more knowledgeable about them

than I was. Many of the below questions were questions I believed would NOT be addressed by

other forms of assessment (observation, or student interactions).

Interview- Coop, Students Case Manager 10/1/12

1.) What is BPs primary mode of communication in your opinion?She uses many different things to help her communicate. We are really trying to push theuse of a Dynavox; she is starting to see some generalization/results with the PECS system

on requesting items. She will also point to things she wants, try to grab them out ofpeoples hands and scream/ hit people or the air when she is frustrated or mad about

something.

2.) How would you describe the interaction between B.P and the other students in the FLSclassroom/gen-ed peers?

I would say that B.P defiantly has preferred students and staff. She generally prefers working

with/sitting next to male students. Her best friend is another junior classmate M.B. However, Ihave never seen her spontaneously try and communicate with him. He will often shake her hand

and she will smile. At him. In her general education classes, sadly I see very little interactionbetween her and her Gen-Ed peers. This is something we try to work on, but have had little

success because she is non-verbal and many of the other students do not understand her/ do nothave any desire to interact with her.

3.) Have you seen any forms of communication that is unique to BP?I am sure you have noticed it too- but when BP is very frustrated she will take off her glasses and

rub her eyes/side of her face. This happens when she is given a request she doesnt like or has totransition to an un-pleasurable activity. Since going on the pured diet, she has become

increasingly more agitated and has expressed her frustrations by screaming. Something else thatin unique is that when she is frustrated she will find her car magazine and hit them with her

index finger. We do not believe she is trying to show us the car, this is just her way tocommunicate her frustrations with is.


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4.) Can you think of any preferences and non-preferences for BP?

The first thing that comes to mind is my phone, and the IPad. She really loves listening to music

on spottily. She also really likes candy and pop, but she cannot have those items right now due to

her new diet. Her least favorite things that I have encountered are brushing her teeth,transitioning, having an accident, working with new staff, and anyone touching her (especiallythe face area).

5.) Have you noticed any forms of spontaneous communication?

B.P generally is pretty passive throughout the day and will wait for prompts for most things. The

biggest things to me I have seen her try and communicate is the desire for objects she greatlywants (pointing to technology, finding her PECS to request technology). She also spontaneously

will communicate her frustrations with things, especially transitioning and having to leave adesired activity.

6.) Do you have any pressing concerns for the communication you do see B.P exhibiting now?

I think one of the biggest things I have noticed is that she requests things in inappropriate places.

For example, she will bring her PECS book into gym with her and will request to use things suchas the computer or the Ipad. PE is not an appropriate place to be using a computer so of course

we will tell her that is not an option. She is having a very hard time in understanding why sheis not able to use this reinforcement when she did the right thing and requested it. We as a staff

too are unsure of what to do because she is doing the right thing in taking off the picture andhanding it to someone (her paraprofessional or a teacher).

Another issue we have had problems with is her getting extremely upset by not beingable to have solid food. She will often try and take food and grab it while in community. When

we tell her NO she will often scream or become very upset. It is clear she wants to have it, andwe are not sure if she can fully understand why it has been taken away from her.

The last issue I think is big/concerning is that BP does not tell anyone when she needs to

use the bathroom. She is fully capable of using the bathroom however she doesnt communicatethis need. Right now we have her on a schedule and a staff member will go with and make sure

she actually uses the bathroom. I think a big wish would be to figure out some way she could letpeople know that.

SLP Interview 10/1/12


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How long have you been working with BP?

This is my third year working with her.

What are some of BPs speech goals?

She has a goal about being able to communicate when she is in pain with one prompt or less.This is something the team has decided would be a really important goal. Since she had many

medical issues last year, this came up a lot. She would cry or scream with no indication of thesource of her pain needs.

She also has a goal about turning towards a communication partner when in conversations with

them. This is a goal to help her engage in more conversations.

The last goal she has is about being able to use her Dynavox that she has.

Can you tell me more about the Dynavox?

Her AAC device is called the Dynavox Maestro. She has had it since fall of 2011, however it hasbeen sent out for repairs three times. The amount of time she had without it really affected her

ability to use the device. We feel like we have had to take a lot of steps backwards because shewas without the device for months at a time.

Can you tell me about the AAC assessment involved to getting her Dynavox?

. When we first did her AAC assessment, it was in fall of 2011. At that point in time, she wasanswering yes/no questions at about 90% accuracy (Using a yes/no chart). Her desire to

communicate with people was incredibly high. She came to us from another district where shewas using the PECS system and starting to make sentences with it. Because of that and a

complete AAC assessment by a specialist, we determined the Dynavox would be a good fit forher.

How accurately does she use the Dynavox?

Right after she was assessed and the device was selected for her, she had many different health

issues rise up. She had oral surgery, a g-tube put in, and many other minor incidences that causedher to miss over fifty days of school last year. When she came back, she was a changed person. I

truly feel like her cognitive status/ability changed after her illness. It is my feeling that somethingneurological is going on with her that is causing this change. Since her illness, I no longer think

the Dynavox is the most appropriate tool for her. A re-assessment of her answering of Yes/Noquestions showed she was averaging at the 50% range as compared to the ninety when tested last

year. The Dynavox is a dynamic device that is really complex and at this stage, I do not see herusing at all without being prompted and guided by an instructor.


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Can you tell me what you are working on right now in speech?

As of now, we are working on eating and swallowing primarily. However, we also work on

implementing the PECS system (as you know since you are working with her on that too). She is

solely in the requesting stage. She does have picture discrimination, and will travel to her PECSbook and the communication partner during trials about 90% of the time. We are working onhaving the requesting become more spontaneous (not only in trials) and in multiple

environments.

What are some of the preferences and non-preferences you have noticed in working with her onrequesting items?

As you know she LOVES technology. Anything technology is highly reinforcing for her. To goalong with that, she is a big fan of rap music. Some of the only vocalizations you will hear from

her is a faint laughter. She will generally laugh during rap music with swear/expletives in it.Sometimes I even catch her looking up at the people around her to see who has heard the

song/laughter. I have not had a lot of success with books. She never seems interested howevershe loves magazines. Her mother also stated that she highly enjoys watching videos, playing with

cars and engaging in solitary play.

Overall Summary of interviews-

These interviews were very helpful in gaining knowledge about the students use of hercommunication devices. At this time she is learning to use her Dynavox and the PECS system.

She is currently at PHASE II of the PECS. She does not have any verbal speech and will NEEDto use an alternate form of communication in order to express herself. A common weakness

outlined in both interviews was that BP does not reject items in a meaningful or appropriate way.She will throw an item, hit the person offering the item, and hit other things such as her

magazines or tables to let the communication partner know she is unhappy with something. Abig non-preference for BP is transitioning, especially from a desired activity to a non-desired

activity. This is a likely time for problem behavior to occur. Something interesting to note wasthat BP preferred male staff and male peers. She also has preferred staff members who she is

willing to work with more frequently than non-preferred staff members. According to her speechand language pathologist, BP prefers solitary play at home. As of now BP has limited to no

engagement with her same aged peers. This is a high concern for her case manager and othersworking with her.

Conclusion

I think the biggest needs that both the SLP addressed was the need for a way to properly reject

items in appropriate ways (no tantrum or crying). BP does not like transitioning to non-preferredactivities and this is a time where the above problem behaviors are likely to happen. She finds

technology and music to be HIGHLY reinforcing, and will likely perform tasks in order to earnthe reward of being able to use them. She is having difficulty in requesting items in appropriate


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When I went over at the end of the classroom to say hello, after being greeted by me, student putout her hand to touch/shake mine. She smiled and then stood up and went into my pocket to grab

my cell phone. This is often a trick/game she will play with familiar staff.

Receptive communication skills witnessed

When the bell rings, she looks up from her magazine and puts it away. She did not know theobserver (me) was in the classroom so I stepped over to greet her. I said hello Bp. How are you

today. She looked at me in eye and smiled. Acknowledged my presence.

Social Skills-

BP had no interactions with same aged peers that I observed during this time. She did not try and

initiate any conversations with gen-ed peers or peers from the life skills class. No one tried toremove the magazines she was reading the entire period. When I started a conversation of

greeting her, she did look at me in the eyes and smile. She reached out and touched my hand, asign for hello.

Upon questioning from the aide, she explained BP had little interaction with any of the students.

When they are put into small groups, she is grouped with the other FLS students so the aide isable to help all of them. When asked what she did during the performances, the aide told me she

would often stand up on stage with another student to be their partner during the grading.

Observation 2

Date 10/11/12 9-9:50

Location: Gym

Class/Activity observed- Adapted PE/Basketball

Layout of the space

The gym is the typical high school gymnasium. There is a track outside where students can gowalk around, basketball hoops for the students to play on and other activities the students can

choose to do.

People present


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There are 6 other students in the FLS class present, three paraprofessionals. 6 other gym teachersand 6 other gym classes. On the day observed, all the classes are inside the gym or given the

option to walk the track.

Notes about the student-

She brought her PECS book with her but not her Dynavox (was not charged overnight at home).She was allowed to bring the car magazines with her again (I was told she is instructed everyday

to leave them and most days she does leave them).

Expressive Communication skills witnessed

Aide asked for magazine to take them away from her during the gym class period. Please giveme the magazines- She did and again stomped on the ground. She went over and got a

basketball and was hitting it very hard on the ground. She was also screaming. When the aideapproached her to ask her to Please stop screaming she hit her. Aide backed away and let her

continue to play with the basketball.

Trying to communicate the desire to read her magazines by pointing at them and sitting down onthe ground to read them and look at them.

Continuously went to staff and reached in their pockets for their phones.

Receptive communication skills witnessed

Was given basketball by observer- Bounced the ball, shot it in the basket, ran to go get it.

Verbal directions were given to her at the beginning of the class

BP, it is time to walk around the gym She responded by throwing her magazine and stompingon the ground. The aide First walking, then magazine then directed her again VERBALLY to

walk. Student DID walk, but hit the air, and took her magazines and violently hit them severaltimes before doing so.

Social interactions/Social skills

Her ball rolled away and another student picked it up for her. He looked around to see whose ballit was. She ran over from him and helps out her hands. She took the ball and turned around and

walked away. One of the aides made her turn around and touch his hand (her way of sayingthank you to him).


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One of the other students in the FLS classroom asked if they could play the game with her. Shehanded them the ball, they took a shot in the basket she went to get the ball and then ran to

another basket to play. This interaction only happened one time. She did not share her ball again.

Preference Assessment: MSWO

See attached Data sheet for Trail Specific information.

When doing interviews with the teachers and the SLP, I asked about preferences to narrow downmy options to conduct the assessment. I ran four trails split into two different days (2 trails each

day). I ran four trails in order to gather a stable amount of data for this assessment. I used theMSWO method as discussed in our readings and class lectures. The items used during this

assessment were:

A laptop computer set up with I-tunesAn Iphone to play games/or music (She consistently choose music)

The classroom IPadA little Wayne biography- with pictures

PerfumeCar Ad/magazine

The Hierarchy was as followed:

1- IPad/Computer (Tied)3-Iphone

4-Car Magazine5- Perfume

6- Lil Wayne Biography

Narrative-

This student really liked participating in the preference assessment. I was lucky enough to haveaccess to many things I knew she highly enjoyed. It was interesting to see that there was a clear

divide between technology and other things in the preference assessment. She does not goanywhere without her car ads (something she really enjoys) however, they were ALWAYS

picked after all the options for technology were taken away. I also thought it was funny thatwhen the student picked the perfume, she would not put it on herself but would smell it and then

reach it over to me and look at me. I found out she wanted to spray the perfume on ME and noton her. I let her do this in the trials, and she found this highly amusing. She would laugh audibly

every time that the perfume was sprayed.


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Conclusion-

I conclude that all of the items used in the assessment could be tested/assessed for reinforcing

value. I also concluded that BP highly prefers technology and music and will clearly choose that

as an option if given to her. I also think that edibles would be a good thing to test for preferences,but at this time, she is not able to eat or drink anything unless under the direct supervision of atrained professional (must be pured and have thick-it added to it.)

Non-Preferences

Because of the amount of problem behaviors being exhibited and the increased agitation in BP,my coop asked me specifically to not create situations where non-preferred items were being

introduced. She was worried that it would cause violence to others or me in the environment. Shegave a list of non-preferences that she and others have observed BP not to like- these include

(More can also be found on the Communication Assessment sheet attached)

-New Staff-Transitions

-BooksTeeth Brushing

-Touching-Country music

Direct Interaction with the student to find out needs and strengths

There were a couple different assessments used to assess for strengths and weaknesses incommunication.

1.) Data sheet provided by the PECS manual to test her current level of performance in usingthe PECS system to communicate her wants. She is only in phase II of the PECS and issolely using it to request items. Trails were run by the student teacher and are being kept

in conjunction with the SLP to determine when it is appropriate to move to the nextphase.

2.) Picture Grocery list following (Can a student find the items on the picture grocery list)Data- To take data for this, the student teacher went with the student to Schnucks. She handedthe student a list of 10 items. They were just pictures (no words) of the items the student needed

to find. The teacher used as little verbal prompting as possible. She recorded on a data sheetwhether or not the student was able to independently locate the items in the store. The results are

as follows-

Lays Potato chips- +Oreo Cookies- +


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Apple Juice-+Noodles-+

Peter Pan Peanut butter-+Jelly-+

Wonder Bread-+

Bologna- Found turkey, was prompted (DV- Please look at the picture) to look at picture thenfound the bolognaHellmans Mayonnaise- +

Pasta Sauce-+

The student was then allowed to buy the apple juice at the end of the grocery shopping.

This showed that the student was able to accurately determine and discriminate the pictures with90% accuracy and find the items with minimal to no prompting by the teacher.

Student was able to spontaneously remove the pictured item OFF the list (had Velcro on the

back) and put it away. She would then look at her shopping list and start to move onto the nextitem.

****Please see Receptive Communication: Response to directions to see the third direct

interaction with the teacher******

Assistive Technology and Visual Supports

As found out with my interview with the SLP and direct observations I did, I found that BP isusing:

A Dynavox Maestro

PECS system (on Phase II currently)Picture grocery lists when shopping

As stated, the Dynavox is being used now, but it takes multiple prompts (no spontaneous use of

it at this time). She has multiple different dynamic screens with pictures on it. I have seen heruse the yes and no feature, but again, an adult prompted it.

She is currently on phase II of the PECS system and is working on using it everyday. She has

started to generalize the requesting to multiple different communication partners andenvironments. She request items such as- the computer, IPad, Phone and magazines. Instruction

has taken place in the classroom, SLP office, and the Library. The team is working onreinforcement she can use/request in other environments that are APPROPRIATE requests. This

is especially a concern of her case manager, who mentioned during my interview that was anissue arising in PE at this time.


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She uses the grocery list to shop for items. It is a list of just pictures (no words) and is theEXACT brand of the item being looked for (IE cheerios, Oreos, Lays Potato chips). As noted in

my direct interaction with her, she can follow the list with 90% accuracy and no outside prompts(verbal, gestural).

Assessment Tools used

Communication Assessment developed by Light-Shriner-I did observations during multiple settings and tested out different situations to see what were the

current communication abilities for the student. It tests for different strengths and weaknesses inexpressive communication, receptive communication, preferences, responsiveness to meaningful

objects, and communications during routines.

MSWO preference assessment- this is an assessment that looks at the students preferences. It isan assessment, which looks at the order in which a student selects an object in multiple trials and

then ranks those objects. This can help you to distinguish the preferences and non-preferences ofthat student.

Direct interaction with student

Following a grocery list at a store Went with the student to watch her ability to follow a grocery list with pictures on it. Limited

verbal prompting was used.

Running trials of using the PECS system to communicate-

Currently this student is on phase II of the PECS system. This requires that the student initiate,and travel across the room to her PECS book and the communication partner to request items.

Interview- I interviewed important people in the students life to get a more clear idea of thecommunication used by this student. The people interviewed were-

With SLPWith Case manager (my Coop)

Direct Observation- Went to these classes and observed what the student did in these classes and

how they were communicating. The observations were in:-In Drama

-In PE

Summary of Results:

Description of student*Please see first two pages of this write up


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Expressive Communication Skills

How does the individual currently express wants, needs, desires?

I learned that BP is currently using a communication device to start expressing some wants andneeds (her Dynavox). According to my interview with the SLP however, progress has been slow

and hindered by medical issues and device breakdowns. She is not producing any spontaneoususe of her device, but can accurately produce multiple one-word outputs with adult prompting.

According to my direct interactions and my interview with her SLP, she is currently on phase II

of the learning how to use the PECS system. She has developed the skill of picturediscrimination, and will travel across rooms to find a communication partner to hand her picture

(or desired item) to her partner. She most often requests for use of the computer and IPad. Asdiscussed in my interview and observations, she is now starting to generalize the requesting to

different staff (communication partners) and in a different setting (requested to look at amagazine in the library).

When BP is angry or upset she will communicate this by stomping her foot on the ground,

crying, screaming, hitting objects or people, repeatedly hitting her magazines, and taking off herglasses and rubbing the side of her face. All of these actions were witnessed during observations

or stated by her case manager in my interview with her.

As of now, BP has no appropriate way in which she able to reject an item as deemed by the staffworking with her.

It was also noted in interviews that BP would sometimes reach in a purse, bag, or the

individuals pockets to try and find their phones. This is her way of letting people know that shewants them. From my interactions with her doing this, it also seems as it is a social game with

her, because she will look at you and smile/laugh when she is tries and takes this phone (thishappened to me while I was in drama with her)

When observing her I filled out the Communication Assessment which can be found attached.

I also noted that she uses pointing at times to request items (a gesture) and will also grab/take anobject out of some bodys hands when she wants it.

What does the student currently communicate?

Everyone I spoke with agreed that one of the biggest things BP communicated was herdesire for technology. She highly prefers listening to music and using an IPad, Iphone, or

computer. One is able to see traveling across the room and requesting these items in the PECStrails assessments during the direct interaction with the students. Right now due to the change in

her diet, she also has become more aggressive with people when they take food away from her.While out in the community, my Coop has noticed that she will often take candy/or soda and try


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and pay for it. This was documented in my interview with her. Her case manager is worriedabout the agitation that she currently expresses when she is not allowed to eat/have this food.

With whom does the student communicate?

As shown in interviews with the coop, BP is more comfortable with known staff. In fact,working with new staff was labeled as a non-preferred activity for BP.

In the direct observation of BP in drama, it was noted that she made little-no effort towardscommunicating with anyone. She seemed to be occupied by her magazines. It was labeled as a

concern by her case manager in my interview that she has very limited engagement with herpeers both typically developing and peers in her special education classroom. Although she had

friends in her classroom, her mom and others have noted that she mainly enjoys solitary playand activities. In her PE class, again she showed little interaction with her peers. I did record that

she went over and got a ball from someone and then she turned away. With prompting she wasable to express thank you by touching the students hand.

Why does the individual demonstrate challenging behaviors?

The main reason we think BP is demonstrating problem/challenging behaviors is because she has

no other way to express her frustration with different things. With her medical issues going onright now, she is extremely agitated with things, and does not use her device or other system with

enough accuracy to express these feelings.

Receptive Communication Skills

Following directions-When using the communication assessment tool I was able to find out that one strength of BP is

that she is able to generally understand all one step directions verbally only. She can also mostof the time understand verbal directions with a prompt and gesture. I found that visual cues can

be understood by her, but are not used very often in her daily routines that I was able to observe(other than the use of her Dynavox).

Some examples of the verbal directions she was able to understand were BP get a tissue and

she would go and get up and go and get it. She then would go and wipe her face with the tissue.Another time she was in the store she was directed to pull up your pants with no gestural cue

(because they were falling down). She was able to do this without any type of other prompting.

She is able to most of the time follow one-step directions that are paired with a gestural cue or avisual aid (Lets go and find the chips, shown picture of chips). I learned that she is generally not

able to follow more than two-step directions, especially when they are only given to her verbally.It was realized that many of the staff were inadvertently using gestures when giving her

directions (BP go to the bathroom and pointing to the bathroom simultaneously was the most


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prominent one to be observed). Her ability to follow directions with the first verbal prompt wentdown when the gestures were taken away.

She showed very limited ability to follow complex directions (more than two steps). She would

generally be able to complete the first step and then become confused on what to do, or would go

back to the activity she was doing before the direction was given. This was observed when fillingout the communication assessment on her receptive communication skills.

Visual timers, clocks, and bells-

In the interview with her case manager it was found that BP does not respond to visual timers or

clocks. She does not know how to tell time we are unsure of her ability tounderstand/comprehend the idea of time and time management. However during my

observations of her, I was able to see that she knew when the bell had rung that it was time toleave class. I saw her get up, take her magazines, and head back to class. This shows she was

receptive of the bell ringing and what it meant.

Directions using pictures-

In my direct observations I know that BP responds well to using pictures to help her understand atask. She was able to accurately find 9 out of 10 items in the grocery store that were on her

picture grocery list with the assessor. No verbal prompting was used during this, the studentteacher just walked with her to see where she was going. The pictures were an EXACT match to

the item she was looking for (it was the same brand and exactly what the picture looked like).This shows that using pictures to find items/do tasks may be considered strength with her. This is

the only time in her day I saw her using pictures to do something/go somewhere (she does nothave a picture schedule).

During the running of the PECS trials, the student teacher was able to see her accurately

discriminate between different pictures on her PECS book to communicate to her partner thereinforcement she would prefer. She had different options on her board and was able to

communicate she would like to read a magazine, go on the computer, use the iPad, or use anIphone. Again, all these pictures were an exact picture of the item (it was not a drawing or

symbolic picture).

Something that was noted is that in the interview and direct observations was that BP will oftengo into peoples pockets or purses and try and take things (phones). Many times the person will

back up or tell her verbally to stop. When this happens she will continue to look for it until theperson physically takes her hand away and says NO. She will often get upset and run away.

Sometimes she will also smile and laugh. It is hard to tell in these instances if she is jokingaround with the people or if she is seriously trying to steal their items. She does not seem to

comprehend their non-verbal gestures, backing away, or raising their voices when saying hername. Being able to recognize when people are uncomfortable or angry is receptive skill that she

does not seem to possess at this time


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Social and Interaction Skills

Initiating conversations-

In my direct observations in her drama and PE class, I did not witness any attempts where BP

tried to initiate a conversation. She seemed to be very interested in her magazines and did notseem to notice the other students who were in the classroom. In the gym, there were many peopleand it was very social. However, she did not try and initiate any conversations. She will initiate a

request by using the PECS system for a request, however, it solely consist of her asking for adesired item and does not ask her to greet any one before she is asking for things.

Maintaining social interactions

Another area I saw during my direct observations with BP was that she seemed to have trouble

maintaining some of her interactions with peers. For example, in her PE class, when a generaleducation student found her ball, she ran up took the ball away from him and ran away. She had

to be prompted my staff (an aide) to say thank you to the boy for giving her a ball. Likewise,when a student in her FLS classroom (a known student) asked to play basketball with her, she

took one turn and again ran away from him. The student looked (to the observer) as if he wouldlike to continue to play with her, but she did not seem to perceive this in him. Although it is

appropriate to want to play alone, it would have been socially acceptable for her to use hercommunication device, a sign, or a gesture that she was done playing with the student as opposed

to running away from them.

Membership with her peer group-

As of right now, according to her case manager, interaction with peers and membership in her

peer group is a big concern. Both her case manager and her mother have noticed she preferssolitary play and activities. She does have preferred students she will like to sit by in class,

however she does not try and engage in conversation with them. Her preferred items consist ofactivities she can do independently such as listening to music on a piece of technology while

using a headphone. Increasing interactions with her peer group in her general education classesas well as in her FLS placement should be a main priority when working with BP.

Seeking attention

Something I did notice while doing the direct observation of BP is that she did try and seek myattention when I was doing my preference assessment. When she selected the perfume, she took

it, took the cap off, smelled it and then looked at me. She smiled in my direction and thenreached the perfume out to my arm. She made it clear to me that she wanted to spray the perfume

onto my arms. I held them out and she sprayed it. She then looked at me and smiled andsometimes would laugh. To me, this was her trying to communicate to me that she thought it

smelled good/was enjoying the social interaction. I think gaining attention of people whileworking with them is a relative strength for her. She also has successfully persisted in finding a

communication partner and seeking their attention while doing her Pecss trails, which you cansee in the PECS trials data sheet.


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Current Preferences and non-preferences

BP really enjoys anything that has music and is technological. She loves listening to rap

music and songs with expletives in them. She often finds these songs to be amusing. Herpreferences, as determined by the preference test, have much educational value. It has been notedthat being able to use the computer or IPad is highly reinforcing to her and she will use her PECS

system (with and without prompting) to try and request to use those items. It would be importantto know these skills because it could be very helpful to try and get her to use these items.

After hearing her non-preferences, I think it would be very important to have her work oncommunication skills with known staff and people she enjoys working with. This is highly

motivating to her. She also really does not enjoy eating her pureed diet and has exhibitedproblem behaviors because of it. It would be important to teach her how to communicate her

wants and desires while eating since it is non-preferred activity.

Current Assistive Technology usage-

As stated, the Dynavox is being used now, but it takes multiple prompts (no spontaneoususe of it at this time). She has multiple different dynamic screens with pictures on it. I have seen

her use the yes and no feature, but again, an adult prompted it. She brings the Dynavox withher to multiple locations (when it is charged) but will sometimes not use it for an entire period of

time (the whole time in drama and PE). She also does not use her Dynavox at all when workingon trails of the PECS system because they are two separate pieces of technology.

She is currently on phase II of the PECS system and is working on using it everyday. Shehas started to generalize the requesting to multiple different communication partners and

environments. She request items such as- the computer, IPad, Phone and magazines. Instructionhas taken place in the classroom, SLP office, and the Library. The team is working on

reinforcement she can use/request in other environments that are APPROPRIATE requests. Thisis especially a concern of her case manager, who mentioned during my interview that was an

issue arising in PE at this time. Right now, a big concern for her case manager is the fact that BPwill request reinforces/items that are not appropriate for the environment. For example she will

request to use of an IPad in gym class. The team is working on trying to give the studentappropriate reinforces for each different part of her day so she has things she can request to use

in these classes. Because technology is highly motivating, they are looking at ways toincorporate that into her using her AT devices.

Important Communication Skills to address for the student and why

I think one of the biggest communication skills that need to be addressed with BP is howto appropriately reject an item or an activity. In my interviews, her problem behavior in response


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to not wanting an object was a serious concern her case manager brought up. She hits staff,screams, stomp on the ground and hits objects (her car magazines). I think the biggest reason

that this is a very important skill to address is because her case manager labeled it as a concernand it is causing violence to her and others. By teaching BP how to spontaneously reject

something (using a gesture for no, using her AAC devices, going to get a break card ect.) it

would tremendously help her and those working with her.The second skill I think would be incredibly important is to engage in conversations withtypically developing peers. As of now, she has limited to no interactions to students outside of

her functional life skills class. In the observation of her in two classes with general educationpeers, she initiated no conversations with them and also did not maintain any conversations. I

think initiating conversations with peers would be an important skill to have because it will helpher when she gets out of school to be more social with people. She will be able to incorporate the

use of her Dynavox and PECS system when communicating with peers. This would be a greatway to get more practice and skills in using this device while in a naturally occurring routine or

situation. She will have multiple opportunities to practice this skill, and it will be good for her tobe able to start and identify with a social group. Every person needs to have friends, and it

initiating conversations with people is the first way to start and make those peer relationships.


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14_Margulis_CommAssessment_

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