TopicsTopics

►Description of the Callier-Azusa Scales Description of the Callier-Azusa Scales G and HG and H

►Use and Scoring Use and Scoring

► Items and ExamplesItems and Examples

Description of the Description of the InstrumentsInstruments

►The G and H editions:The G and H editions:

How do they differ:How do they differ:

►Comprehensive evaluation (G)Comprehensive evaluation (G)

►Specialized for evaluating communication Specialized for evaluating communication skills (H)skills (H)

Description IIDescription II

How are they the same?How are they the same?►Target populationTarget population►Procedures for obtaining assessment dataProcedures for obtaining assessment data►Procedures for scoringProcedures for scoring►Developmentally-based, but takes into Developmentally-based, but takes into

account sensory and physical impairmentsaccount sensory and physical impairments►Examples Examples ►Application in intervention planningApplication in intervention planning

Qualitative rather than quantitativeQualitative rather than quantitative►Application in evaluating changeApplication in evaluating change

Qualitative rather than quantitativeQualitative rather than quantitative

ProceduresProcedures

Issues in evaluating skills addressed by:Issues in evaluating skills addressed by:

Naturalistic settingsNaturalistic settings

Familiar persons conduct assessment Familiar persons conduct assessment and/or seeking multiple perspectivesand/or seeking multiple perspectives

Sufficient observation time to have Sufficient observation time to have confidence in results confidence in results

ScoringScoring

► Shift from emphasis on developmental levels to Shift from emphasis on developmental levels to knowledge and skill profilesknowledge and skill profiles

► Works well for intervention planning and periodic Works well for intervention planning and periodic outcome measuresoutcome measures

► Avoids having to identify a base levelAvoids having to identify a base level

► Helpful in preparing reportsHelpful in preparing reports

► But, less easy to summarize across students for But, less easy to summarize across students for evidence of program effectivenessevidence of program effectiveness

Transferring Results to the Transferring Results to the Profile SheetProfile Sheet

► Use circle (O) to Use circle (O) to indicate indicate attained step or attained step or itemitem

► Use bracket [ ] Use bracket [ ] to indicate to indicate emerging step emerging step or itemor item

REPRESENTATION RECEPTIVE INTENTIONAL RECIPROCITY

1. (1).

(2). A B (1). A B C

1. A B* C D E F

(2). A B C (3). A B C D* 2. [A] B* C 2. (A) B* C*

(D)

3. A B 4. A B [3]. 3. A* B* [C] D

[E] F*

4. A B C 5. A B C 4. A B

4. A B C* D E

Callier Azusa ScaleCallier Azusa Scale

Representational and Representational and Symbolic DevelopmentSymbolic Development

2. (A) Anticipates routine events from whole body cues.2. (A) Anticipates routine events from whole body cues. Example:Example:► Becomes excited, tense, or smiles when in a position Becomes excited, tense, or smiles when in a position

associated with a favorite game/activity.associated with a favorite game/activity.► Begins rocking/ swinging when placed in a rocking chair Begins rocking/ swinging when placed in a rocking chair

or swingor swing► Begins splashing or kicking when placed in bathtub/poolBegins splashing or kicking when placed in bathtub/pool

3. (A) Recognizes a few familiar objects or the beginning 3. (A) Recognizes a few familiar objects or the beginning of a few familiar events.of a few familiar events.

Example:Example:► Smiles, vocalizes, moves body or becomes excited when Smiles, vocalizes, moves body or becomes excited when

given a familiar toy, food, persongiven a familiar toy, food, person

Cont.Cont.

3. (B)3. (B) Responds to movements slightly different than the child’s Responds to movements slightly different than the child’s familiar movements, by participating in the movement with familiar movements, by participating in the movement with the teacher/adult/peer, both are in physical contact.the teacher/adult/peer, both are in physical contact.

Example:Example:► Child and teacher have frequently rocked together. Teacher Child and teacher have frequently rocked together. Teacher

initiates a swaying movement with the child and the child initiates a swaying movement with the child and the child begins to sway with the teacher.begins to sway with the teacher.

► Student and teacher have frequently rubbed hands under the Student and teacher have frequently rubbed hands under the water, teacher makes a splashing motion and the student water, teacher makes a splashing motion and the student begins to splash.begins to splash.

4. (A) Performs actions on objects. The focus of attention is on 4. (A) Performs actions on objects. The focus of attention is on what the object does rather than on child’s own bodily what the object does rather than on child’s own bodily sensations.sensations.

Cont.Cont.

Example:Example:► Kicks or hits object to watch it moveKicks or hits object to watch it move► Bangs taps object on table top to hear the sound Bangs taps object on table top to hear the sound

rather than for the tactile stimulation it produces.rather than for the tactile stimulation it produces.

4. (B) Participates with the teacher in a familiar 4. (B) Participates with the teacher in a familiar movement, including movements which have not been movement, including movements which have not been part of a routine movement activity with the teacher. part of a routine movement activity with the teacher. Teacher and student are in physical contact.Teacher and student are in physical contact.

Example: Example: ► Teacher and student, in direct contact, carry tray, Teacher and student, in direct contact, carry tray,

dispose of garbagedispose of garbage

Cont.Cont.

5. (C) Anticipates familiar activities when in the place 5. (C) Anticipates familiar activities when in the place where the activity always occurs.where the activity always occurs.

Example:Example:► Child goes directly to the trampoline when entering Child goes directly to the trampoline when entering

the gym areathe gym area► Student shows distress when the expected activity Student shows distress when the expected activity

does not take place or takes too long for it to happen.does not take place or takes too long for it to happen.

5 (D) Anticipates familiar activities when given a specific 5 (D) Anticipates familiar activities when given a specific object or signal associated with the activity.object or signal associated with the activity.

Example:Example:

Cont.Cont.► Begins swaying when teacher holds her palms Begins swaying when teacher holds her palms

outout

6. (A) Anticipates familiar events from 6. (A) Anticipates familiar events from observation of the activities which typically observation of the activities which typically precede the event.precede the event.

Example:Example:► Child goes to the play area when teacher takes Child goes to the play area when teacher takes

out toysout toys► Student goes to the back of the room when the Student goes to the back of the room when the

peers start lining up for lunchpeers start lining up for lunch► Student goes to the door when the teacher Student goes to the door when the teacher

gives him his backpackgives him his backpack

Cont.Cont.

8. 8. (C) Uses a few actions nor vocalizations for (C) Uses a few actions nor vocalizations for communicative purposes or intentions, without communicative purposes or intentions, without training to do so.training to do so.

Example:Example:► Uses a grasping motion to indicate a desire for objects Uses a grasping motion to indicate a desire for objects

which are out-of reachwhich are out-of reach► Bangs on door to indicate “I want to go outside”Bangs on door to indicate “I want to go outside”

8. (D) Uses a variety of common objects in a manner 8. (D) Uses a variety of common objects in a manner which indicates knowledge of their function, without which indicates knowledge of their function, without training.training.

Example:Example:► Gets lunch from bag; wipes table with paper towel; Gets lunch from bag; wipes table with paper towel;

empties trash in garbage canempties trash in garbage can

Receptive CommunicationReceptive Communication3.(A) Responds to interesting events produced by adult or 3.(A) Responds to interesting events produced by adult or

others.others.Example:Example:► Watches, turns toward, vocalizes, stops activity, moves bodyWatches, turns toward, vocalizes, stops activity, moves body

3. (B) Distinguishes between movements and pauses in an 3. (B) Distinguishes between movements and pauses in an activity.activity.

Example:Example:► Teacher and student are engaged in a movement activity Teacher and student are engaged in a movement activity

“rocking”; when the teacher pauses, vocalizes, begins to “rocking”; when the teacher pauses, vocalizes, begins to rock, wave arms, touches teacher, etc.rock, wave arms, touches teacher, etc.

► Teacher and student are dancing together , jumping on the Teacher and student are dancing together , jumping on the trampoline together, running together, on the thread mill trampoline together, running together, on the thread mill together, when the teacher pauses, student vocalizes, starts together, when the teacher pauses, student vocalizes, starts the movement, touches the teacher, or the equipment. etc. the movement, touches the teacher, or the equipment. etc.

Cont.Cont.

55. (A) Responds to a few frequently and routinely or . (A) Responds to a few frequently and routinely or consistently used signals on student’s body or touch cues.consistently used signals on student’s body or touch cues.

Example:Example:► Takes teacher’s hand when teacher touches child’s hand.Takes teacher’s hand when teacher touches child’s hand.► Pulls up pants when teacher makes upward signal or Pulls up pants when teacher makes upward signal or

movement on child’s legs.movement on child’s legs.► Takes off hat when teacher taps student’s head.Takes off hat when teacher taps student’s head.

6. (B) Follows simple and familiar “one step” requests to 6. (B) Follows simple and familiar “one step” requests to perform specific actions, when performed by the teacher, perform specific actions, when performed by the teacher, peer, other.peer, other.

Example: Example: ► Teacher picks up her lunch tray, student picks up her own Teacher picks up her lunch tray, student picks up her own

traytray► Peer removes her coat, student removes his coatPeer removes her coat, student removes his coat

Cont.Cont.

9. (C) Understands a few words or signs for people, objects 9. (C) Understands a few words or signs for people, objects and activities when these are present or when given in the and activities when these are present or when given in the context of such activities.context of such activities.

Example:Example:► Peer signs “ball”, student goes to the shelf and gets the Peer signs “ball”, student goes to the shelf and gets the

ball.ball.► When teacher signs “bathroom” in that context, student When teacher signs “bathroom” in that context, student

goes to the bathroom.goes to the bathroom.

10. (B) Differentiates between communications or 10. (B) Differentiates between communications or communicative intentions which are “requests for actions communicative intentions which are “requests for actions or objects” and those which are simply to direct his or objects” and those which are simply to direct his attention.attention.

Example:Example:► Teacher points to the toy on the shelf, child looks toward Teacher points to the toy on the shelf, child looks toward

the toy, rather than going to get that toy.the toy, rather than going to get that toy.

Cont.Cont.► When the teacher makes the sign for “ball”, “fork”, When the teacher makes the sign for “ball”, “fork”,

“napkin” etc. the student looks at the objects rather “napkin” etc. the student looks at the objects rather than going to get those objects.than going to get those objects.

11. (B) Understands words, signs, or gestures which were 11. (B) Understands words, signs, or gestures which were generally understood in specific contexts, these are generally understood in specific contexts, these are now understood outside of those contexts.now understood outside of those contexts.

Example:Example:► Student who originally understood “wash” to mean Student who originally understood “wash” to mean

wash hands, understands “wash” to mean wash hands, wash hands, understands “wash” to mean wash hands, wash clothes, wash face, “wash dishes” etc.wash clothes, wash face, “wash dishes” etc.

► Student who originally understood “more” to mean Student who originally understood “more” to mean “more food”, understands “more” to mean “more “more food”, understands “more” to mean “more music”, “more running” etc.music”, “more running” etc.

Development of Intentional Development of Intentional CommunicationCommunication

1. (A) Has behaviors which serve to elicit contact from 1. (A) Has behaviors which serve to elicit contact from others.others.

Example:Example:► Crying, waving arms, tensing bodyCrying, waving arms, tensing body 1. (B) Has behaviors which serve to keep others in close 1. (B) Has behaviors which serve to keep others in close

proximity.proximity.Example:Example:► Grasping, clinging, touchingGrasping, clinging, touching 1. (C) Has behaviors which serve to terminate contact.1. (C) Has behaviors which serve to terminate contact.Example:Example:► Crying, squirming, back archingCrying, squirming, back arching

Cont.Cont.

22. (A) Gains and maintains adult’s attention by . (A) Gains and maintains adult’s attention by smiling/vocalizing when adults approaches or upon smiling/vocalizing when adults approaches or upon hearing or sensing the adult near him.hearing or sensing the adult near him.

2. (C) Has behaviors which serve to initiate 2. (C) Has behaviors which serve to initiate communicative exchanges with others.communicative exchanges with others.

Example:Example:► Teacher observes the child waving arm, she takes this Teacher observes the child waving arm, she takes this

as a cue to shake, move or wave his arm.as a cue to shake, move or wave his arm.

4. (A) Signals to continue an ongoing interaction in a few 4. (A) Signals to continue an ongoing interaction in a few situations. The purpose is to sustain an interaction situations. The purpose is to sustain an interaction with another person. The child uses the same signal with another person. The child uses the same signal during pauses in a specific interactive activity.during pauses in a specific interactive activity.

Cont.Cont.

Example:Example:► In a swaying movement, sways to continue the In a swaying movement, sways to continue the

swaying with the teacherswaying with the teacher► In a dancing movement, touches adult’s hand to In a dancing movement, touches adult’s hand to

continue the dancing.continue the dancing.

6. (A) seeks out and initiates contact with others for the 6. (A) seeks out and initiates contact with others for the purpose of interacting, not just to seek stimulation or purpose of interacting, not just to seek stimulation or to obtain something.to obtain something.

Example:Example:► Spontaneously goes to the teacher to start an activity Spontaneously goes to the teacher to start an activity

he enjoys doing with the teacher.he enjoys doing with the teacher.

Cont.Cont.

8. (A) Spontaneously creates a few gestures which are 8. (A) Spontaneously creates a few gestures which are derived from the child’s actions with persons or objects, derived from the child’s actions with persons or objects, but which are used only for communicative purposes.but which are used only for communicative purposes.

Example:Example:► Student moves body in a dancing motion to get the Student moves body in a dancing motion to get the

teacher to dance.teacher to dance.

9. (H) Spontaneously uses conventional 9. (H) Spontaneously uses conventional gestures/commonly used gestures, acquired through gestures/commonly used gestures, acquired through observation of others in familiar activities.observation of others in familiar activities.

Example:Example:► Claps hands to indicate “praise”Claps hands to indicate “praise”► Gives thumbs-up to indicate “well done”Gives thumbs-up to indicate “well done”

ReciprocityReciprocity

3. (A) May attend to objects displayed by an adult.3. (A) May attend to objects displayed by an adult.Example:Example:► Watches and/or listens as adult shakes, holds, or waves object in front of child.Watches and/or listens as adult shakes, holds, or waves object in front of child.

5. (A) Begins to participate in “turn taking” activities.5. (A) Begins to participate in “turn taking” activities.Example:Example:► Teacher/peer throws the ball, student throws the ball back to the teacherTeacher/peer throws the ball, student throws the ball back to the teacher

(G) Accepts a change of topic initiated by the adult.(G) Accepts a change of topic initiated by the adult.Example:Example:► Teacher stops “pad-a-cake” and begins a new game, child readily joins in the new gameTeacher stops “pad-a-cake” and begins a new game, child readily joins in the new game► Teacher stops riding the stationary bike, begins on the thread mill, student joins in the Teacher stops riding the stationary bike, begins on the thread mill, student joins in the

new activity new activity

00

00

► 00

Cont.Cont.

6. (E) Student sustains communicative exchanges by 6. (E) Student sustains communicative exchanges by repeatedly performing actions which gained teacher’s repeatedly performing actions which gained teacher’s attention.attention.

Example:Example:► Child makes “funny” noises, adult laughs and affirms, child Child makes “funny” noises, adult laughs and affirms, child

makes the “funny” noises again.makes the “funny” noises again.► Student places book on his head, peers laugh, student Student places book on his head, peers laugh, student

repeats the action.repeats the action.

8. Orients physically toward partner during pauses in 8. Orients physically toward partner during pauses in communicative exchanges.communicative exchanges.

Example:Example:► Teacher/peer are playing a movement game together, they Teacher/peer are playing a movement game together, they

pause, student looks/signals to resume the game. pause, student looks/signals to resume the game.

Cont.Cont.

9. (H) Uses gestures and words (manual signs) and word to 9. (H) Uses gestures and words (manual signs) and word to initiate, sustain and terminate routine communicative initiate, sustain and terminate routine communicative exchanges.exchanges.

Example:Example:► Uses “catch” sign to initiate and sustain “ball” game.Uses “catch” sign to initiate and sustain “ball” game.► Uses “jumping” to initiate and sustain “jumping” on the Uses “jumping” to initiate and sustain “jumping” on the

trampoline or mat.trampoline or mat.

10. (B) Uses gestures and words (manual signs) to initiate, 10. (B) Uses gestures and words (manual signs) to initiate, sustain and terminate novel communicative exchanges on a sustain and terminate novel communicative exchanges on a wide variety of topics.wide variety of topics.

Example:Example:► Uses sign “my turn, your turn” to initiate and sustain a game Uses sign “my turn, your turn” to initiate and sustain a game

such as “catch”. such as “catch”.