c 'S COMMUNICATION PROFILE COVER SHEET IDENTIFYING INFORMATION sitet O RT eerie: lo Directions: CSS Communication Profile ‘This document is intended to summarize and monitor a sludent’s sliengths and weaknesses- It is nota test. RIOT (Review, Interview, Observation, Test) procedures should be followed throughout the profile. The CSS Communication Profle 1 designed for students with a cognitve-linguistic level of approximately 3.8 years. The majority of ekils represented within the profile, have been taken from: MeLean, J and Snyder McLean L. (1092) Best Practoes in Communication Inervention for ‘Students with Severe Developmental Disablties. A key of + (consistently has skill, +/-(skile inconsistent or emerging) and = (Bkil not demonstrated) is recommended to help wih the prirtization of skis o address. Typically +/- skis (emerging ‘kils) are skils that should be targeted as possible goals. For more severoly involved students + skis are sometimes iden in order to actualze the skill !o more environments and with more peop Semester/Vear [Pen Color | Speech Therapist 20/3-20)4| 3 pai adi -20i S Kb | [3015 2010 | Black | 0.és8avis samy va tray LaSENSORY/IOTOR (In this section = present or wot present) Vision tmpairment describe) Motor Iepairments/ Fee Sensory Procesing Integration sues (C1 Helphtened autor’ sensitivity Bl yporeaton to aiory’vlul information Fpiarng tmparment i) o Haperetviy/Disracsbiy Difficulty with transitions Pesistnt ef stimulation Poor motor planning Does the sade avoid crave ‘ouch, movement, sounds, lilt, foodvsmel oes hese have se atimadating behaviors such at racking, ger lapping? ‘TO ASSESS” ene BSERVATIONS | toot nsdn’ s recon fr eves | sul Lowes Oe | sates casera ce reaho to be. Nate he reste a oh ‘ Sedboligge Look nthe rece fr dingorisofmorm | “Pe coach « tmpamens fires den Ree Ray dichacled attanst afler (obeteer Ogre her arte ti - easily dusheatiod ~ lots LEVEL OF COMMUNICATION INTENTIONALITY [DN nents communication — des not uses hit othe can have an effect a altes als mune wt ‘eden wan), (Climentiona commonicavn withot wordsymbos (oes tet recopnie or ndetand wordt yes wie presented siden uses none gests) neta communication with wordssymbos when remade avalable understands wodssybois [EASIC Pretanguage27, 10,11 Nonpeech Tet Esprnte 10, 20,21 22 PIS-4" Reape HL) 16.2 Bape 11,1, 97-19 | ‘riganc Early Development El, Took for presence or snc of purpose ‘ommcaton palling. inn creping Determine patil or as of eboewar pica bole sige Tes rcpt ange Sine nm apating sudo an parton tae pisnresmbat.Touneyneedio model the weof {he symbols may tines ere the sade eas "he meaning of te sya Ty PECS. Compare ead ses | ie rung ils | igi osc ons Vural. w{ visual sigewe < expernd utterahcos hravla tery voces 2 5) Unpredictable emotional outbursts Pececveration Above behoubYs skill owed Tote INTEREST INVENTORY “Tein washers and caregivers RESULTS OBSERVATIONS Favorite Foods, Beverages Gos sudent in msrctred sation | Lowys, puygehs, di nosaat>y “oni fral enter eesmen hand | PAE EATE S| ts Favorite Toys and or Actives det sero fader mnfocditens ee [AE ATOKES dnl | PECs mana Tacy teal tite Gov Fre Time Choices Be sre you evaluate avaren oto oats, FV" hye | PAD normal range of interests [restricted interests | msi stsry simulation ater - Onething princess (frozen ABLLS: Secon 4 _ Bing ates | es smn eit niednty thiyo RTMENTOFEDUCATION INHICT CIFYWIDL SPRACHSHRYICHS-SCHLLER LONDON IUISON NROWIEEL LS SERNA NOTO- See m8[FORMS OF COMMUNICATION | cose pin teens Cle eprouegarive | ety boron nem tye pining Ea Rape recat Echolaliager immediate EE-Delayed | Gestures Et contact vista reach) ] ‘Conventional pointing, waving, showin) | ChRic esol system Combines estes [manual sens ah Blossom Fave spr anc ane Number and typeof symbol student me: Ore Oss ‘Pp.ie Girs2 0 sor | i object C1 Towis CT photopraphs| | ine drawings Ll rien words | Sileotsymbols | Colarcoting of mol amber of symbols presented atone tne Or2 D4" Cs8 Ep20 [20+ using AAC, note environments fa which iis used Speech oom [] Casstoom [1 Lanstvoom | Ciome [Communi fcingepe psig C1 Ober jaca D pining Cscamsing Ceye ey gem tea L TO ASSESS Observe the student ina variety of ‘environments and interview caregiverslother staff, Note specific fevamples. A student may use more than fone mode, Interview caregivers. RESULTSIOSERVATIONS, he student has challenging behaviors, conduct a Punctional Behavioral ‘Analysis. Do these behaviors appear to serve a communicative purpose? Ihe stents non-speaking and uses ‘estures, note the gesture he student uses (how rch he gesture system is. feb student is using PBCS or has a ‘communication board or device, note ifhe ses it spontaneously. Is heshe effective using i? How well do hisher ‘communication partners respond othe students communication? Does it have ‘messages fora variety of communicative situations? attach copies of overlays if possible) the stent is non-speaking and does nat have a picture or word:based system, Took for ability. use line drasing symbols, TOBL symbols, ‘objects to objet symbols ~ model the use ‘ofthe symbols n a meaningful activity ‘and look for the students ability to ‘associate the symbol with the object or SIEERAN & NOTO - Spe 3[pa eta oF Clon Comin) —] TOASESS RESULTS OBSERVATIONS | Rate Prosody, Fueney (esi) Spontaneous Speech Sample | Integy: 2 anise Speech Mechanian Checks Dlonly in coiext [] wna tenes Goldanan-Fistoe Test of Articulation | sathbitee CAP (Cine Assesment of Clone’ Clevo (Bh tree “Atiulation and Phonoloay) | ris4 ese Moving Across Stables | even SPT Kaufman Speech Praxis Test ee Sve Meck ST ta F29, E119 E20 | Bicveve’ Fevevev | crataator panning an pes) | Olin nt mre | Orat-motor planning speech) imitate speech suns itate words Orat-motor skis [rooting | pst aor Bpoor ort posture] ering | path controt for speceh fdequate [| poor 4 = | “ACTIONS ON OBJECTS "This section i only for students who do | RESULTS/OBSERVATIONS: Early Cognitive Skills | not appear to understand oF use | language! FeAtents te | ABLLS-R: Ki, K3, K4, KS, K7 fpable of Actag on Objects: ASIC Prelanguage Hi, 12 [Er Alobjoas inthe same manner PUE4 Come aay, 19 Different objects i diferent ways Nenopessh Test -426 Franctionalconventional ways Adanaster the Sewery-Motor Probes & Demonstrates ret meansend pie eo (ere ondEARLY INTERACTIONS WITH PEOPLE Tanda pre nt eton | ts eve-comtacttace regard [Er Looks at objets ha soreove ees ners in: ed focus GiShins cus (dual focus) fom shared objstctvity 1 partner ‘Takes turys within a simple imeracton with or without objects oh adults [) with pours atin within a teraction atin 1 parte) Totates frequent tars in friar stations "Efi aut [wth peer jn" Bcc | Fffections on objects ih uti {Zi pose Maina ineruction ith faa dale pose ‘Term familar ada Cit peer [lsmares own interest and fein with thers | Eisen tteress of ters | [Greets famitiar adits 2) peers Fics dered neo ots] pes Sweperantan ASIC Prtmgunge #2428 ke Daconrse i Comp. 1.2.46, 18 Bp Comm. 11,18 2 onspush Fest - Re 111 ap. 10,16 Brigace Fay Deslpmen Gt Suc ts Cher Pon DATA Unerayo + Doe stake toward move nar prie? Dowden oo apo? Boar mn jn he be? Seton er omen par Peasimpe ation Fat maria fat of dove hte tm Does sade wot he pare ths at? Nie rey de tates ern nt ing fom tty or omrsaton wach hse har empl Toc hehe tap th prt ne Inaconmmain change or acto” Sarthe sy wh tayo ar Sorat theory ar ceraton ones ough svt nes? vw dct he show that he fase ith te acy? farm, 50 Something) (Pia shu haa dthcukhy Show oS 19/ Peers. Neots promphro to fe turns Wjty + wnieiace poser icon ety wegen app = Pear wet (visuads PiusdedyEARLY COMMUNICATIVE FUNCTIONS (May be non-verbal) — rc toes pcien ype sacra Seana Self objects/actions/people al wets please, hans, hi bye, sory) 7 proximal bjecpereon ("distal oberon Requesting answer (aking a qusstia) Civeroaty looavertally Repairs communication breakdowns by repeating [by doing something le “Administer The Interactive Evaluation ‘RESULTS/OBSERVATIONS Aisne rime ASIC Peanunge 2127 Shu wats RECS bo ceqest roe asin jc hart fe ater Sef the akonoa ? j nv ‘oer rap Cec on prop - | Pershing hace geht ing | P> te dit ret nat wore. Ser Te aut esr prs Inertia rt one ott Jonas tig) ee sndon artery | SAPPIF TOC vate eG ‘attention. moet shor 2 “Md la ese wl 0 om “oe song ma ana pen, Praendntte ner Ye one pat ‘COMPRENTENSION RECEPTIVE LANGUAGE Anticipates next sep in familiar routine B Responds appropriately to gesture a object cues B-Understands single words Understands muiple-word combinations (Bnderstandsietions when presented as viru ‘pinto (visual schedules, supersymbo}s) stands ina is "ones SomivisE] ToBI CI phos 1 Line Drawings [] Writen words ULTSOBSERVATIONS EASIC Presngnge~ EAstC hecopne Lvl lesen leis whee to fll fiscecinint, is eet eee wo defied ongect Tet Rope np SeeP tee Lmge Si (gered of cone? te dt doen Strand a ble mas pte “Seat armresdees dooming | Oooh. TD ceqesire visuaap es Lis"? “oma tne iar grin SESS MA AR a Easistening Skil as poor ator tenon culty listening in the presence of backround BGives sow or delayed responses "May pa and ove ars wa stations Doesnt tom wh nae ale, even though sudent Ens mame ‘Thy mld ampifenion to see ft increaes | epi faction faeion derstanding) RESULTS Gene AE aes easily dis med Later Communicative Functions RESULTSIOWSERVATIONS ABLISR isis BMake a stsiemem ASIC Exp. Level I - #33; Exp. Level IE Bask question Wha? Where? a ‘Brnswer aston Wha? Where? ‘Bell someone ato do sonahng sere he sadn eri of seins stan neon ‘nthe varie ofpuners Hy nat bo Paver yoo eons onic ober ontny, bar, Geyer caren Observes fo fcon ol ge general Ghiakeasuggestn tet of fencing. Comparcgenera tet ter someting ‘Teonnancte fants rcp Mak int eves Sha ape ncaa ond re DEapendserbe flngs SAL wos _ Conversation Skills TASC En Leal RESULTSORSERVATIONS nay sto & no Sci Cntr Peja Uarap at | DESMA, SOONG | wines [OWith help can alk about aii ings tha st secured {Wit help aks abou speci past events routine {psoming evens opie Maintenance bet take one or two ts ‘Can ake afew tums by inroducngo changing the topic [Can go beyond sow rms (haf Seco Papa Language Behn fr ‘sda th Snr rp Fer students who are speaking, observe the sudent having conersations with snr ffomiliar communication pines | Inormally probe fr information not obtained from observation Ogermpicately Social Skills Social Skills ae embedded throughout this ‘communication profile. Social skis encompass Mitualy every arpet of dally Ue. Therefor its recommended tha you student's socal sls while you assess al ofthe ther sections in this Profle. Wesuest that you begin by using some of thes chechlists referenced Inthe adjacent column. ep seat tinny it yo prac sey Seca Lange Domes Tes Fleet Sn iChat rae DATA Uae of RESULTSOBSERVATIONS [¥see soctal stiits Choektise ANC ouraRTENT oF EDENTON atRCT CN SHECH SEREES “SEMAN. LONDON RON TRBRS A ELSON & NTO St mt