ATI 2014 AAC Goal Bank for ASD Villa Esperanza

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Information about ATI 2014 AAC Goal Bank for ASD Villa Esperanza

Published on January 31, 2014

Author: SCAAC-N



Goal ideas for AAC learners who have autism from Villa Esperanza Services Speech & Language Center (Gwendolyn Meier, SLP)

AAC Goal Bank for ASD Following are some communication goals that have been written for students who require AAC. You will find that many of them are simply language-learning goals, the mode of communication is the only difference. The criteria, prompting levels and method of measurement have been omitted in the interest of space. Within each area of need goals are ordered in a loosely hierarchical order. We hope that these might give you ideas and a place to start for your students. Use your best clinical judgment!- Gwendolyn Requesting – Items, activities, action 1. Increase number of manual signs by adding 10 to her baseline (WORK, GO, ALL DONE, BREAK, PICK 1, etc.) for communicating wants & needs to control her environment 2. Respond verbally to confirm (i.e., speak or nod for „yes‟). 3. Using a total communication system, Nicolas will refuse (e.g., “no” or “all done”), protest (e.g., “mine”), or request an alternate activity (e.g., “ball” while working on a puzzle). 4. Indicate a need/want by constructing a phrase strip “I want ___ please” with attributes (color, numbers 1-5), concepts (big/little) and travel to a communication partner and gain attention before delivering a message and pointing to pictures as she delivers the message. 5. Spontaneously make requests by producing a familiar object or action label accompanied by visual gaze toward his communicative partner given an expectant pause when the desired object or context for the action is visible in the environment 6. Produce 2- and 3-word phrases to make requests within daily classroom activities (e.g., I need pencil, where chair, do again) including core vocabulary (e.g., I, you, go, stop, in, out, take, push, put, up, down, open, close). 7. Given a variety of verbal and visual scenarios, identify picture- and text-supported expressive, functional communication statements appropriate to the scenario (I need to take a break, I need help, I need bathroom, I need sensory break, listen to music, something different, want water, need bathroom, etc.) by navigating through 3 pages of her communication system given moderate (3-4) verbal and gestural cues with 80% accuracy. Social / Pragmatic 1. Using her communication system, compose 2-button/symbol phrases, using an appropriate greeting (i.e., Hi vs. Bye) with familiar persons including their name and facing the communication partner. 2. Use multimodal communication (e.g., voice output device, communication board, spoken approximations) to gain attention and greet others, using familiar persons‟ names. 3. Given three rehearsal trials, navigate two screens to comment; including making an announcement (e.g., “time to go on a walk” or “I have a note for the teacher”), a single-button interjection (e.g., be careful, sorry, oh man!), or sharing an opinion (e.g., I like that, that‟s funny, that‟s gross). 4. Using his augmentative communication system, engage in shared activities with a peer, such as turn-taking activities, by a.) saying the peers name, 2.) directing turntaking (e.g. My turn.), and 3.) labeling or commenting about the activity (e.g. Dog. Go. Cool. Oh man) given a verbal model as needed. Villa Esperanza Services – Speech & Language Center, 2014

AAC Goal Bank for ASD 5. Use his communication device in interaction with a peer during 3 activities of the school day for 2 turns each per interaction. 6. Using his augmentative communication system, use 4 social scripts 3 turns in length in interactions around campus, including non-verbal skills of facing his communication partner, looking at their face, waiting for their response. 7. Initiate and respond with on-topic utterances, in greetings, when asking questions, and when completing tasks/errands. 8. Take three reciprocal turns following the topic of conversation. 9. Make a contingent comment or ask a contingent question. 10. Using multi-modal communication (interjections, vocalizations, single words, wholephrase buttons), respond with appropriate interjections to good news and bad news expressed by his communication partner. Receptive 1. Anticipate and continue 3 of 3 steps within a predictable, motivating sequence or routine by producing a word or action spontaneously for 5 different, motivating routines given rehearsal. 2. Point to pictures in books or on a visual display to answer concrete WHO and WHAT questions about his experiences or a simple story, 1 to 2 sentences in length. 3. Identify 4 pieces of personal information (e.g., name, age, phone number, address) in response to a prompting question within a naturalistic interaction. 4. Understand and respond to a sentence containing details and elements of information that includes two modifiers and/or inclusion/exclusion statement. 5. Utilize his communication system to identify 5 items of personal/biographical information in response to a prompting question. 6. Navigate 2-3 screens to identify a person in response to “Who” questions (e.g., Who do you want to work with?, Who did you work with? Who is sitting with you? Who do you see?). 7. In the classroom setting, follow a verbal instruction delivered to the class as a group (e.g., everybody line up, it‟s time for music, etc.) given no additional cues for attention and focus. 8. Answer questions about short narratives or information presented auditorily or visually, including predicting outcomes, inferring causes, and correcting absurdities. Language 1. Search the pages of her book to find a named symbol card and complete a sentence started for her. 2. Navigate up to two, 15-symbol screens in order to identify picture icons for no fewer than 10 common actions. 3. Given questions (What do you/ the girl/ character names/etc. have? want? doing?) respond using her picture book with phrases (agent+action) (action+object) (agent+object). 4. Receptively identify an appropriate modifier (e.g., color, size, action, adjective) and noun to describe pictures in a visual field of 10 or more. 5. Demonstrate understanding of 5 new location prepositions (under/over, top/bottom, Villa Esperanza Services – Speech & Language Center, 2014

AAC Goal Bank for ASD in between) by pointing to a correct choice or following directions. 6. Identify an appropriate question word when attempting to ask questions, ask for permission, and make requests. 7. Using his augmentative communication system, produce sentences using pronouns he, she, they and present tense is verb-ing, for >10 verbs, in describing pictures. 8. Provide simple, multi-word definitions/descriptions for target vocabulary words (e.g., MERMAID – he may compose “lady like a fish” or “girl lives in ocean”) in response to the prompt “tell me about [target vocab word].” 9. Using his augmentative communication system or writing, create a >3-sentence narrative, while 1) retelling a story or video, or 2) from personal experience, or 3) self-generated material, including a beginning, middle and end. 10. Produce grammatically correct sentences containing a prepositional phrase…temporal concept (e.g. yesterday, this morning, at night, first, then, after, before)… conjunction (and,but). Core Vocabulary 1. Exchange or indicate a single symbol to direct the actions of others using 10 core vocabulary (e.g., open, in, out, what, go, stop, more, put, that, on, off, done, take, want) 2. Create 2- and 3-word phrases to request or direct actions using 10 core vocabulary phrases (e.g., put in, put on, take off, open it, I do, you do, etc.). 3. Using her communication system, compose the following 2- and 3-component phrases: close it, put it away, turn it on, turn it off to direct the actions of others and/or describe actions given a prompting question. 4. Utilize core vocabulary to compose 20 different 3- to 4-word phrases to direct the actions of others and/or give a direction to another person. Operational 1. When asked “What do you want/need?” at a time when her communication system is not directly in front of her, pick up her communication system and make a request. 2. Replace symbols in her communication book according to category given minimal cues (e.g. colored border). 3. Independently recognize when the battery is low, navigate two screens to formulate a requesting message, and plug device into a charger. For many more goals visit: the links to their Goal Bank on Google Drive or printable PDF in Dropbox Villa Esperanza Services – Speech & Language Center, 2014

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