Running head: ECOLOGICAL AND COMMUNICATION ALALYSIS

Ecological and Communication Analysis on a Student with Autism

Mallory Garthwaite
Franciscan University

ECOLOGICAL AND COMMUNICATION ANALYSIS

Abstract
Carlo, is a five and a half, highly intelligent young boy with autism. He has attended
Broadview since he was age three. Carlo began his education in a mainstream classroom due to
his parents wishes, despite the recommendation for being placed in Becky Bonds Classroom.
Ms. Bond has an extensive background in Applied Behavior Analysis (ABA), where she also
implements the use of Discrete Trial Training (DTT) to teach her students under Autism
Spectrum Disorder (ASD). Carlo was shortly moved to Ms. Bonds classroom, so he could use
the instruction to develop and learn in the areas specific to his needs. Ms. Bond incorporates a
specific evidence-based communication system that begins teaching the student to request,
Picture Exchange Communication System (PECS). This system allows her students, who are
sometimes non-verbal, the opportunity to gather pictures and compile them in an organized
fashion to communicate with the instructors within the classroom. These are students who would
otherwise go without a voice in the classroom, students who are inhibited to communicate by
their disorder. Also, found in the classroom, are daily schedules reinforced with pictures and
icons, all readily accessible to the students. Besides Carlo, there are six other boys in the
classroom; two of the boys spend some pull out time in the mainstream classroom. Ms. Bond has
two full time aides in her classroom whom have both instructed in their own mainstream
classroom. These two aides are not specifically trained in ABA and do not have a degree to work
with students with mild to moderate needs, which can sometimes present challenges. The
purpose of Ms. Bonds Classroom is to provide a conducive learning environment to students
like Carlo, with ASD. Here, in Beckys Classroom, these students will be given opportunities to
develop and further social, communication, and self-care skills so that they can actively and

ECOLOGICAL AND COMMUNICATION ANALYSIS

3
independently participate in their school, their homes and in their community for the rest of their
lives.

ECOLOGICAL AND COMMUNICATION ANALYSIS

TABLE OF CONTENTS

ABSTRACT.2
TABLE OF CONTENTS.3
ECOLOGIAL INVENTORY OF COMMUNICATIVE ENVIRONMENTS5
QUILL LANGUAGE ASSESSMENT.10
SPECIALLY DESIGNED INSTRUCTION.14
REFERENCES..17
APPENDIX
A. General Assessments.18
B. Communication and Language Assessments21

ECOLOGICAL AND COMMUNICATION ANALYSIS

Ecological Inventory of Broadview Elementary School

Assessing the environment is vital, when knowledge must be attained to better the area
and its functions, for those utilizing the space. More specifically, an ecological inventory must be
taken in order to observe, create and adapt an environment specific to an individuals needs. An
ecological inventory is used to gather information about the skills necessary to communicate in
specific environments, in this case in the school. Within the school, are sub-environments where
specific communication skills are necessary to appropriately interact and learn. This inventory
will reveal students discrepancies, revealing what communication skills should be further
practiced and developed.
Analysis of Mrs. Becky Bonds Classroom
Becky Bonds classroom was located on the bottom floor of Broadview Elementary
School, found in West Virginia. Broadview is home to grades Pre-K through fourth grade. In
order to access the building, one must enter the doors located on the side of the building leading
into the front office. Ms. Bonds classroom is located amongst the other Pre-K classrooms where
some of her students would sometimes go throughout the day to interact with their peers.
Upon entering Ms. Bonds Classroom, her students removed their nametag, with their
photo on it, from outside of the classroom and placed it on their locker inside the classroom,
where they also would leave their things for the day. Directly inside Ms. Bonds Classroom door,
was found a schedule with visuals for the students to look at so that they knew what to expect
during the day. Throughout the classroom was found request cards, where the students could use
pictures to tell Ms. Bond what they wanted or needed. The card system used a combination of
words, pictures and sign language to communicate the desired request. Because Carlo was a
proficient reader, he was expected to piece his demand together and recite the words while

ECOLOGICAL AND COMMUNICATION ANALYSIS

6
pointing to each card when presenting the request to the teacher. Other sub-environments of the
school included, the bathroom, outside and different areas within Beckys classroom.
Analysis of lunch. Students were asked to sit at the kidney table in the front of Ms.
Bonds Classroom to eat their meals. Here, the children were asked to utilize the PECS (picture
exchange communication system) to request or make statements. Different request that would
often occur, dealt with; assistance opening food packages, containers, straws and silverware, and
requesting to get up, which is communicated by, I am all done. During lunchtime, students
were expected to remain seated at the table at all times. When the students told the teacher they
were finished, only then did they have permission to get up from the table and throw their trash
away. Carlo was proficient with eating his lunch, but would often misbehave and would be sent
to time-out during lunch. His time-out chair was often on the other side of the room from the
lunch table. Carlo was usually sent to time-out for hitting other students or not following
instructions.
Analysis of rhythm & movement. During rhythm and movement was an opportunity for
the students to get up, move around and dance to the songs provided. This environment consisted
of the open floor space in the middle of Beckys classroom. During this time, Amys class, from
across the hall, came to join Beckys students. The students danced with one another, often
listening to and following the dancing prompts given by the song. The students were to imitate
the song. The song would state a movement to be made and the students were to follow. Beckys
students were encouraged to dance with everyone, although, sometimes they had a different
agenda. Carlo, for the majority of rhythm and movement, ran around, not specifically dancing to
the song. Seldom, Carlo would find his way to the white board and attempt to spell with his

ECOLOGICAL AND COMMUNICATION ANALYSIS

7
magnetic letters. When Carlo attempted to escape the activity, he would be redirected and would
often be compliant.
Analysis of free play. In the back of the classroom are many, eye level shelving units
filled with different toys and activities for Beckys students. Free play involved many stations
throughout the classroom; sand box, letters on the whiteboard, puzzle station, kitchen set, book
corner, trains and cars, the swing, play dough, and any other toys that a student may request. Free
time followed the students meals, so that whenever they finished, there was an incentive to pick
up their things so that they may go play. If the students desired to play with a particular toy that
was not available at their level of reach or required some sort of assembly, they had to request
the toy with the PECS cards. During free play, the students in Ms. Bonds room would often play
independently. When more than one student is played together, there was often instructor
involvement.
Analysis of the smart board. The smart board was used for whole class instruction and
was usually scheduled after breakfast and again after lunch. Each student was expected to stay
seated in his assigned seat until called on, by Ms. Becky, to approach the board and complete the
appropriate task. Ms. Becky called on the students in a clockwise fashion, which helped them
prepare and plan for when their turn was approaching. This activity required the student to work
on their shared attention. The whole group instruction required them to make eye contact, make
gestures and responses and to share the focus of interest with the rest of the group. Most
activities required the student to select an answer on the board and the student was able to
answer with a one-word response (i.e. the day of the week, a number, or color). Students were
also expected to keep their hands to themselves and to transition in and out of the activity
accordingly. Transitions were sometimes difficult for some students because this meant dropping

ECOLOGICAL AND COMMUNICATION ANALYSIS

8
what they were doing to come sit still and quietly. Carlo tended to participate appropriately
during the smart board activity. He enjoyed going up to the board and receiving praise for
selecting the correct answer.
Analyses of pick up/dismissal. At the end of the day, usually around 12:30, students
began to clean up, pack up and gather their things to leave. At this time students went to their
locker to put on their backpack and coat if necessary. Students would know it was time for
dismissal due to the routine script, which was also reinforced with a picture-guiding schedule.
Students would receive most to least assistance to complete this task. Carlo needed assistance
connecting his coat zipper and could then pull it up by him self. Once the students had their coats
and backpacks, they proceed to sit in the hallway and wait for their ride. The students sat, with
their hands to themselves and listened for their name to be called, which would prompt them to
come to the door.
Analysis of the outside environment
Weather permitting; students went outside following lunch. On the way to the blacktop or
jungle gym, students followed each other in line down the hallway, out of the back doors of the
school. All of Ms. Bonds students were proficient at following instructions at this time.
Analysis of the blacktop environment. On the blacktop, students had the opportunity to
run around with their peers. This was an opportunity for open-ended cooperative play. In order
for students to interact with one another, there must be an awareness of other, which was lacking
form Ms. Bonds classroom. When it was cold out, students were expected to keep their jackets
on. Here, verbal communication was limited amongst Beckys students. Although, when
prompted they would interact with one another. For example, Carlo and Braden once threw the
Frisbee with one another for a short period of time.

ECOLOGICAL AND COMMUNICATION ANALYSIS

9
Analysis of the jungle gym. This sub environment is directly located outside of the gated
blacktop. The large jungle gym does not have a fence around it, so the teachers had to keep a
close eye on the students. Many of the students spent their time sliding during recess. This
involved interaction amongst the participants. The students lined up, one after another, to climb
the stairs to the slide to take turns pushing off to go down the slide it self. The Pre-K age group
did not particularly excel with the practicalities of taking turns, so an instructor often interceded
to better organize this procedure. Sometimes, one of Beckys students needed assistance to
continue through this process.
Discrepancy Analysis
The communication demands of Broadview elementary and Ms. Bonds classroom are
consistent, appropriate and subjective to each student. Students are expected to respond and
communicate according to each of their abilities and appropriate to the situation at hand.
Unfortunately, rhythm and movement is the only scheduled time for the general education
students to interact with Ms. Bonds students. This time is monumental for Beckys students to
interact and begin communicating with other students. Ms. Becky has begun to accept a few of
Amys students at a time, from across the hall, to come over during free time in an attempt to
allocate more peer communication and interaction. The more interaction Beckys students are
given with other typically developing students, the more opportunities they will have to interact
and further their social and communication skills.

ECOLOGICAL AND COMMUNICATION ANALYSIS

Quill Assessment

10

Core Skills
Carlo makes eye contact when his name is used and spoken to. Sometimes, when he is in
the middle of an activity that he particularly enjoys, his attention is harder to maintain.
Nonverbal Social Interaction. When Carlo was occupied with an activity it was difficult
for him to transition to shared attention. When he was already focused on a task and his attention
is being asked of from an instructor, he will often make eye contact, revert his gaze back to what
he was doing, and then make eye contact with the instructor, sometimes requiring a second or
third instruction/request to do so. When Carlo was directed to look at objects, he does so
immediately; this is better accomplished once his attention was gained and then done quickly,
with little wait time in between requests. When having a conversation with Carlo, he did not
always make eye contact, but would still comprehend and participate in the conversation. Carlo
could repeat tasks to maintain social interaction, so long as he was interested. When he was
interested, his attention was better maintained. It was usually helpful if there was a quick pace to
cooperative play and reciprocal interaction. For instance; a group board game, he was more
likely to repeat the appropriate action when there was a consistent pace and demand of his
attention and following action. When requesting Ms. Becky for a toy or anything with the use of
the PECS, Carlo used the appropriate request system; compiling the appropriate PECS,
previewing the request to Becky and pointing the sentence to her. Although, if Carlo saw one of
his peers with something he wanted, he did not always make an appropriate request to them; he
would often grab for the object. Most of Carlos requests were connected to writing words. Carlo
was always enthused to request the ipad, a pencil and paper, or the magnetic letters for the white
board. For Carlo, spelling and writing was his self-stimulatory behavior. This activity for him

ECOLOGICAL AND COMMUNICATION ANALYSIS

11
was ritualistic, so he had no problem requesting to partake in these word and sentence formation
activities. When Carlo requested to participate he would use eye contact and maintain
appropriate eye contact when waiting for a response. When Carlo would act out, he would not
make eye contact when being reprimanded. Carlo would often put things in his mouth,
sometimes even dirt. When he was told to remove the object from his mouth, he did not make
eye contact or follow instructions unless told a second or third time, and often a physical
guidance would be necessary.
Imitation. Carlo continued to have delayed imitation unless his attention was fully
grasped. Carlo would imitate one and sometimes two actions with out losing interest or
concentration. Carlo only imitated some actions such as, clapping once or pointing to an item.
When Carlo was asked to write certain words, he would write what he chose, not what was
requested. When speech enters the playing field, Carlo does not imitate verbal responses. If
anything, he would make temporal eye contact and then loose eye gaze. During rhythm and
movement when many of the typically developing children would sing along and imitate the
song lyrics, Carlo did not demonstrate appropriate play. Instead, he ran around the classroom, not
imitating the appropriate dance either.
Organization. Carlo was well aware of his surroundings; he knew what space in the
classroom was used for what activity. Upon entering the classroom for the day, Carlo followed
the routine script. He immediately placed his backpack and coat in his locker and set himself at
the table for breakfast. When directed to attend a certain activity in the classroom, Carlo would
know the appropriate location to attend. Carlo did not always pick up after himself, although,
when instructed he would pick up his toys or gather his belongings appropriately. When
conducting the preference assessment on Carlo, his results revealed that he had a clear preference

ECOLOGICAL AND COMMUNICATION ANALYSIS

12
for choosing to write. Carlo was consistent in his choosing; he would simultaneously choose one
item while pushing the other away, demonstrating his conceptualization of only choosing one
item. Carlo chose to write letters and sentences 10 out of 10 times, always pushing whatever the
other option was away. Carlo attended to activities as long as it took to complete them. He
especially enjoyed completing tasks on the ipad and had a longer attention span to activities
involving literacy. Carlo can attend to writing for as long as he is allowed as far as my
observations go. The class used the smart board as an activity at least once and most times twice
a day. The class was expected to interact and answer appropriately when called on. Carlo
followed along well during this whole class instruction and met the expectations asked of him
during this routine activity. When it comes to transitioning to different activities, Carlo struggled
to drop what he was doing and begin something new. Even when warned that a new activity was
approaching, he would often act out and sometimes scream when he did not want to move on to
the next activity. Carlo knew which items in the classroom were his, such as his coat and he
knew what it meant when a personal item was not his. Carlo did not have many self-stimulatory
behaviors, but he would seldom rub his head when uncomfortable. Others rubbing his head and
applying pressure to his back also comforted him.
Social Skills
Play. When Carlo participated in solitary play, he did not demonstrate much creative
symbolic play with the objects he had. Carlo played better with activities that were close ended,
those that had a goal to be obtained. When he played in the sand box, he simply dug the sand and
moved it around, sometimes writing letters in the sand. When Carlo participated in social play,
he had many prosocial skills; he is good at sharing and taking turns, but was not always clear on
how to participate without direction. Carlo understood the concept of running away when chased

ECOLOGICAL AND COMMUNICATION ANALYSIS

13
during a game of tag. Once tagged, Carlo did not understand the role of being the chaser in the
game of tag. During close-ended functional play, such as board games, Carlo did an exceptional
job at taking his turn and watching others patiently until it was his turn again.
Group Skills. When Carlo was asked, he paid attention, in activities such as the smart
board, or circle time. Sometimes he would exhibit interfering behaviors during group activities
or even solitary play. Carlo would often put things in his mouth, which did not belong, and he
would grab items from his peers. When waiting in a group, it would benefit Carlo to be reminded
of how he was to behave. When the class was to wait in line, before attending recess, Carlo
would stand in line for a short period of time, and if he became unfocused, he would begin to act
out. For the most part, Carlo followed directions better than most of Ms. Bonds students. He
always got in line and sat down for lunch when he was asked to do so.
Communication
Basic Communicative Functions. Carlo has had the opportunity to rehearse using the
PECS cards. He was proficient in using them to request items. Carlo almost used them as a
crutch, because sometimes he did not need them to communicate effectively. Carlo responded
with, yeah when agreeing to a question from an instructor. If an item was offered to Carlo, and
he did not wish to have the item, he would either ignore the offer or push the item away. When
asked for his name and age, he would gladly tell people. Carlo sometimes used perseverative
speech. When he was being assessed with the preference assessment, Carlo kept repeating, I am
six years old.

ECOLOGICAL AND COMMUNICATION ANALYSIS

Specially Designed Instruction

14

Behavior. Group Skill Development. Respond to Others (greeting).

Goal. When greeted by peer or instructor, Carlo will appropriately respond.
Description of the Activity. This activity involves repetition of responding to a greeting.
The instructor is to have a bag filled with puppets. The instructor is to remove one puppet at a
time and say, Hi, Carlo. The instructor is to wait and watch for the childs response to the
greeting. If the child does not respond, the instructor is to prompt the child appropriately. This
sequence should be repeated in the same manner many times. Prompting should be given in a
most to least fashion. The object is to get the target student to respond to a greeting from his
instructor or peer.
Behavior. Group Skill Development. Social Play.
Goal. When peer is engaged in play, Carlo will appropriately join in cooperative social
play with peer.
Description of the Activity. This activity will have one table with a chair placed on
either side of the table. Two empty puzzle boards will be placed in front of one chair and the
puzzle pieces will be placed in front of the other chair. The student should then be prompted to
choose a peer as a partner. Both children will sit at the table. Then the child sitting in front of the
puzzle pieces will be encouraged to give them to his partner, one at a time, until the first puzzle
is complete. Once the first puzzle is finished, the students will switch roles to finish the second
puzzle as a team. The object of this activity is for the student to become efficient in cooperative,
social play.
Behavior. Individual Development. Solitary Play.

ECOLOGICAL AND COMMUNICATION ANALYSIS

Goal. When presented with an opportunity for solitary play, Carlo will play

15

independently for 10 minutes without placing anything in his mouth.

Description of the Activity. The sand table should be filled with toys that Carlo has
mastered and finds interesting. Create a Velcro pictograph time board with 5 pictures of a sand
table and one representing all done. Go to the sand table and show the student the visual display.
Point to each to each item on the time board, and place it in his view at the sand table. Remove
the first sand table pictograph, followed by removing a sand table every two minutes. Then show
the student that he is all done and praise him for remaining at the activity. As the child begins
to understand that the pictographs determine the length of the activity, gradually increase and
vary the amount of time between the removal of each pictograph. As the childs understanding
increases, the instructor should leave the area and return only every few minutes to silently
remove a pictograph. Especially towards the beginning of this activity, the teacher should
interfere any time Carlo attempts to place an item in his mouth. This interference should be done
in a least to most prompting system.
Behavior. Individual Development. Express Feelings. Likes/dislikes.
Goal. When necessary, Carlo will express if he likes or dislikes something.
Description of the Activity. The instructor will need a variety of photographs of the
student performing different activities, some preferred and some not preferred. The instructor
should then hold up one picture at a time expressing, I like writing or I dont like playing in
the sand box. Continue presenting photographs and pairing them with appropriate phrases until
the child is familiar with the game. Then, present a photograph, and stop. Wait and watch for the
child to express likes or dislikes. If the child does not respond, prompt him as appropriate to say
I like_____. Repeat many times in the same manner. Decrease the amount of prompting as

ECOLOGICAL AND COMMUNICATION ANALYSIS

16
appropriate. This activity will be used for Carlo to express his feeling by communicating
effectively instead of behaving incorrectly.
Behavior. Individual Development. Discrete Trial Training.
Goal. The student will follow 2 step directions: actions
Description of the Activity. The student will be presented with 2 steps to complete a
task. The student will be guided to complete the first task using a most to least prompting
schedule, not allowing for error. Then the student will be guided to complete the second task by
the same method. This same 2 step task will be given until the student is 85% proficient for two
consecutive days. Once the student becomes proficient, a new 2 step task will be attempted, and
the same process will be repeated.

ECOLOGICAL AND COMMUNICATION ANALYSIS

References

17

Quill, K. A. (2000). Do-watch-listen-say. Baltimore, MA: Paul H. Brookes Publishing Co.

ECOLOGICAL AND COMMUNICATION ANALYSIS

Appendix A: General Assessments

18

Broadview Observation Log

Broadview: Beckys Class

1/30/14
10:45 AM- 12:45 PM
Today there was a 2 hr delay due to snow. Upon arriving, 10:45, Beckys class was eating lunch.
Becky introduced us to the neighboring classrooms, and the different teachers in the classrooms.
We met; Amy, Jenn and Mandy. When we returned to Beckys room, Israel, Tucker and Carlo
were in free play. Claro was spelling words on the white board with magnet letters i.e.
valentine, zig zag, whistle, etc. Israel was swinging the whole time, Becky told him to stop
making noise when he began. Tucker continues for a little while to wonder the room and
eventually found some blocks, which he played with (and Sandy assisted him). Edie then took
Carlo to the bathroom and told him he could use the marker to write if he used the restroom.
Amys classroom came in for M&M (music and movement) and we danced. Then, Kritter and I
observed as the boys played with play dough. Carlo never went to the bathroom. Tucker didnt
use the bathroom either. Carlo said, bye bye when he went to catch the bus. Each adult assisted
one student pack up for the day because there was a 1:1 ratio. This included helping them put on
their jacket and gather their backpack.
Broadview: Beckys Class

2/6/14
10:45 AM- 12:45 PM
Today, there was a 2 hr delay. Upon arrival, Rhyland , Israel and Carlo were eating lunch. Carlo
and Israel were eating lunch at the main table (kidney table in the front of the room). Rhyland
was eating mandarin oranges at a separate table in his chair where he was strapped in. Rhyland
was not allowed to leave until he ate his chicken. Becky then did a lesson with the smart board.
She allowed the boys to come up and answer questions/ do the daily calendar etc. by calling on
whose turn was next (going in a clockwise fashion). The boys were each assisted in putting on
their coats at the end of the day. Some needed more assistance. Some were put on for them,
others coats were placed on the floor and they put them on themselves.
Broadview: Jennifers Classroom

2/20/14
10:45 AM 12:45 PM
Today I entered Jenns room while the Pre-K Students were eating lunch. Immediately upon my
arrival the a\students took interest to my presence. Sheila wanted to be with me the whole time. I
sat by her while she ate (which was not much). When the students were done eating they had free
play, which was absolute chaos. One student almost pulled a dollhouse down from a counter and
hit a girl on the head. The kids kept asking me to build with them, so we did that for a while.
Broadview: Beckys Classroom

3/6/14
9:45 AM-11:45 AM
I arrived today while Izzy and Braden were doing table time 1:1 with Becky. They were working
on taking turns and playing the icon cards in order then reading the sentence which the cards
read T want the orange clip then Becky would give them the appropriate clip. The rest of the
boys were playing in the sand box or with the puzzles for free play. Becky then took Braden and

ECOLOGICAL AND COMMUNICATION ANALYSIS

19
Izzy to the restroom. She was hoping for Izzy to show Braden how to go to the restroom. I
played with Braden for a while at the sand box. He really liked to bury and then dig up the
starfish and seashell. Braden is a pretty good communicator; he talks well.
Broadview: Mandys Classroom

3/20/14
10:45 AM- 12: 45 PM

I went with Braden to Mandys room today. As we walked down the hall we had a small
conversation about our day. I asked him how he was doing and he said, Good. Once we got the
Mandys room the other kids were eating lunch. Braden kept asking for help as he ate. His motor
skills are not very good, which seemed to be the reason for the wanted assistance. He did not eat
much. Brad said he was done, threw away his tray, washed his hands and he began to play. He
played appropriately with the animal and dinosaur toys he mostly played individually unless
other students came to join him. Then we went to circle time and Braden participated like the
other students.
Broadview: Beckys Classroom

3/27/14
11:00 AM- 12: PM
Upon arriving in Beckys room, the students were at free play. Izzy was swinging, Chucky was
finishing his lunch and the other boys Carlo and tucker were playing with toys. Chucky became
very frustrated when he couldnt blow bubbles. Izzy basically swung all day, even when some
students from Amys room came in.
Broadview: Mandy/Beckys room

4/10/14
10:30 AM-12:45 PM
Today I arrived during lunch Braden wasnt eating his lunch again. Part of his may be because he
isnt hungry but I also believe some may be attributed to the frustration with his motor skills.
Which are very underdeveloped. It is difficult for him to put the food on his fork and bring it to
his mouth.
Broadview: Beckys Room

4/24/14
10:30 AM-12:30 PM
The kids were very involved today during rhythm and movement. Amy and Mandys class were
in today. During lunch today Ryland was mumbling and clearly speaking about going home on
the bus. Carlo got in trouble during lunch and went to his time out of Chair. While he was sitting
over there, he started to say the ABCs and then was mostly quiet. Chuck, Tucker and Israel were
eating their lunch and quiet for the most part. Israel and Tucker made some noise. Carlo
continued to sit on his chair so he could face everyone in the class. Carlo went to go pee in the
potty with one of the aids. Chucky peed on the potty and was rewarded with a skittle and allowed
to play with the bubbles (his favorite). Israel continued to make noises throughout the whole
lunch. Carlo doesnt go potty on the toilet yet. His pull-up was wet. Carlo came back and was
helped to finish his lunch. Carlo used the cards to say, I want all done. Next thing you know
the was in the time out chair again Im not sure why.

ECOLOGICAL AND COMMUNICATION ANALYSIS

Preference Assessment

20

When presented with a beanbag, M&M candy, musical rain stick, caterpillar wind up toy,
ball, and a piece of paper and marker, Carlo preferred the piece of paper and marker the most.
Carlo chose the piece of paper and pencil %100 of the time it was presented to him. Carlos next
preferred item was the M&M candy, which he chose %80 of the time offered.

ECOLOGICAL AND COMMUNICATION ANALYSIS

Appendix B: Communication and Language Assessment
Ecological Inventory:
Environments/
Time of Day

Lunch time
10:30-11:10

Outside
(playground)

Subenvironments
In classroom or
school

ActivitiesFocus on
communication

Kidney table in
*request help
front of classroom when needing
assistance
opening things
(i.ed. food
containers,
straw, plastic
silverware
packets)
*requsting to
get up I am all
done
Blacktop
*tag, Frisbee,
running around

Jungle Gym

*climb stairs,
slide

Classroom open
floor space

*moving,
*dancing
*singing

*stations/toys;
sand box, letters,
puzzle, kitchen
set, books, trains,
cars, swing, playdough,

*peer
play/interaction

21

Skillsfocus on
communication,
language,
social-emotional
interactions
*child requests
for help
*help to eat
certain items/cut
things
*leave the table

Discrepancy
analysis

*interact with
peer to play tag
(youre it, I
got you)
*asking to play
*inviting others
to play/join in

*play role of person

who is the chaser

*get through lunch

without acting up
*often placed in
time out

*initiate any sort of

game or activity
with others

*listen when teacher

says time to go
inside
*dancing with
*dance
peers
appropriately to
*instructed to
songs
dance with peers *interact with peers

Rhythm &
Movement
(about 11am)

Free Play

*request to take
turn
*request to join
in activity
*request teacher
for certain
activity to set up

*request to take turn

ECOLOGICAL AND COMMUNICATION ANALYSIS

*front of
classroom
*assigned chair

*sit when asked

to stay seated
*listen and act
on when
instructed to take
turn on the
smartboard

*listen and
answer when
instructed
(participation)
*answer correctly

*keep hands to
self
*acting out when
transitioning

*locker
*hallway

*gather
backpack
*put on coat
*sit in hallway

*listen when told

to go to locker
*follow
instructions to
pick up any
materials
*request
assistance to put
on coat
*listen when
instructed to stay
seated
*listen when
called for when
ride arrives

*put on coat
independently

Smart board

Packup/Dismissal
(12:30)

22

ECOLOGICAL AND COMMUNICATION ANALYSIS

23
Quill Assessment:
Classroom Assessment of Social and Communication Skills adapted from Kathleen Quill:
Assessment of Social and Communication Skills for Children With Autism
INVENTORY OF SOCIAL AND COMMUNICATIVE BEHAVIOR
SOCIAL BEHAVIOR
Description
Describe the range of play in the
Often plays alone, appropriately with toys
classroomare children playing
Makes lots of requests for new toys
alone, with adults, or are children
Self entertained
playing with peers. Do you observe
interactive games, appropriate play
with toys, creative use of toys?
Describe the transitions from one
Transitions well, although, often does not want to leave
activity to another activity. Do
activities that he prefers
children accept changes in routine
and engage in transitions when
directed?
Describe any social-behavioral
Likes to write, spell and say words
challenges, such as self-stimulatory Often very random (may seem so at least)
behaviors, perseverative and or
ritualistic play.
COMMUNICATIVE
BEHAVIOR
Describe the range of
PECS cars, requests cards, picture schedule, when they
communication in the classroom
come in during the morning they remove their Velcro
keying in on gestures, speech, sign
name tag from outside and place on locker in room
language, communication boards,
sign language or other.
Describe the following
Very good at using the request pictures.
communicative behaviors as they
When he wantes something he will place the appropriate
occur: requesting, indicating what
cards saying I want ____ ring it to the teacher then say
he/she does not want, commenting
it.
about he/she is doing, and sharing
how he/she feels.
Describe interactions between child The children do not interact with each other very often
to adult and child-child interactions.
Describe any observed
Often repeats a words spelling or sentence he is writing.
communicative challenges:
Will often say Mrs. Becky (this), Mrs. Becky (that)
echolalia, talking to himself/herself, He really likes Mrs. Becky.
perserveration on a topic or
Will often say, where is becky?
question, repeating book or video
scripts, and any inappropriate
conversational topics.
EXPLORATORY BEHAVIOR
Describe how the children engage in Very good with teachnology (i.e. smart board) good

ECOLOGICAL AND COMMUNICATION ANALYSIS

24
the classroom environment in terms with computers
of being active learners: Do
Will read some books, likes books & letters
children enjoy/explore toys/objects
Will often read the same books over and over again
with visual effects, books,
computers?
Describe how the children
Likes noise, will not always use noise toys appropriately
enjoy/explore toys or objects that
Must be modeled sometimes
make noise or music?
Describe how the children enjoy
Likes deep pressure. On his head and back
tactile activitiestickling, deep
pressure, a variety of textures.
Describe how the children enjoy
Prefers quiet play, but when outside he likes to run around
kinesthetic activities such as
movement or do the children prefer
quiet play?
CORE SKILLS CHECKLIST
NONVERBAL SOCIAL
INTERACTION
Social attentionrecord the
Will often look at person, back at previous occupying
conditions when you observe or do
activity, then make eye contact and listen
not observe:
Good at looking at objects when directed
stopping an activity and looking Good at attending to one familiar activity when he likes it
at a person in response to a
name.
looking at objects when
directed.
attending one to one familiar
activity for ____minutes
Reciprocal interactionrecord the Does not always make eye contact when talking to you
conditions when you observe or do
Good at repetition during activity so long as interested
not observe:
and like activity
Will often loose interest after a short time period (unless
Using eye gaze to maintain
letters or ipad)
social interaction.
Repeating own behavior to
maintain interaction
Repeating action with toy to
maintain social game.
Social regulation-record the
Appropriately requests instructor
conditions when you observe or do
Pulls/grabs from peers
not observe:
Does not request anything that does not have to do with
writing, this is always priority for him
Gestures:
Pushes/pulls/manipulates person Makes eye contact when making requests
to request
Gestures: Gives/manipulates

ECOLOGICAL AND COMMUNICATION ANALYSIS

25
object to request.
Points to object to request
Combines eye gaze and gesture
to request.
Shared attention-record the
When toy or manipulative is presented, eye contact si not
conditions when you observe or do
met, even when spoken to.
not observe:
Alternating gaze between
toy/object and person
Give toy/object to share interests
Points to toy/object to share
interests
Gains attention prior to sharing
interests.
Imitation
Motor imitation: Describe the
Will imitate 1 & sometimes 2 actions, often losses interest
conditions and the behaviors that
or concentration.
indicate the range of imitative
Even so, only some actions are imitated i.e. clap once or
behaviors; such as, imitates an
pointing to something.
action with a toy, imitates a single
Would not spell requested word, would only spell what he
body action, imitates a sequence of
pleased.
2 actions, imitates a sequence of 3
or more actions, imitates a novel act
during a familiar activity; imitate in
novel contexts, imitates actions
form a previous play activity
(delayed).
Verbal Imitation: Describe the
Does not demonstrate mouth movement or vocalizations.
conditions and the behaviors that
indicate the range of verbal
imitative behaviors; such as,
imitates mouth movements and
vocalizations.
Describe any imitation of words
Movement & rhythm: mostly runs around classroom.
during:
Does not really dance with other students (appropriate
play)
Songs, fingerplays, stories
Will often repeat his own chosen words or phrases.
Social routines
Movement activities
All activities
Describe the conditions under which Dependant on his mood, he will imitate words on request
words are imitated on request.
Describe the conditions of delayed
Will repeat some words or phrases
imitation---when words are repeated During smart board will repeat and respond with
from a song, book, or play activity.
appropriate song and answer.

ECOLOGICAL AND COMMUNICATION ANALYSIS

26
CORE SKILLS CHECKLISTS
Organization
SpaceDescribe specific behaviors Good at keeping toys in appropriate area
that indicate if/ how the children
Knows where to place coat at beginning of the day and
prepare for an activity by locating
where to collect it.
area/materials (chair/coat); keeping Will pick up toys when instructed
toys and materials in designated
locations; and completing activities
by putting away materials.
ChoicesDescribe specific
Often makes easy decisions
behaviors that indicate if/how the
His preference is consistent and will often take item 1
children make choices within an
while pushing away item 2 demonstrating the
activity; making a choice between
conceptualization of picking 1 item.
two objects/activities; and making a
choice between multiple
objects/activities.
TimeDescribe specific behaviors Proficient in completing tasks.
that indicate if/how the children
Especially enjoys the ipad and writing letters and words
attend to an activity until it is
Will attend to these activities for long amounts of time
completed and will wait when
directed to wait.
ExpectationsDescribe specific
Will interact with smart board,
behaviors that indicated if/how the
Follows along well
children are independent with
familiar activities and can follow
directions during novel activities.
TransitionsDescribe specific
Not good with transitioning from smart board (song) to
behaviors that indicate if/how the
the next activity.
children can make transitions to the Screamed when song went off
next activity when directed; accept
Acts out when he doesnt want to do an activity.
when an activity is interrupted to
make a transition; and can make
transitions when an unexpected
change occurs.
PossessionsDescribe specific
Knew which coat was his
behaviors that indicate if/how the
Understood personal items belonging to others.
children recognize their personal
belongings (mine); belongings of
others (yours); and recognizes
shared belongings (ours).
ComfortDescribe specific
He will often rub his head and is comforted by others
behaviors that indicate if/how the
touching his head and back.
children are comfortedby others
and/or if the children can comfort
themselves.

ECOLOGICAL AND COMMUNICATION ANALYSIS

27
SOCIAL SKILLS CHECKLIST
Solitary PlayDescribe instances
Does not demonstrate much creative symbolic play with
of when you observe characteristics objects.
of solitary play; such as, functional
He is more proficient with closed ended activities with a
(one action with one toy);
goal to reach
Functional/closed ended activities;
Sand box-letters & digging (eating sand)
functional/open ended activities;
symbolic/routine scripts;
symbolic/creative; and describe how
long the children can play
independently.
Social playDescribe instances
Played tag with him. He was good at the running away
when you observe characteristics of part. I would chase after him and tag him. When
social play; such as, parallel with
prompted to chase me, he did not understand that role.
own set of toys/materials; parallel
When playing games with peers, directed by Becky, he is
play with organized toy/materials;
good at taking his turn (waiting patiently) until instructed.
participated in choral or unison
group activity; turn-taking with one
partner with predictable turns; turntaking in a group game with
predictable turns; shares materials;
cooperative play with one partner;
cooperative play in structured
groups; cooperative play in
unstructured groups.
Group skills
AttendingDescribe attending
He was able to pay attention when he was asked to
behaviors that you observe during
Some behaviors that would get in the way would be
any of the following settings:
putting things in his mouth, grabbing things from others,
during meals, during structure
or grabbing other students.
projects (art/work); during listening
activities (stories, music); during
structure games (board games,
outdoor games); during play
activities (play center, recess);
during discussion time (circle time,
meeting).
WaitingDescribe waiting
Good at waiting in line most times & does not usually
behaviors as children sit for group
raise hand (does not understand concept)
activity, raises hand for a turn; or
stands in line.
Turn-takingDescribe turn-taking Good at taking turns during smart board and board games
behaviors during structure activity
and during unstructured activities.
Get in line for recess-good
Following group directions

ECOLOGICAL AND COMMUNICATION ANALYSIS

28
Describe instances of the following Sit down for lunch good
behaviors in group settings:
Transition to clean up-not always good
nonverbal directions/quiet gesture or
turn off light; attention-getting
directions/everybody___; routine
verbal directions/Clean-up or
Line-up; verbal directions in
familiar contexts; and verbal
directions in novel contexts.
Communication Skills Checklist
Basic Communicative Functions
Request needsDescribe the
Requests things for breakfast
context and behavior of children
Uses PECS cards proficiently to request items and tell
when they request: more,
when all done
preferences when given a choice,
food/drink, object/toy, favorite
activity, end an activity/all done,
and help.
Respond to othersDescribe the
He will respond with yeah when agreeing to a question.
context and behavior of children
When an item is offered that he does not want. He will
when they respond to others by:
either ignore the offer or push the item away.
responding to name/Huh, What, Will respond to people asking his name and age.
Yeah, refuse an object, refuse an
activity, respond to a greeting,
respond to play invitations, affirms
to agree/accept (Ok or Yes),
responds to personal questions
(What is your name?), and
responds to others comments.
CommentsDescribe the context
Perseverative speech- when conducting the preference
and behavior of children if/when
assessment. I am five years old -- repeated
they comment on:
the unexpected (Oops, Uhoh)
names object/character
labels own possessions
names familiar people
describe actions
describes location
describes attributes
describes past events
describes future events
Requests information--