COMMUNICATION

By 6.6.22, M will name one of three social communication characteristics ( e.g. Thinking
Thoughts and Feelings, Eyes are Like Arrows, Following the Group Plan) when given a
description of a social communication characteristic (e.g. We each have thoughts and feelings,
What you are looking at is what you are thinking about, Friends feel frustrated when we follow
our own plan) in 4 out of 5 scripted social opportunities.

By 6.6.22, M will reduce his use of phonological processes (e.g. stopping B/V & D/Z, final
consonant deletion, fronting T/K) and use sufficient voice volume in order to be understood by
familiar adults and peers with 90% accuracy conversationally.

By 6.6.22, M will initiate and respond to bids for interactions with peers by (e.g.
initiating/returning a greeting, initiating/accepting an invitation to play, appropriately declining to
play, negotiating a turn, or appropriately self-advocating) with no more than 2 verbal, visual, or
gestural prompts on 4/5 opportunities.
1)The Social Thinking Curriculum was used at the beginning of the school year. This curriculum
provided a structure for small group interaction and conversation about paralinguistic aspects of
communication ( looking at the speaker, making inferences based on contextual cues/eye gaze,
joining the group). M seemed to like the characters presented in the books, he made comments
and answered questions based on the books.
5/5 opp. Met goal as far of showing intellectual understanding of concepts

What was most helpful about this curriculum was that it provided opportunities to engage with
other peers. With support of his teacher and paraeducator, M would invite a peer to join the
book reading and activities related to the book.

M demonstrated joint attention to group activities for about 20 to 25 minutes with paraeducator
support for :
going back and forth talking about books,
attempting writing prompts from class and
playing turn taking games with a preferred classmate (with similar interests in learning new
things and engaged in intellectual topics).
Supports for regulation and social interaction facilitation included: -establishing routine,
-warnings to transition to small group,
-Going over visuals and checklists for completion of activities, timer, including his preferred
activities such as playing chess.
-Constant monitoring for signs of overstimulation/ disengagement ( e.g. noticing hyperactivity,
tearing paper/pencil as a sign of frustration with the task)

From the beginning of the school year to the end, Marty ended sessions by saying “ I’m done, or
I don’t want to play that” more frequently.

2) Informally through marking speech sounds in reading aloud ( mostly /sh/ and /ch/).
M expressed not liking over articulation or prompting from SLP. M was not receptive to feedback
about articulation (“turned back, squick, ended interactions).
We focused more on positive interactions and engagement in social activities. M enjoyed
reading stories and changing his voice, pretending to be the characters. He also showed
enjoyment coming up with “silly sentences”. Intelligibility is judged at 70% depending on level of
arousal.

3)-Initiation: Initiates all the time with adults, with prompting with peers (with support from
paraeducator to keep safe distance from peers).
4) -Response to bids of interactions: Inconsistent. Often in small groups and during recess (
plays soccer/ basketball) with support of paraeducator.
5)Negotiates turns: Often in structured small group with coaching ( one prompt with close
proximity of paraeducator).

* Additional support for completion of writing in the classroom

( following the group plan).
- Have a visual with steps/ activities to complete in small group
- Have a break/ reward at the end of task
- Engage in conversation about what M already knows about the topic.
- Break writing into small attainable steps ( e.g. if drawing about a topic, break down parts to
draw, take turns with Marty, work next to a peer, if writing a sentence, offer sentence frames to
choose from or fill in the blank space with one word).

With this support in 1 on1 or small group session with paraeducator helping with regulation, M
wrote 1 completed about 3 to 4 drawings and 1 sentence about a class topic.