Blank Unified School District
Augmentative Communication Assessment
Date of Report: 6/6/xx
Name: Candy Lane
Date of Birth:
Age: 7
Home Language: Spanish & English
Dates of Evaluation:
Teacher of Record:
School: Blank Elementary School
Home School District:
Grade: 2
Examiner:
Assistive Technology Specialist
REASON FOR REFERRAL:
Candy is a 2nd grade special education student attending a life skills class at Blank Elementary
School. She is eligible for special education as a student with an Intellectual Disability and Speech or
Language Impairment. She has a diagnosis of Down’s Syndrome. Candy’s primary language in the
home is Spanish although English is spoken as well. Candy was referred for an Augmentative &
Alternative Communication (AAC) Assessment at the request of her classroom special education
teacher, Janis Mom. According to Ms. Mom, Candy attempts to communicate verbally in 1-3 word
utterances but is mostly unintelligible. Ms. Mom is interested in knowing whether there is any AAC
device to assist Candy in making herself better understood and to expand her expressive language
abilities. Susan notes: Very nice referral question, clear and easy to understand the purpose.
VALIDITY STATEMENT:
Primary language, racial and ethnic backgrounds and strengths and weaknesses were considered
prior to the selection and interpretation of evaluation procedures and measures. All assessment
procedures measure a limited sample of the child’s total repertoire. The selected measures have been
administered according to the standards and for the specific purposes recommended by the
publishers and are interpreted within the limits of their validity. Based on the validity of the
assessments administered, the test results presented in this report are believed to be reliable. The
evaluation procedures were administered in the student’s primary language, mode of communication
and/or language deemed most appropriate. In addition, when available and appropriate, independent
evaluations and/or information provided by parents and/or teacher were included.
ASSESSMENT PROCEDURES:
Review of Records
Interview with her classroom teacher
Classroom observation
Direct interaction with Candy
Test of Aided-Communication Symbol Performance (TASP)
AAC Evaluation Genie
Device Trials
BACKGROUND HISTORY:
Candy is a 7 year old student currently attending a life skills class at Blank Elementary School. She
lives at home with her parents and siblings. Candy’s primary language at home is Spanish; however,
English is spoken as well. Candy’s mother reported that Candy was the result of a full-term
Candy Lane
Page 2 of 11
pregnancy. Candy does, however, have a complicated medical history. Candy was born naturally and
given oxygen at birth. After delivery, Candy developed an infection as a result of swallowing amniotic
fluid; she was in intensive care for one month. Additionally, she was diagnosed with Down’s
Syndrome. She has undergone two surgeries for her eyelids, as they do not close completely
(Photophobic). Candy had a history of failure to thrive, and previously had feeding issues, but
currently can eat most foods. Developmental milestones have been met as follows: sat up alone at 9
months, crawled at 12 months, and walked at 18 months. Candy has received services through
Somewhere Regional Center from an early age. She received Blank Start Preschool 3 days a week
with the additional services of occupational therapy, physical therapy, speech-language therapy, and
respite services.
RECORD REVIEW:
Candy was initially assessed by the Somewhere Unified School District in October 2009 when she
was 3 years old. She began attending a special education preschool program at Somewhere Child
Development Center following the district’s evaluation. Candy was reassessed as part of her triennial
evaluation in September 20xx. At that time, the speech and language evaluation indicated that Candy
had severe delays in receptive and expressive language as well as articulation skills. Although she
was able to produce some single words these were primarily unintelligible. On the Peabody Picture
Vocabulary Test, Fourth Edition, a test of receptive vocabulary, she was able to correctly identify 29
items; no standard score or percentile was reported. On a test of expressive language, the
Expressive Vocabulary Test, Second Edition she was able to accurately name 14 pictures. Again no
standard scores or percentiles were provided. From the two tests it is evident that receptive language
was stronger than expressive language. In the area of articulation, intelligibility was poor with many
sound omissions, substitutions, and distortions. Typical utterances were 1-3 words in length.
In the area of cognition, and as part of the triennial evaluation, the Battelle Developmental Inventory,
Second Edition was administered. Candy achieved a cognitive developmental quotient of 55, which is
equal to or above that which is achieved by 0.1% of students her age, and indicates a significant
developmental delay in cognitive development. In the area of fine motor skills, she was found to be
able to use most fine motor tools in the classroom. She presented with age-appropriate grasp, was
able to copy vertical/horizontal lines and a circle, stack blocks to make a tower, string beads, cut
around a circle within ½” boundary. She was not able to draw a face, a person or trace her name. In
the area of physical therapy, she is ambulatory and can safely navigate stairs and the school
environment. In academic skills, she could match identical pictures and objects, sort by color, and
inconsistently identify colors by name. She could attend to a task for 15 minutes and was beginning to
trace the letter P. She was beginning to learn letter sounds and show 1:1 correspondence.
OBSERVATION:
Candy was initially assessed in the speech therapy office on the Blank Elementary School campus.
This was a distraction free environment. Candy willingly came with this evaluator and was able to
work for close to an hour with 3 short breaks. When offered various items to play with on breaks, she
consistently chose the iPad and the app, “My Play Home.” She was compliant throughout the initial
testing session (6/2/14). After 45 minutes she became restless and stopped putting forth her best
effort. Testing was terminated at that time.
On 6/3/14 she was observed in her classroom with other students and the teacher present. While
observing circle time, she participated fully and waited for her turn to be called upon. The class does
physical movement to their “Good Morning” song and Candy remembered the sequence of
movements without cues. She was compliant when working with the teacher and this evaluator both
on the iPad and GoTalk 9+.
Candy Lane
Page 3 of 11
On the final session on 6/4/14, she again worked with this examiner and her classroom teacher. She
was compliant with all tasks requested of her. It was noted that adult modeling was a very successful
strategy in teaching her to produce 3-4 word sentences using the iPad. After one or two models she
was able to sequence a 4-part sentence using Proloquo2Go.
CURRENT FUNCTIONING:
Hearing Status:
Candy was found to have fluid behind her eardrums in the spring of 20xx and PE tubes were inserted.
Since the PE tube placement she has reportedly been less congested and an improvement of hearing
has been noted. She is being followed by an ENT and requests have been made of her parents to
provide audiometry results from her last ENT exam. Hearing appears to be functional for classroom
and school activities.
Vision Status: She is currently under the care of Children’s Hospital for vision. She received a new
eyeglass prescription in May 2012 and she currently wears corrective lenses. Her visual acuity has
been measured at 20/30. She is able to visually track and can scan from left to right and top to
bottom. Her vision is adequate to see and select icons as small as ½ ” in size.
Physical Status: Candy is ambulatory and easily navigates the school environment. Fine motor skills
are functional for activities of daily living. She does demonstrate difficulty with visual motor skills of
drawing a person or writing letters. Fine motor skills are functional for direct selection on a
communication device. She has good endurance and can attend to tasks for up to 45 minutes with
several short breaks.
Cognition: Paula demonstrates global delays in cognition. No formal cognitive assessments have
been performed since her triennial exam in 2012. The Battelle Developmental Inventory, Second
Edition administered in September 2012 found a cognitive developmental quotient of 55. She
achieved scaled scores of 1 on attention and memory, reasoning and academic skills, and perception
and concepts. She is currently at the Pre-Operational 1 Stage of Development with some scattered
skills in the Pre-Operational 2 Stage. She recognizes colors, is able to sort and match by color, and
can attend to a task for 15 minutes without a break. She identifies pictures of schedule icons such as
circle time, art, music, garden and recess. Candy receptively identifies numbers 1-10 and is beginning
to represent numbers 1-5 using manipulatives. She receptively identifies 20 sight words and matches
15 words to pictures to demonstrate comprehension. She can use picture cards to sequence a simple
4-part story. During this current assessment, she learned to do several new tasks following a teacher
model.
Current Communication:
Receptive Language: Candy is able to follow simple 2-step directions. She recognizes her name and
understands many action verbs and nouns. She accurately responds to personal questions and
simple “what” and “what doing” questions. She responds to “yes/no” questions accurately using a
combination of verbalizations and a nod for “yes” and head shake for “no.” Her ability to answer
“where” questions is emerging. She is symbolic and knows that a symbol or line drawing stands for
the actual object.
Expressive Language: Candy uses utterances varying in length from 1-3 words primarily noun + verbing. Most utterances are unintelligible without a known context or with an unfamiliar listener. Due to
intelligibility issues, it is hard to determine the extent of her expressive vocabulary. She uses the
pronouns “me” and “I” but is inconsistent in using the pronoun, “you.” Intelligibility for an unfamiliar
listener with an unknown context is less than 10%. School staff reports that as her utterances are
Candy Lane
Page 4 of 11
increasing in length they are becoming more unintelligible. She expresses herself by pointing,
gesturing, facial expression, a few modified signs, photos and verbalizations. She makes requests,
comments, and answers simple questions. She is motivated to communicate and independently
initiates communication with classroom staff and peers. She has recently started using a classroom
iPad with the AAC apps Proloquo2Go and Aacorn.
Daily Communication Needs:
Candy needs to communicate with school staff, peers and family members. Candy needs to be able
to express wants and needs, communicate feelings, make choices, respond to questions, socialize
with peers, demonstrate understanding of curriculum and concepts, and participate in group projects.
Communication Partners:
Communication partners include peers, teachers, therapists, parents, family members, school staff,
and community members.
TEST RESULTS:
Test of Aided-Communication Symbol Performance (TASP)
The TASP is an assessment tool that helps define four aspects of symbolic communication
performance for single-meaning symbols: symbol size and field number, grammatical encoding,
categorization, and syntactic performance.

Symbol Size and Number: This subtest provides information about the maximum number of
symbols a student would be able to select from on a communication board or AAC device.

Grammatical Encoding: This subtest provides information about a student’s ability to recognize
symbols representing categories such as verbs, adjectives, adverbs, and locatives.

Categorization Skills: This subtest assesses the student’s ability to assign symbols
representing basic common objects to the appropriate exemplar.

Syntactic Performance: This subtest probes a student’s ability to sequence pictures to form
telegraphic messages and simple sentences. Use of articles, prepositions, and the present
progressive verb tense are also sampled. Performance is assessed through imitative tasks,
open-ended questions, and picture description task.
In the area of symbol size and number, Candy did the best with a 16-icon display with 1 ¼” pictures.
She had some success (66% accurate) with a 128 picture grid with symbol size as small as 3/8”. As
the number of pictures increased beyond 16 her speed and accuracy began to decline. She did not
appear to have difficulty with the actual size of the pictures, but performance decreased when there
were too many choices. She did demonstrate some ability to recall picture location from one display to
another, achieving 50% accuracy (3/6) for memory location.
The grammatical encoding test evaluates a student’s ability to recognize both transparent and opaque
symbols. It differentiates “transparent” (easily recognized symbols) vs. “opaque” (abstract symbols
where meaning is not easily inferred by the symbol) symbols representing various grammatical
structures. An example of a transparent verb would be “eat” or “drink” while an example of an opaque
verb would be “get” or “want.” Candy was able to accurately identify 75% (6/8) of the transparent
verbs and 38% (3/8) of the opaque verbs. She was able to identify symbols representing people (e.g.,
baby, mom, girl) with 100% accuracy, adjectives/adverbs (e.g., hot, little, happy) with 50% accuracy,
pronouns (e.g., you, I) with 50% accuracy, and location (bedroom, home and bathroom) with 67%
accuracy. She did not yet know how to recognize the symbols for prepositions.
Candy Lane
Page 5 of 11
In looking at categorization skills, Candy was able to identify superordinate categories and place
pictures in the appropriate exemplar for transportation, food, clothes, and animals. Accuracy ranged
from 75% - 100%. When attempting a task that required categorization using grammatical classes
(e.g., people, verbs, things, and places) accuracy ranged from 50% for “people, ” to 25% for “verbs”
and “places”, to 0% for “things”. Testing in this subtest was discontinued as the ceiling was reached.
The syntactic performance subtest indicated that Candy is typically using only one word to describe a
picture. For example, for the telegraphic phrase “girl play” she only selected the symbol of “play.”
There were however some 2 word utterances such as “eat cookie” for the target phrase of “eat big
cookie.” In the couple of instances where she did produce a 2-word utterance, she did not follow a left
to right progression and would produce “car ride” for the phrase “man ride car.”
Based on the TASP, Candy possesses the skills (symbol knowledge, memory, and categorization) to
operate a dynamic display speech generating device. She will need direct instruction in learning how
to sequence picture symbols to form simple phrases and telegraphic sentences. On subsequent days
of testing, Candy demonstrated the ability to sequence 3-4 words to form simple phrases and
sentences.
AAC Evaluation Genie
The AAC Evaluation Genie iPad application was utilized to assess Candy’s AAC abilities using a
dynamic display communication device. All test questions and answers were presented on an iPad.
The first activity, Visual Identification, looks at the student’s ability to visually track and identify a single
icon from 5” to 1” in size in a field of 2 to 32 boxes. Candy achieved 100% accuracy for icons as small
as 1” in size in a field of 32 boxes.
The next activity, Visual Discrimination, evaluates the user’s ability to visually track and discriminate a
single icon from 5” to 1” in size amongst various other stimuli. Candy was requested to select a
picture of a balloon of various sizes, but this time with other distracting stimuli being present. For
example, when requested to select a 2” icon in a field of 8, not only would the balloon be present, but
7 other distracting pictures would also be present. Candy was 100% accurate for items as small as 2”
in a field of 8. Accuracy decreased to 67% for 1” pictures in a field of 15.
Vocabulary Knowledge is a group of subtests that look at a series of tasks that relate to vocabulary
comprehension and expression. The results are as follows.
Noun Vocabulary – This activity evaluates the user’s ability to identify common noun vocabulary in a
field of 3 choices. Candy was 100% accurate for this subtest.
Function Vocabulary – This activity evaluates the student’s ability to comprehend nouns based on
their function in a field of 3 choices. For example, “What do you brush your teeth with?” Candy was
60% accurate for this subtest.
Verb Vocabulary – This activity evaluates the user’s ability to identify common action verb vocabulary
in a field of 3 choices. Candy attained a score of 80%.
Category Recognition – This activity evaluates the user’s ability to identify common noun vocabulary
by category group inclusion in a field of 3 choices. For example, a cup of coffee goes with other
drinks such as milk and soda. Candy was 100% accurate on category recognition.
Candy Lane
Page 6 of 11
Word Association – This subtest evaluates the user’s ability to identify a noun by associated feature or
function. The student is given a picture of a “chair” and then asked which picture goes with the chair –
a table, bottle or mittens. Candy was 100% accurate on this activity.
Category Inclusion -- This activity evaluates the user’s ability to identify common noun vocabulary by
category inclusion. For example, when given a picture of a horse, book, and pants and asked, “which
is clothing” the student would need to select the picture of “pants”. Candy obtained a score of 80% on
this subtest.
Category Exclusion – This activity evaluates the user’s ability to identify common noun vocabulary by
category exclusion. For example, when given a picture of a doll, dog, and horse and asked “which
does not belong” the student would select “doll.” This task was difficult for Candy and she achieved a
score of 10%.
Picture Description – This activity evaluates the student’s ability to describe basic pictures using a
simulated AAC display. Symbols are displayed by grammatical classes such as nouns, verbs, articles,
and pronouns. The student is given a picture such as a woman drinking from a water bottle. The
student is expected to generate a sentence selecting the symbols for “She is drinking the water”.
Candy had difficulty with this subtest. Most sentences were completely in error. On a few occasions
she produced one of the words correctly to represent the whole sentence. As this was the last
subtest, decreased accuracy may have been partly due to fatigue.
Results of the AAC Evaluation Genie indicate that Candy has many of the skills necessary for
effective use of a speech generating AAC device. She has good visual identification and
discrimination skills. She has good noun and verb vocabulary for simple pictures and has the
concepts of categorization and word associations. She is having trouble with category exclusion or
“what does not belong.” She also evidenced difficulty on the AAC Evaluation Genie with sequencing
icons to form a sentence. It should be noted that Candy has the necessary fine motor skills for direct
selection on an iPad. She was able to select icons as small as 3/8” and was able to scroll up and
down and across pages. She was able to navigate between screens displays without difficulty.
Intelligibility Rating
Intelligibility during the initial session with this examiner was poor. Only a single word, “teacher,”
could be understood. All other single words and 2-3 word utterances were unintelligible. After working
with the student over repeated sessions, intelligibility improved somewhat, but only within context. Her
single words in context were approximately 50% intelligible and 2-3 word utterances in context were
less than 30% intelligible. Multi-word utterances out of context were not intelligible. In communicating
with her classroom teacher, she indicated that Candy’s speech is “very unintelligible especially as
utterances increase in length”. In communicating with Candy’s Speech-Language Pathologist, she
rated intelligibility as follows: 1) with a familiar listener with context known intelligibility is 40%, 2) with
a familiar listener with context unknown intelligibility is 30%, 3) with an unfamiliar listener with context
known intelligibility is 20%, and 4) with an unfamiliar listener with context unknown intelligibility is less
than 10%.
DEVICE TRIALS:
Static Display:
GoTalk 9+: The first device trialed was a static display voice output device, a GoTalk 9+. This is a
rugged device that uses batteries as a power source and digitized speech. It has 9 changeable
message keys with the addition of 3 core messages that remain constant. It has a total of 5
Candy Lane
Page 7 of 11
different levels each with their own overlay. After modeling by this evaluator and teacher, Candy
was able to request desired toys using a 2-button sequence such as, “I want iPad.” She was
accurate on 5/5 trials using a correspondence check. When this same device was taken to a class
BBQ, Candy was unable to use it for communication, as there was no pre-made overlay for typical
barbecue foods and games. As this event only occurs once a year, making a specific overlay would
not be realistic. Due to Candy’s increasing vocabulary size and linguistic need to start generating
sentences, a static display device would not be a good match for her at this time.
Dynamic Display:
A dynamic display voice output device was trialed next. An iPad with three different AAC apps were
trialed to determine if any would meet her needs.
Aacorn: The first app trialed was Aacorn. This is a relatively new app that is designed to use a
“word tree” rather than a grid display. The student selects a topic such as “Activity” and the screen
displays a word tree with 5 guesses about what the student will say next (e.g., read, play, eat, draw,
music). If the student does not like any of those choices they have the option of going back to the
home screen, starting a new sentence, or selecting the “Activity” icon on the screen to see 5 more
choices. Students select the words they want and then tap the message window to speak. If a
needed symbol is not available, and a new button needs to be created, the app allows for using the
app’s symbol library, taking a picture, or using pictures from the iPad’s photo library. It was noted
that there were very few symbols available in the symbol library; the exact number is not known
and could not be found on the developers website. In trialing this app, Candy was asked by her
teacher what she was planning on doing when she got home. The teacher modeled, “I will eat” and
this examiner modeled, “I am going to play ball.” The student had to be prompted (hand-over-hand)
to locate the category titled “Candy.” When in her folder, she required verbal and physical prompts
to select the word, “I” to start her sentence. She then independently found the word “want”. She
lost her focus and then began adding random words “you tell me close eat drink.” With verbal and
physical prompts she then produced the sentence “I am going home.” She evidenced difficulty with
this app as icons were rarely transparent; most were engaging pictures but they did not reflect their
category or meaning. It was observed that she began selecting symbols based on how engaging
and colorful they looked versus what meaning they were supposed to represent.
Candy Lane
Page 8 of 11
Aacorn Activity Screen
Aacorn Sentence Starter Screen
This app does not provide a means for teaching a student how to formulate sentences based on grammar and
syntax. There is no color coding such as with the Fitzgerald Color Coding Key where different parts of speech
are represented with different colors. In addition, a screen protector on the iPad made the three-finger gesture
needed to access the programming page inoperable. The lack of clear symbol representation, lack of
vocabulary using grammatical classes, and only 5 choices available on each screen does not appear to be a
good fit with Candy’s communication needs and abilities.
Proloquo2Go: The second AAC app trialed was Proloquo2Go. Proloquo2Go provides for a grid or list view
screen display. It can be set for “Basic Communication” or “Core Words” depending on the language level and
goals of the user. It has the option of using color coding with the Fitzgerald Key. It has a number of different
natural sounding synthesized voices including 2 American children’s voices. It has a symbol library of over
Candy Lane
Page 9 of 11
14,000 words using SymbolStix. Vocabulary can be added using the symbol library, the camera on the iPad, or
the iPad’s photo library. Adding new buttons and making new page sets can be done rapidly to allow for more
spontaneous communication. Using a 16 icon, 4 x 4 display, the device was tried with Candy under a number of
different conditions. While doing calendar activities with her class, she was able to navigate through 4 screens
with one prompt to go from the “Home Page” to the “School Page” to the “Calendar Page” to “Days.” She was
able to go through the whole sequence again for “Weather” without prompts. Once on the correct page, she was
able to select 2 buttons to form the sentences, “It is sunny” and “It is Tuesday.”
On a subsequent day other communicative interactions were trialed. During a coloring activity, she again
demonstrated good ability to navigate through multiple screens. She navigated through 2 screens (home to
school to colors) to request colored markers. Using a 4 x 4 screen display, she was able to request markers
using a 4-button sequence, “I want red marker.” She was able to do this on 6/6 trials (requesting different
colors) with minimal prompting. At one point she ran out of paper, and independently formulated “I want
paper.” Another activity with smells was tried and she again demonstrated good skills for sequencing simple
comments such as “It smells like blueberry” followed by “I like it” or “I do not like it.”
AutisMate: Candy was next trialed with the AAC app, AutisMate. It provides for a wide range of features
including visual scene displays, video modeling, visual stories, and a grid-based sentence builder. Candy was
able to select the hot spots on the visual scene displays when requested to do so by her teacher. She was also
able to access some of the pre-made video modeling and visual stories. While Candy enjoyed the
preprogrammed visual stories and video modeling, she does not require these features as part of her
communication system. The visual scene displays tended to act as a distraction for Candy as she would hit the
home button on the sentence building page to return to the visual scenes.
As learning to communicate by building sentences is a priority for Candy, AutisMate’s grid-based sentence
builder was trialed. It utilizes SymbolStix and has a library of over 12,000 symbols. The app allows new buttons
to be created using the built-in camera feature and the use of Google images. As with Proloquo2Go, Candy was
able to build simple phrases/sentences using a 2 symbol sequence such as “Today is sunny” or “I want
recess.” When given a choice of toys to play with she was able to formulate simple 3-icon requesting sentences
of “I want playdough.”
One of the drawbacks of this app is that it uses an adult male voice and does not offer a female child’s voice.
Additional voices were offered as in-app purchases but they could not be trialed without a purchase. Another
disadvantage is that it does not offer a core word approach such as that with Proloquo2Go. There is no
“recents” view to access previously stored messages. This app has a more limited ability to grow with Candy’s
communication needs as it does not offer a qwerty keyboard or word prediction feature. As stated previously,
the visual scene displays and hot spots tended to act as a distraction for Candy.
Devices not trialed: A dedicated dynamic display speech generating device (such as a Dynavox Maestro) was
not trialed due to the weight and expense of such a system. Candy does not require the more sophisticated
communication software of a system such as InterAACt, the increased durability of such a device, or the feature
of environmental controls. These units are often quite heavy and when repairs are needed the student can be
without a communication system for a period of 4-6 weeks. A communication book was not trialed for the
following reasons: vocabulary size is too small, pictures are easily lost or misplaced, it has no speech output,
and it cannot be programmed immediately when new page sets and pictures are required.
RECOMMENDATIONS
Candy Lane
Page 10 of 11
Based upon assessment results, Candy requires the use of a dynamic display voice output device in
order to access her school curriculum. She is beginning to put together 2-3 words phrases orally, but
her speech is generally unintelligible to both familiar and unfamiliar listeners. The benefits of an AAC
device will serve not only to increase intelligibility but also serve as a model to improve oral language.
Candy has many good skills that should aid her in effectively using an AAC device. Candy has a good
pointing response for direct selection, good receptive noun and verb vocabulary, understands
superordinate categorization, demonstrates good motivation for initiating communication, and handles
the classroom iPad with care.
Based upon device trials, an iPad with the AAC app, Proloquo2Go is recommended. This app best fits
her needs for expanding her expressive vocabulary, providing a means to build 2-4 word telegraphic
phrases and sentences, having a child’s voice for speech output, makes use of a core word
vocabulary option, uses a color coding scheme (Fitzgerald Key) to provide visual cues for correct
syntax, and is easily and quickly programmable. An iPad can be easily and quickly repaired, and the
AssistiveWare app developer has excellent customer service.
SPECIFIC DEVICE RECOMMENDATIONS
Display:
Dynamic Display
Access Features:
Input:
 Direct selection
Voice Output:
 Synthesized speech
 Child female voice
Symbol Features:
 Line drawing representational system; images; photos; printed words to
label picture symbols
 Button size of 1 x 1 ¾”, grid display of 16 symbols per screen
Vocabulary:
 Student should be encouraged to begin sequencing symbols to generate
phrases and sentences. Student will require modeling and/or verbal
prompts to sequence symbols.
 Vocabulary should be selected to permit expression of a range of language
functions including: requesting assistance, making comments, responding
to questions, expressing wants and needs, requesting recurrence,
expressing choices, expressing greetings, and rejecting.
 Vocabulary should be organized by categories using a combination of
activity based pages and grammatical classes.
 Use of color coding with the Fitzgerald Key arrangement
Accessories required:
 Durable case with shoulder strap, wall charger and sync cable, iPad dry bag
if it is to travel between home and school
Candy Lane
Page 11 of 11
The I.E.P. team ultimately determines devices, goals, and services. It was a pleasure working with
Candy and the team at Blank Elementary School. Should you have any further questions regarding
the information presented in this report, please feel free to contact me.
Evaluator, MA CCC-SLP
Assistive Technology Specialist
Speech-Language Pathologist
Date