Present Level of Academic Achievement and Functional Performance:
Andy uses a variety of sounds, gestures, signs, and picture/symbols to communicate with his family. He is very social and enjoys parallel play. Andy does not communicate vocally in the classroom, but does use some gestures. At school Andy will sign, but only with prompts.
Andy will increase expressive language production by using a variety of communication methods in the classroom, including sign language, gestures, communication boards, pictures, and simple voice output devices during four out of five opportunities.
Assistive Technology for Andy:
Due to Andy having difficulty with communication, it seems as though he would benefit most from AT such as a basic voice output device. As we discussed in a previous post, a voice output device is "an electronic device that 'speaks' for a child" (Belote, 2002). The messages on the output devices are recorded specifically for the child and their environment, so Andy would be able to use the device to communicate at home and at school.
Belote, M. (2002). Strategies for Using Voice Output Communication Devices with Children who are Deaf-Blind. California Deaf-Blind Services.
Wisconsin Assistive Technology Initiative (June 2009). Assessing Students' Needs for Assistive Technology (ASNAT). Retrieved from www.wati.org/content/supports/free/pdf/ASNAT5thEditionJun09.pdf