By: Robyn Olson, Speech-Language Pathologist

*Interesting Note:  This MDU meets many needs when done in conjunction with the MDU developed by Wendy Weber @ http://teachers.k12.sd.us/WW008

Subject Matter Emphasis: Daily speech skills to communicate wants/needs/thoughts.

Description of this Unit:

This unit addresses the daily communication skills needed to be able to effectively communicate their needs/wants/thoughts.  It also addresses identification and understanding of nonverbal cues of your listener(s).  Also integrated into this unit are the various other IEP goals and objectives specifically designed for a particular student’s needs.

Goals:

  Communicate verbally the need/want/thought using 3-4 word utterances

  Understand and utilize the listener’s nonverbal cues that they do not understand

  Implement the use of the augmentative communication device to make communication intelligible

Note:  This unit is specifically designed for a student with special education needs that is currently using only 1-2 words that are nonintelligible. 

Assessment:  Daily data will be collected to monitor progress made in the therapy room, classroom and home.  Daily percentages or codes will reflect the progress toward the main goals.  A checklist is commonly used to monitor this progress daily.  Please see sample progress chart later in unit.

Content: The important content addressed in this unit is the communication skills addressed on the IEP.  Expressive communication is the area that is most specifically targeted in this unit, with integration of reading, math and social skills from the IEP as well.

Learning Interests and Conceptual Difficulties:  This particular student is very intrigued by the use of the computer and does an excellent job at navigating the programs.  This student displays the most challenges with his expressive communication.  Utterances are short, not grammatically correct and unstructured.  Non-verbal cues are recognized by him but not mastered according to the goal.

Lesson One~

2-4 weeks

Objectives:

q       Introduction to the augmentative communication device

q       Introduction to the nonverbal cues of the listener

Initial introduction to the basic rules and functions of the communication device.

  Turn on/off

  Battery Plug in and charging

  Placement in and taking out of carrying case

  General care rules

Practice of expressing, first verbally and then via communication device, a list of labels of 10 common objects and sight words.

  Sight words worked on in the general classroom

  Flash cards to show him the words, he must read and say

Introduction of the recognition of the listener’s cues to not understanding the verbal utterance.

  I will verbally tell him that I do not understand the word that he said; he must say it via the communication device.

Lesson Two~

2-4 months

Objectives:

q       Formulate utterances of two words in length

q       Further use of communication device

q       Further identification of listener’s nonverbal cues

Formulate two word utterances

  Practice the sight words

  Practice labeling colors, size or number with the object’s name

  Introduction to the name of the ingredients for making muffins

·        Oil

·        Milk

·        Egg

·        Batter

·        Muffin mix

When cued that I do not understand him, he will use his communication device

  Introduction to look up screens on his device

  Introduction of sentence option of device

  Practice typing in first and last name

Lesson Three~

2-4 months

Objectives:

q       Formulate utterances three words in length

q       Use of communication device to form three word sentences

q       Introduction to the recipe directions

Introduction to muffin recipe

  Practice identifying the ingredients previously trained

  Introduction to the objects needed to make muffins

·        Spoon

·        Bowl

·        Tablespoon

·        Muffin tin

·        Muffin liners

  Practice of direction words

  Use of Power Point presentation made

Practice formulating entire sentences on the communication device before accessing the speaking of the entire sentence.

  Type in or select the words for the sentence

  Utilize the “somewhat like” option for finding words

  Selecting the correct words in the correct sentence order

  Using the sentence speak option of the communication device

Lesson Four~

2-4 months

Objectives:

q       Recognizing and identifying the muffin ingredients

q       Utilizing the communication device with an unfamiliar listener

q       Recognition of non-verbal cues of listener to relay that they do not understand

Practice of muffin ingredient recognition

  Make a grocery list

  Reading off of the muffin package

  Looking through a grocery store sales ad

  Set up a mock grocery story to practice purchasing the items

*See the Special Education goals and objectives for math and reading (This will be integrated in to the store activity to reinforce their learning objectives)

Practice verbal communication and nonverbal cues

  Ask the mock grocery store clerk for a certain muffin ingredient (this allows a variety of students to be in the store together, each addressing their own goals and objectives)

  If not understood verbally, will recognize the nonverbal cue of the listener

  Will utilize the communication device to ask for the location of the particular ingredient

Lesson Five~

2-4 months

Objectives:

q       Combining all previously trained lessons in a variety of settings

  Formulate and utilize sentences of 4-5 words

  Verbally express sentences first

  Recognize when the listener is unable to understand him

  Utilize the communication device to express what is not understood verbally

  Trips to the local grocery store to buy the ingredients needed (again, this involves the special education goals in reading and math)

Lesson Six~

Lifetime

Objectives:

q       To utilize all the trained communication skills for life skills over a lifetime.

Carryover for home and family

  Practice making a grocery list with Mom

  Practice finding the items on the grocery list in various stores

  Practice asking various listeners for item locations

  Integration of the reading and math skills requires him to practice actually purchasing the items needed

Daily Progress Sheet

Progress Codes:

Materials and Resources:

Specific Augmentative Communication Device

Sight words from designed curriculum

Recipes with words and pictures

Muffin packages

Actual ingredients

Various listeners

Mock grocery store items

        Empty containers

        Cash register

        Play money

Grocery store sale ads

Technology Resources:

ü     PowerPoint presentation for learning vocabulary words

ü     Digital camera for taking pictures of actual items

ü     Augmentative communication device

ü     Computer with Internet to find different ingredients and recipes

ü     Intellitools and Intellikeys

Standards Addressed:

All standards addressed are specifically designed to meet the needs of the individual student on the IEP.  The IEP addresses goals for math, reading, OT and Speech.

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