25 New Market St.AAC observation schedule – whole class (draft 4)                                   Ulverston, LA12 7LQ   ...
Use of unaided systems (tick each time used for new communication/topic):Sign (teacher)Sign (TA)Sign (students)Gesture (st...
Use of low tech (tick each time used):Objects as a cue to understanding (teacher)Using objects to communicate (student)PEC...
Choosing using symbols as a cue to understanding (TA)Using symbols to communicate (student)Using a communication book or b...
Using digitized (recorded voice) communication system using overlays and levelsUsing synthesized (computer voice) communic...
Using switches with class computer:Cause and effect:Anticipating:Choice making:Turn taking:Sequencing:Other (specify):Usin...
Anticipating:Choice making:Turn taking:Sequencing:Other (specify):TypingTyping with voice outputReading with voice output
Using an ordinary mouseOther (specify):
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Aac observation schedule class draft 4

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Aac observation schedule class draft 4

  1. 1. 25 New Market St.AAC observation schedule – whole class (draft 4) Ulverston, LA12 7LQ 01229585173 contactcandle@btinternet.comSchool: Year group: www.contactcandle.co.ukLesson objectives: Funded byLesson activities:Instructions for use of the AAC Observation Schedule:There are two ways you can do observations. The first is to try and tick in the box each time an approach is used tocreate communication or support a new topic. The second is to decide that you will tick the relevant approaches atfixed time intervals. This might be every 5 minutes, every 10 minutes or less frequently. If you decide to use the timeinterval approach you need to stay consistent in the time interval used.It is a good idea to collect data for every class in your school during a one week period. You can then use the dataanalysis sheet provided to create graphs which show which methods are being used the most and which are beingused less. This will hopefully help you to consider whether you could be adapting your use of AAC to incorporatedifferent approaches or whether you feel that your existing use is fulfilling the student’s needs.
  2. 2. Use of unaided systems (tick each time used for new communication/topic):Sign (teacher)Sign (TA)Sign (students)Gesture (students)Finger or hand pointing to desired object (studentEye pointing to desired object (student)Speaking (students)
  3. 3. Use of low tech (tick each time used):Objects as a cue to understanding (teacher)Using objects to communicate (student)PECS (full system)PECS (adapted)Using photographs/pictures as a cue to understanding (teacher)Using photographs/pictures as a cue to understanding (TA)Using photographs/pictures to communicate (student)Choosing using symbols as a cue to understanding (teacher)
  4. 4. Choosing using symbols as a cue to understanding (TA)Using symbols to communicate (student)Using a communication book or boards to communicate (student)Using High Tech (tick each time used by student):1 Big Mac (or other single message device)2 or more Big Macs combined (or other single message devices)Devices with 2 or more options but no levels (recorded voice)
  5. 5. Using digitized (recorded voice) communication system using overlays and levelsUsing synthesized (computer voice) communication system normally with dynamic screenUsing touch screen class computer:Cause and effect:Anticipating:Choice making:Turn taking:Sequencing:Other (specify):
  6. 6. Using switches with class computer:Cause and effect:Anticipating:Choice making:Turn taking:Sequencing:Other (specify):Using joystick with class computer:Cause and effect:
  7. 7. Anticipating:Choice making:Turn taking:Sequencing:Other (specify):TypingTyping with voice outputReading with voice output
  8. 8. Using an ordinary mouseOther (specify):
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