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Forming Responses with a Communication Device

A talking communication aid pre-programmed with answer choices and/or student vocabulary may be helpful for a student with limited speech and/or a significant cognitive disability when answering multiple choice or cloze questions.

 

Allowable on at least one state assessment Allowable on state assessment: This accommodation is allowable on at least one state assessment. See which tests allow this accommodation

Assistive Technology Assistive Technology (AT): This accommodation includes AT. Be sure AT needs are included as accommodations on the IEP and that the PEIMS code reflects this.

traumatic brain injury autism response accommodation staar alternate 2 intellectual disability response mode significant cognitive disability

Examples Include:

  • Programmed answer choices might be specific answer choices, yes/no, A/B/C, 1/2/3.

  • For a student with limited expressive language skills, the student communicates "yes" or "no" as the educator presents answer choices one at a time and asks, "Is this the...?" The educator presents answer choices verbally, visually, or through textural/sensory materials. Different ways the student can communicate include "yes" or "no" but are not limited to:

    - Verbally saying "yes" or "no"

    - Touching an icon that indicates "yes" or "no"

    - Activating a switch that indicates "yes" or "no"

    - Gazing toward an icon that indicates "yes" or "no"

How to Implement:

  • 1.

    Decide on the student’s output device they will use to answer questions.

    Decide on the student’s output device they will use to answer questions.

  • 2.

    Introduce the student to the device, allowing time for exploration and play. Set clear expectations for use and care of it.

    Introduce the student to the device, allowing time for exploration and play. Set clear expectations for use and care of it.

  • 3.

    Demonstrate how to use the device by modeling answering questions with it.

    Demonstrate how to use the device by modeling answering questions with it.

  • 4.

    Pre-program answer choices and/or vocabulary relevant to the test.

    Pre-program answer choices and/or vocabulary relevant to the test.

  • 5.

    Decide how the student will know it is time to access the device and respond.  

    Decide how the student will know it is time to access the device and respond.  

  • 6.

    Consult the student's IEP to determine the best way to prompt. Prompt student to access the device.

    Consult the student's IEP to determine the best way to prompt. Prompt student to access the device.

  • 7.

    Present answer choices one at a time to the student during testing.

    Present answer choices one at a time to the student during testing.

  • 8.

    Wait at least five seconds for the student to respond.

    Wait at least five seconds for the student to respond.

  • 9.

    Monitor and record the level of your prompting, the accuracy of the student's responses, and the student's engagement to judge instructional effectiveness.

    Monitor and record the level of your prompting, the accuracy of the student's responses, and the student's engagement to judge instructional effectiveness.

  • 10.

    Share your findings with the student, the educational team, and their family.

    Share your findings with the student, the educational team, and their family.

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Note: Review STAAR Alternate 2 Test Administrator Manual for presentation instructions during test administration

State Assessment
Allowability

Some accommodations appropriate for instructional use may not be allowable on a statewide assessment. Select the state assessment to view the implementation policies.

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STAAR Alternate 2 + –

May be used as a form of verbal response if the accommodation is documented in the student's IEP and follows these guidelines:

  • maintain the integrity of the assessment,

  • avoid leading to or providing the student a direct answer,

  • be used routinely in instruction,

  • reflect the student’s learning styles, and

  • allow a student to respond using a mode that is appropriate for the student.