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Pointing to, Reaching for, or Touching an Answer

Allowing a student with limited expressive language skills to physically respond to their answer choice from a field of answer choices.

 

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

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

Examples Include:

  • Pointing to the correct answer choice.

  • Reaching for the correct answer choice.

  • Touching the correct answer choice.

  • Using a switch or other adaptive device to indicate the correct answer choice.

    Note: For adaptive variations, see AT links.

How to Implement:

  • 1.

    Decide which questions or tasks the student will respond to with a gesture.

    Decide which questions or tasks the student will respond to with a gesture.

  • 2.

    Prepare the materials representing answers with text, pictures, objects, or other media, using the student's IEP to determine how many answer choices to offer.

    Prepare the materials representing answers with text, pictures, objects, or other media, using the student's IEP to determine how many answer choices to offer.

  • 3.

    Use the student's IEP to determine the best way to prompt the student and to adjust your prompting, as needed.

    Use the student's IEP to determine the best way to prompt the student and to adjust your prompting, as needed.

  • 4.

    Present the answer choices and prompt the student to answer.

    Present the answer choices and prompt the student to answer.

  • 5.

    Wait at least five seconds for the student to respond.

    Wait at least five seconds for the student to respond.

  • 6.

    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.

  • 7.

    Share progress and effectiveness with the student, the educational team, and the family.

    Share progress and effectiveness with the student, the educational team, and the family.

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Note: Review the 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 physical 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.