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Communicating Yes/No For Answer Choices

Allowing a student with limited expressive language skills to communicate "yes" or "no" as the educator presents answer choices one at a time and asks, "Is this the...?"

 

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.

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

Examples Include:

  • 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 how to show answer choices to the student—verbally, visually, with objects, or another way—and prepare materials for each answer choice.

    Decide how to show answer choices to the student—verbally, visually, with objects, or another way—and prepare materials for each answer choice.

  • 2.

    Decide how the student will communicate "yes" or "no" for each answer choice, and prepare materials for student response, if needed.

    Decide how the student will communicate "yes" or "no" for each answer choice, and prepare materials for student response, if needed.

  • 3.

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

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

  • 4.

    Prompt the student to answer a question.

    Prompt the student to answer a question.

  • 5.

    Present answer choices one at a time.

    Present answer choices one at a time.

  • 6.

    Wait at least five seconds for the student to respond.

    Wait at least five seconds for the student to respond.

  • 7.

    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.

  • 8.

    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.

  •  

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 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.