This document discusses various tools used to assess communication skills, including the TEACCH method, PECS, Portage Guide, ABLLS-R, CELF, and TROG. It provides details on each tool, including what skills they assess, how they are administered, and what types of students/clients they can be used for. The TEACCH method focuses on structure and visual supports for students with autism. PECS uses pictures to teach communication skills. The Portage Guide involves home visits to promote child development. ABLLS-R comprehensively assesses over 500 skills. CELF evaluates language difficulties. And TROG assesses understanding of English grammar.

1. ASSESSMENT OF COMMUNICATION
SKILLS
What is communication
Different Aspects of communication
why there is a need to communicate
Different Tools for
language/communication/grammer assessment

2.  Communication is the activity of conveying
information through the exchange of
thoughts, messages, or information, as by
speech, visuals, signals, written, or behavior.

3. WHY THERE IS A NEED TO COMMUNICATE
 To express needs and wants
 To develop social closeness
 To exchange information
 To fulfill social etiquette routine

4. ASPECTS OF COMMUNICATION

5. PARALINGUISTIC :
 changes form and meaning of sentence
including intonation,stress,rate of delivery
and pause or hesitation

6. NON LINGUISTICS
Includes
 gestures
 body posture
 facial expressions
 eye contact
 head and body movement
 physical distance

7. META LINGUISTICS
 these are skills that enables us to talk about
language,analyz it, think about it, separate it
from its context, and judge it

8.  TEACCH
 portage guide
 ABLLS
 Blacksheep
 CELF
 TROG
 PECS

10.  A typical TEACCH classroom has separate,
defined areas for tasks such as individual
work, group activities and play. Teachers use
pictures, or “visual supports,” to help
communicate schedules to help students
transition between activities.

12.  The TEACCH method is primarily used to
assist the autistic individual in better
understanding his/her environment. The
techniques described above are not faded
out over time; but rather, they are to be
consistently used across a variety of
environments.

13.  TEACCH employs an approach called
Structured Teaching, which emphasizes a
highly structured and predictable classroom
environment and the use of visual learning

14.  Today TEACCH provides a wide range of services to a broad
spectrum of toddlers, children, adolescents, adults and their
families including diagnosis and assessment, individualized
treatment programmes, special education, social skills training,
vocational training, school consultations, parent training and
counseling and the facilitation of parent group activities.
 TEACCH also maintains an active research programme and
provides multidisciplinary training for professionals dealing with
children/adolescents/ adults with autism and their families.
 The primary aim of the TEACCH programme is to help to
prepare people with autism to live or work more effectively at
home, at school and in the community. Special emphasis is
placed on helping people with autism and their families live
together more effectively by reducing or removing 'autistic
behaviours'.

15.  The TEACCH method provides the individual with
structure and organization. This method relies on five
basic principles; a brief description of each is
provided below.
 Physical structure
Physical structure refers to the actual layout or
surroundings of a person's environment, such as a
classroom, home, or group home. The physical
boundaries are clearly defined and usually include
activities like: work, play, snack, music, and
transitioning.

16.  Scheduling
A schedule or planner is set up which
indicates what the person is supposed to do
and when it is supposed to happen. The
person's entire day, week, and possibly
month, are clearly shown to the person
through words, photographs, drawings, or
whatever medium is easiest for the person to
comprehend.

17.  Work system
The work system tells the person what is expected of him/her
during an activity, how much is supposed to be accomplished,
and what happens after the activity is completed. The goal is to
teach the person to work independently. The work system is also
organized in such a way that the person has little or no difficulty
figuring out what to do. For example, the activity or task should be
performed from top to bottom and from left to right.
Routine
According to the TEACCH method, the most functional skill for
autistic individuals is a routine which involves checking one's
schedule and following the established work system. This routine
can then be used throughout the person's lifetime and in multiple
situations.

18.  Visual structure
Visual structure refers to visually-based cues
regarding organization, clarification, and
instructions to assist the person in
understanding what is expected of him/her. For
example, a visual structure may involve using
colored containers to assist the person in
sorting colored materials into various groups or
displaying an example of a stamped envelope
when the person is asked to place stamps on
envelop

20. PICTURE EXCHANGE COMMUNICATION SYSTEM

22.  While the system is commonly used as a
communication aid for children with(ASD), it
has been used with a wide variety of
learners, from preschoolers to adults, who
have various communicative, cognitive, and
physical impairments
 It enables non verbal children to
request/choose

23.  PECS is designed to teach functional
communication skills with an initial focus on
spontaneous communication.
 It has been and continues to be implemented in
a variety of settings and contexts (home, school,
community) so users have the skills to
communicate their wants and needs.
 PECS does not require complex or expensive
materials since it uses picture symbols as the
modality

24.  In the most advanced phases, individuals are
taught to respond to questions and to
comment. Additionally, descriptive language
concepts such as size, shape, color, number,
etc. are also taught so the student can make
their message more specific. For example, I
want big yellow ball.

25. PORTAGE GUIDE

26.  The Portage Guide to Early education, a
program in which teachers instruct mothers
in their homes in an effort to help promote
the development of young children with
developmental delays, is used widely (e.g. in
more than 60 countries

27. DEVELOPMENTAL AREAS
 Communication/language/literacy
 Social/emotional development
 Exploration/approaches to learning
 Purposeful motor activity
 Sensory organization

28. MAIN BELIEVES OF THE PORTAGE PROGRAMME
 PARENTS KNOW THEIR OWN CHILDREN BEST AND ARE THE FIRST AND
MOST IMPORTANT TEACHERS OF THEIR CHILDREN.
 THE HOME OR OTHER RESTRICTIVE ENVIRONMENTS ARE NATURAL
AND SIGNIFICANT LEARNING ENVIRONMENTS.
 INTERVENTION OBJECTS AND STRATEGIES MUST BE INDIVIDUALIZED
FOR EACH CHILD AND FAMILY BASED ON THEIR CONCERNS.
 CHILDREN WITH SPECIAL NEEDS ARE CHILDREN FIRST, WITH THE
SAME NEEDS AND RIGHTS AS ALL CHILDREN.
 ALL CHILDREN SHOULD BE ENCOURAGED TO ACHIEVE THEIR FULL
POTENTIAL
 THE EARLIEST POSSIBLE INTERVENTION IS THE MOST EFFECTIVE.

30.  Developed by Dr. Partington, the ABLLS-R
system is an assessment tool, curriculum
guide, and skills-tracking system used to
help guide the instruction of language and
critical learner skills for children with autism
or other developmental disabilities

31.  This practical and parent-friendly tool can be
used to facilitate the identification of skills
needed by your child to effectively
communicate and learn from everyday
experiences.

32.  The ABLLS-R provides a comprehensive
review of 544 skills from 25 skill areas
including language, social interaction, self-
help, academic and motor skills that most
typically developing children acquire prior to
entering kindergarten

33. THE ABLLS®-R PROTOCOL
used to score the child’s performance on the task items and provides 15
appendices that allow for the tracking of a variety of specific skills that are
included in the assessment. The Protocol includes a set of grids that comprise
a skills tracking system that makes it possible to observe and document a
child’s progress in the acquisition of critical skills.

34. THE ABLLS®-R GUIDE
 provides information
about the features of
the ABLLS®-R, how to
correctly score items,
and how to develop
Individualized
Education Program
(IEP) goals and
objectives that clearly
define and target the
learning needs of a
student.

35. This assessment is time consuming . However, it covers a
variety of subjects and really gives you a comprehensive
overview of the child. Some of the areas it covers are
 Receptive Language
 , Expressive Language,
 Imitation,
 Intraverbals,
 Visual Performance,
 Reading,
 Writing,
 Math,
 as well as functional skills such as Bathroom and
Feeding.

36. CLINICAL EVALUATION OF LANGUAGE
FUNDAMENTALS

37.  features a new approach to assessment that
enables you to accurately and reliably
assess a child's language difficulties.
Combine core subtests with supplementary
subtests to get a comprehensive assessment
of a child's language skills as you create a
pathway to intervention.

38.  new tests for evaluating word meanings and
vocabulary (semantics),
 word and sentence structure (morphology and
syntax),
 the rules of oral language used in responding to and
 conveying messages (pragmatics),
 and the recall and retrieval of spoken language
(memory).
 It also includes the Observational Rating Scales
(ORS) for authentic evaluation of communication
in academic settings

39.  helps you to determine the nature of the
language disorder: the child's language
strengths and weaknesses, Receptive
Language and Expressive Language Scores.

40. TEST FOR RECEPTION OF GRAMMAR (TROG-2)

41.  The TROG is suitable for use by Speech and
Language Therapists, Psychologists and
Teachers of the Deaf. It is also useful for
Neuropsychologists assessing adults with
acquired language disorders

42.  The TROG is an individually administered,
multiple choice test designed to assess
understanding of grammatical contrasts
in English. The TROG has proved of valued
in the assessment of children suffering from
language disorders. It can also be used to
investigate language comprehension in
adults with acquired aphasia.

43.  ADMINISTRATION: Open the book at the
starting page and give the subject a few
seconds to scan the picture. Then say "I want
you to point to the picture that goes with what I
say. Listen carefully." Say the test word or
sentence, and record the subject's responses.
Then say "Good! Now I am going to show you
some more pictures. Each time I say something,
you point to the picture that goes with what I
say". Continue turning each page, saying the
test sentence when the subject has had time to
scan the pictures.

44.  Vocabulary cards - The TROG includes a
set of vocabulary cards for use prior to the
main test. The first 3 blocks of TROG test
understanding of a few nouns, verbs and
adjectives used later on in the test. The
vocabulary cards are used to check
understanding of the remainder of the
vocabulary used in TROG. These cards allow
one to discover whether errors on TROG
might reflect vocabulary failure, rather than
grammatical problem