VIDBE-Q Volume 68 Issue 4
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communication schedule would be created for an individual with information
specific to them and their daily routine by the team. This is a great process to use
to ensure all team members understand the student's goals throughout the day. The
example below is related to a student at a Level II: Intentional Behavior on the
CM.
Table 1
Routine, Goal, and Communication Form
Routine Goal Communication Form Examples
Arrival Request Attention *Squeal
*Bounce
Morning Circle Makes Choices *Slaps away object they don't want
*Looks longer at a desired object
Center/Class Request new action *Movement toward desired object or space
Snack/Recess Refuses, rejects *Push off table *Throw *Pull back *Stiffen
*Laugh *Rock *Continue a movement
*Move toward place where desired object is located
Specials (Art, PE,
Music)
Requests new object *Look at an object and vocalize
Signal and Communication Dictionaries
When you have created the communication schedule, teams can interpret
what the student's behaviors mean. The CMIM provides guidance for creating
signal and communication dictionaries. This has been critical with students with
complex needs to ensure the entire team understands what pre-intentional,
intentional, and pre-symbolic forms of communicative intents are meant to convey.
