Pierce Active Functional Assessment

“Pierce” Active Functional Assessment (PAFA)

“Occupation/Activities Driven”

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“Pierce” Active Functional Assessment (PAFA)

Staff/Child Info
Teacher's Concerns
Grading
Play: 6(Good+)
Play: 5(Good)
Play: 4(Fair+)
Play: 3(Fair)
Play: 2(Poor+)
Play: 1(Poor)
Play: 0(Poor-)
Comm: 6(Good+)
Comm: 5(Good)
Comm: 4(Fair+)
Comm: 3(Fair)
Comm: 2(Poor+)
Comm: 1(Poor)
Comm: 0(Poor-)
Submit

Section 1

Email Address

Staff/Assessor(s) Information (Multiple entries allowed +)

Name	Title

School/Agency Name

Address

City

State

Zip Code

Child's Demographic Informaton

Student ID

Date of Test

Date of Birth

Chronological Age

Diagnosis/History

Copyright © 2016 Karen Tibbs, rights reserved. No part of this publication may be produced, reproduced, stored in a retrieval system, or transmitted in any form or means without prior consent of the publisher.

Section 2

Teacher's Concerns (Check all that apply):

Fine Visual Motor

Play Developmental

Augmentative and Alternative Communication

Educational Literacy

Comments

Section 3

Fine Visual Motor

Comments

Fine Visual Motor Summary

Play Developmental

Interface with toy(s)

List typical toy(s) type (Multiple entries allowed +):

Typical Toys	Participation

List adaptive toy(s) (Multiple entries allowed +):

Adaptive Toy	Participation

Comments

Play Developmental Summary

Augmentative and Alternative Communication

Communication platforms/devices (Check all that apply):

Augmentative (unaided and/or aided)

Aided

Alternative

Indirect

Direct

Static

Dynamic

List previous communication platforms/devices (Multiple entries allowed +):

Communication platform/device	Response to communication platform/device	Type of Interface

List current communication platforms/devices (Multiple entries allowed +):

Communication platform/device	Response to communication platform/device	Type of Interface

Comments

Overlay Layout (Check all that apply):

Pictures

Symbols

Scenic pictures

Letters

Phrases

Words

Sign Language

Other

List Overlay Layout (Multiple entries allowed +):

Overlay layout	Response to overlay layout

Comments

Use of picture books?

Yes

Augmentative and Alternative Communication Summary

Pre-Literacy/Written Expression

Written Expression (Check all that apply):

Standard tools (pencils, pens, etc.)

Electronics (keyboard, iPad, etc.)

Voice-to-Text

Adaptive Tools (switches, iPad/computer accessibility, etc.)

Other

List specific types of written expression (Multiple entries allowed +):

Written Expression Tool	Response to Written Expression

Comments

Educational Literacy

Literacy Interface (Check all that apply):

None

Typical Books

Computer Base Books (audio/electronic)

Adaptive Books

iPad

Phone

Communication Devices

Other

List specific types of literacy tools (Multiple entries allowed +):

Literacy Tool	Response to Literacy Materials

Comments

Educational Literacy Summary

Family Input

Section 4

Grading Scale and activities parameters
Grading Scale When assessing active visual motor movement, the tool can be placed in any position. Muscle tone and the level of physical/verbal engagement will vary at different grades. Ensure that visual contrast is addressed during testing and once you begin to engage the child/student in activities.
*6 (Good+)* - Intentional V/M skills: - The child can coordinate visual motor movements successfully and access the black space /small space on the push button buzzer or small tools (keyboard, pencil, iPad, and more) with or without setup and no physical and verbal cues. The child may require a setup to access the activity**.	*5 (Good*) – Lack of visual focus /awkward motor movement of (VM) skills- The child can coordinate visual motor movements to access the small, and medium space on the tool but lack visual attention. The child requires Verbal Cues only** for redirection.	*4 (Fair* +) - Deliberate Intentional VM skills: The child can coordinate visual motor movements to access medium space on the tool. The child requires intermittent minimum physical support.**	*3 (Fair*) - Reflexive/hypertonic intentional V/M skills: The child can coordinate visual motor movements to access large objects exhibiting gross motor involuntary reflexive movement patterns. Visual motor skills are in sync. The movement is intentional, and goal directed. The muscle tends to increase in tone during the activity causing difficulty to control movement and target objects. Requires consistent minimum physical support and verbal cues**.	*2 (Poor+)* –Physical guidance/ intermittently lack the visual focus for V/M skills - The child can coordinate visual motor movements to access the tool medium/large space once placed in an anti-gravity position exhibiting sporadic non-visual focus. The child may be experiencing hypotonicity. Requires moderate physical and verbal guidance** for push button and /or medium-large tools/objects when placed in an anti-gravity position targeting the medium/large space (communication cells) and or medium/large objects.	*1 (Poor*) -Involuntary mixed movements of VM skills: The child moves body parts exhibiting no clear direction of visual motor focus. Severe physical and /or cognitive challenges. The child requires maximum physical and verbal guidance support.**	*0 ~ (Poor-*) - Passive Movement: The student is unable to move one or more body parts requiring consistent passive movement support. The student sometimes randomly moves body parts with no clear direction and awareness of functional body movement. The student may present with severe rigidity and/or flaccidity resulting in severely limited active visual motor coordination and movements. The child requires consistent verbal and physical motor support to facilitate movement.**
Considerations of activities/occupations Parameters
Use various size switches, writing tools, adaptive writing tools, small objects (keyboard, iPad, and more), electronic aids for daily living (EADL),	Use small to medium-sized switches for occupations/activities requiring easy access and manipulation. Engage the child in activities such as cooking play, communication devices, sign language, and literacy. These activities should interface with medium-sized switches and other interfaces to ensure easy access.	Use activities that does not require several steps to complete with success, for example if using a switch for a toy car ensure it can be activated with one touch and an action form the toy is received. This will allow for the child to regain a sense of where his/her is in space as the car is moving.	The child will require large specific objects/tools easy to manipulate. Ensure that tools and activities are placed appropriately allowing for full access. The activities must be placed at a specific distance to compensate for the movement pattern (extension). Consider a table, wheelchair tray and more for child’s physical support during activities. Keep activities simple	Use of large switches, large cell spaces, and large objects placed in anti-gravity positions. Place switches, materials, and more in a specific position that does not require a lot of movement against gravity.	Provide the child with cause /effects, set-up is required. Ensure that the target area to access the switch is large and visually clear (bright color and good contrast).	Provide child with simple activities that offers textures, contrast colors, easy to access and more. Easy to access with just a push/pull for example a switch. Toys that are cause and effects, books that child can press to hear, offer texture tools to touch and contrast color of toys, tools, objects and more.

Section 5

Body Parts

Body Positions/Type of Assessment tool(s)

Active Functional Grades

Chin

Mouth

Head

Shoulder Right

Shoulder Left

Elbow Right

Elbow Left

Wrist/Hand Right

Wrist/Hand Left

Finger(s) Right Hand (thumb, index, middle, ring, and/or pinky)

Finger(s) Left Hand (thumb, index, middle, ring, and/or pinky)

Hip Right

Hip Left

Knee Right

Knee Left

Foot Right

Foot Left

Toe(s) Right Foot

Toe(s) Left Foot

Section 6

Results of Targeted Body Parts (Active Functional Visual Motor Skills)

List all body part(s) that will be considered during active participation (Highest scoring body parts from Section 5) (Multiple entries allowed +):

Body part	Final score

Section 7

Summary Results

Section 8

PLAY

6 (Good+) - Intentional V/M Skills

Assume neurotypical vision objectives:

Goal: The student will develop/maintain active functional visual motor skills in an adaptive manner for play with or without set-up demonstrating progress in specific activities.

1. The child will be able to use various prehension patterns to access adaptive toys (using switches, levers and more) and/or non-adaptive toys as measured by appropriately interacting with three different adaptive or non-adaptive toys by

2. The child will complete various levels of the challenging puzzle starting with 4 and progressing in the amount of puzzle pieces using various prehension patterns as measured by successful completion of puzzles at increasing difficulty levels by

3. The child will demonstrate the ability to manipulate toys that require various prehension patterns when accessed by

4. The child will use various prehension skills while selecting multiple ways of interacting with 4 different toys that require press, pull, and tap, demonstrating proficiency in at least three different interactions by

5. The child will complete art activities using crayons, and brushes (maybe adaptive brushes) demonstrating improved prehension and control by

Additional Objectives

Target Date	Objective

Low vision objectives:

Goal: The student will develop/maintain active functional visual motor skills in an adaptive manner for play with or without set-up demonstrating progress in specific activities.

1. The student/child will engage in texture toys, demonstrating the ability to match and/or draw using specific colors and letters effectively by (This will be observed during play sessions.)

2. The student/child will engage in texture toys, demonstrating the ability to match and/or draw using specific colors and letters effectively by (This will be observed during play sessions.)

3. The student/child will demonstrate proficient tracking and manipulation skills while using contrast auditory toys. Success will be measured by the student's ability to effectively use these toys by

4. The student/child will utilize visual/motor skills and various color adaptive tools switches, and other adaptive tools when playing a game Progress will be observed and measured in the quality and effectiveness of engagement and comprehension of game by

Additional Objectives

Target Date	Objective

Blind objectives:

Goal: The student will develop/maintain active functional motor skills in an adaptive manner for play with or without set-up demonstrating progress in specific activities.

1. The student/child will manipulate texture toys appropriately, for example matching textures, increasing the number of matching, proficiency by

2. The student/child will reach and interact with auditory toys once activated, exhibiting accuracy by

3. The student/child will manipulate toys appropriately during play demonstrating correct directionality and functional use, 4 out of 5 tries by

4. The student/child will follow auditory prompts by making appropriate selections and body movement to follow the sound 4 out of 5 tries by

5. The student/child will manipulate the sounds on a mobile by touch to facilitate the sound 8 out of 10 tries by

Additional Objectives

Target Date	Objective

PLAY

5 (Good) – Lack of visual focus /awkward motor movement of (VM) skills

Assume neurotypical vision objectives:

Goal: The student will develop/maintain active functional visual motor skills for play requiring only verbal cues demonstrating progress in specific activities.

1. The student/child will demonstrate the ability to use various prehensions to manipulate small to medium-sized toys with proficiency by

2. The student/child will manipulate small to medium size toys (for example small to medium size switches) with proficiency by

3. The student/child will manipulate lights on toys following a specific light pattern requiring only verbal cues by

4. The student/child will accurately follow visual and auditory cues to make a specific selection of toys during play by DATE for example asked to select a music box or a music app by

5. The student/child will actively engage in and complete fun activities with different prehension patterns by

Additional Objectives

Target Date	Objective

Low vision objectives:

Goal: The student will develop/maintain active functional visual motor skills for play requiring only verbal cues demonstrating progress in specific activities.

1. The student/child will demonstrate proficient manipulation of toys with varying prehension patterns by

2. The student/child will manipulate high-contrast toys using small to medium switches by

3. The student/child will manipulate high-contrast activities using small to medium size switches and toys by

4. The student/child will complete activities that support visual contrast for example puzzles, and light box activities by

5. The student/child will manipulate toys proficiently when using small to medium sizes that provide auditory feedback by

6. The student/child will complete various texture activities using small-to-medium-size switches and other manipulatives; for example, matching games using magnets with textures, and electronic adaptive toys that require pressing objects by

7. The student/child will complete small to medium puzzles starting with 4 pieces and increasing with backlight options by

Additional Objectives

Target Date	Objective

Blind objectives:

Goal: The student will develop/maintain active functional motor skills for play requiring only verbal cues demonstrating progress in specific activities.

1. The student will successfully complete activities that provide texture for example puzzles with texture, large knobs, and other types by

2. The student will complete activities using small to medium size objects/tools that provide texture by

3. The student will manipulate the texture toy appropriately (handle a stuffed bear with the correct orientation, farm animal toys) by

4. The student will identify and interact with auditory toys, specifically busy box items, by reaching, picking up, and/or touching the designated toys producing sound by

5. The student will find specific shapes inside the sorting box that are small to medium size completing 8 out of 10 tries by

6. The student will complete stacking rings what various textures by

7. The student will Complete puzzle shapes that have small to medium-sized pieces and textures by

Additional Objectives

Target Date	Objective

PLAY

4 (Fair +) - Deliberate Intentional movement of VM skills

Assume neurotypical vision objectives:

Goal: The student will develop/maintain active functional visual motor skills during play requiring intermittent minimum physical support demonstrating progress in specific activities.

1. The student/child will demonstrate proficiency in manipulating large lightweight toys using various prehension patterns by

2. The student/child will exhibit competence in manipulating large lightweight toys using various body parts (switches, pull activation) by

3. The student/child will demonstrate proficiency in manipulating toys and /or adaptive toys using various movements (push, pull, turn, press, and more by

4. The student/child will independently complete a series of tactile activities, including texture puzzles and letter matching using a designated educational toy. Progress will be measured by the child’s ability to accurately complete 8 out of 10 tries by

5. The student/child will proficiently complete an art projects and /or games that offer lights and /or textures, using medium-size switches, adaptive tools, and /or everyday tools that are easy to manipulate for example large thick handle paint brush using body parts by

Additional Objectives

Target Date	Objective

Low vision objectives:

Goal: The student will develop/maintain active functional visual motor skills during play requiring intermittent minimum physical support demonstrating progress in specific activities.

1. The student/child will complete activities that provide high contrast using medium-size switches by

2. The student/child will successfully manipulate activities that provide textures and medium size tools/switches by

3. The student/child will appropriately manipulate auditory/visual toys appropriately by

4. The student/child will successfully manipulate toys using various prehension patterns, toys that require a defined sequence for example matching numbers, sequencing using medium to small switches, and/or adaptive tools by

Additional Objectives

Target Date	Objective

Blind objectives:

Goal: The student will develop/maintain active functional motor skills during play requiring intermittent minimum physical support demonstrating progress in specific activities.

1. The student/child will independently manipulate activities involving auditory stimuli, demonstrating improved auditory processing skills by

2. The student/child will engage in activities that incorporate various textures demonstrating enhanced tactile manipulation skills by

3. The student/child will actively participate in activities requiring auditory tracking, exhibiting improved auditory processing and focus by

4. The student/child will successfully manipulate puzzle pieces that provide textures and auditory feedback leading to successful completion by

Additional Objectives

Target Date	Objective

PLAY

3 (Fair) - Reflexive/hypertonic intentional V/M skills

Assume neurotypical vision objectives:

Goal: The child will develop/maintain active functional visual motor skills in play requiring minimum physical guidance/support and verbal cues demonstrating progress in specific activities.

1. The student/child demonstrates the ability to grasp and release (large knobs, press/pull to activate switches) when playing with toys by

2. The student/child will demonstrate the ability to activate a large switch 8 out of 10 tries (helps to develop grasp release patterns) by

3. The student/child will successfully activate sensor-type switches (motion activation when playing with switch toys) by

4. The student/child will coordinate visual motor skills when manipulating adaptive light-up toys by

Additional Objectives

Target Date	Objective

Low vision objectives:

Goal: The child will develop/maintain active functional visual motor skills in play requiring minimum physical guidance/support and verbal cues demonstrating progress in specific activities.

1. The student/child will independently manipulate a large adaptive contrast colorful mouse to activate adaptive toys demonstrating increased fine motor skills by

2. The student/child will proficiently interact with touch screen games to explore and engage with contrast elements in digital space, enhancing sensory perceptions and responsiveness by

3. The student/child will master the manipulation of large snap-in-place toys (large blocks/coding) fostering spatial awareness, problem-solving, and cognitive development by

4. The student/child will successfully operate toys that require press/release actions, promoting enhanced motor skills, attention to detail and coordination by

Additional Objectives

Target Date	Objective

Blind objectives:

Goal: The child will develop/maintain active functional motor skills in play requiring minimum physical guidance/support and verbal cues demonstrating progress in specific activities.

1. The student/child will complete and manipulate large puzzle pieces with texture and specific shapes by

2. The student/child will demonstrate the ability to track auditory sounds through touch contact following a specific pattern, as evidenced by consistent and accurate performance in designated activities by

3. The student/child will be proficient with pressing and releasing push button toys by

4. The student/child will successfully manipulate various shapes that offer sounds and various textures to complete a game and/or play with a toy for example switches that are bumpy, smooth, and rough textures by

Additional Objectives

Target Date	Objective

PLAY

2 (Poor+) –Physical guidance/ intermittently lack the visual focus for V/M skills

Assume neurotypical vision objectives:

Goal: The student/child will develop/maintain active functional visual motor skills in play requiring moderate physical guidance/support and verbal cues demonstrating progress in specific activities.

1. The student/child will be proficient with manipulating toys that allow for gross motor grasp by

2. The student/child will complete activities placed in an anti-gravity (for example puzzles both manually/electronically-iPad) by

3. The student/child will be proficient with manipulating switches placed in an anti-gravity position by

4. The student/child will demonstrate the ability to manipulate electronic games by

Additional Objectives

Target Date	Objective

Low vision objectives:

Goal: The student/child will develop/maintain active functional visual motor skills in play requiring moderate physical guidance/support and verbal cues demonstrating progress in specific activities.

1. The student/child will be able to manipulate high-contrast toys in an anti-gravity position requiring moderate physical verbal guidance in an anti-gravity position by

2. The student/child will exhibit the ability to manipulate texture toys in an anti-gravity position requiring moderate physical/verbal guidance in an anti-gravity position by

3. The student/child will exhibit the ability to manipulate games that provide backlight in an anti-gravity position requiring moderate physical/verbal guidance in an anti-gravity position by

4. The student/child will exhibit the ability to manipulate bright color switch toys in an anti-gravity position requiring moderate physical/verbal guidance in an anti-gravity position by

Additional Objectives

Target Date	Objective

Blind objectives:

Goal: The child will develop/maintain active functional motor skills in play requiring moderate physical guidance/support and verbal cues demonstrating progress in specific activities.

1. The student/child will proficiently manipulate texture toys in an anti-gravity position by

2. The student/child will exhibit the ability to manipulate auditory toys in an anti-gravity position using texture switches by

3. The student/child will proficiently manipulate activities (such as painting, and drawing) by

4. The student/child will proficiently manipulate adaptive computer switch in an anti-gravity position by

Additional Objectives

Target Date	Objective

PLAY

1 (Poor) - Involuntary mixed movements of VM skills

Assume neurotypical vision objectives:

Goal: The student/child will develop/maintain active functional visual motor skills in play requiring maximum physical guidance/support verbal cues demonstrating progress in specific activities.

1. The student/child will proficiently manipulate cause-and-effect toys by

2. The student/child will complete games that have simple access (press button) by

3. The student/child will proficiently manipulate sensor switch toys by

4. The student/child will proficiently manipulate adaptive toys using various prehension patterns by

Additional Objectives

Target Date	Objective

Low vision objectives:

Goal: The student/child will develop/maintain active functional visual motor skills in play requiring maximum physical guidance/support verbal cues demonstrating progress in specific activities.

1. The student/child will demonstrate the ability to manipulate cause and effect high contrast toys requiring maximum physical guidance/support and verbal cues by

2. The student/child will complete games with high contrast requiring maximum physical guidance/support and verbal cues by

3. The student/child will demonstrate the ability to manipulate sensor switch toys with high contrast requiring maximum physical guidance/support and verbal cues by

4. The student/child will demonstrate the ability to manipulate high-contrast toys using various prehension patterns requiring maximum physical guidance/support and verbal cues by

Additional Objectives

Target Date	Objective

Blind objectives:

Goal: The child will develop/maintain active functional motor skills in play requiring maximum physical guidance/support verbal cues demonstrating progress in specific activities.

1. The student/child will be successful with manipulation of cause-and-effect toys requiring maximum physical guidance/support and verbal cues by

2. The student/child will activate switch toys with various textures requiring maximum physical guidance/support and verbal cues by

3. The student/child will activate auditory toys that require tracking using maximum physical guidance/support and verbal cues by

4. The student/child will complete activities using the mouth to activate switches, or blowing (bubbles) using maximum physical guidance/support and verbal cues by

Additional Objectives

Target Date	Objective

PLAY

0 (Poor-) -Passive Movement

Assume neurotypical vision objectives:

Goal: The child will develop/maintain active visual functional motor skills in play requiring continuous physical support for motor movement to occur.

1. The student/child will proficiently manipulate cause-and-effect toys by

2. The student/child will complete games that have simple access (press button) by

3. The student/child will proficiently manipulate sensor switch toys by

4. The student/child will proficiently manipulate adaptive toys using various prehension patterns by

Additional Objectives

Target Date	Objective

Low vision objectives:

Goal: The child will develop/maintain active visual functional motor skills in play requiring continuous physical support for motor movement to occur.

1. The student/child will demonstrate the ability to manipulate cause and effect high contrast toys requiring maximum physical guidance/support and verbal cues by

2. The student/child will complete games with high contrast requiring maximum physical guidance/support and verbal cues by

3. The student/child will demonstrate the ability to manipulate sensor switch toys with high contrast requiring maximum physical guidance/support and verbal cues by

4. The student/child will demonstrate the ability to manipulate high-contrast toys using various prehension patterns requiring maximum physical guidance/support and verbal cues by

Additional Objectives

Target Date	Objective

Blind objectives:

Goal: The child will develop/maintain active functional motor skills in play requiring continuous physical support for motor movement to occur.

1. The student/child will be successful with manipulation of cause-and-effect toys requiring maximum physical guidance/support and verbal cues by

2. The student/child will activate switch toys with various textures requiring maximum physical guidance/support and verbal cues by

3. The student/child will activate auditory toys that require tracking using maximum physical guidance/support and verbal cues by

4. The student/child will complete activities using the mouth to activate switches, or blowing (bubbles) using maximum physical guidance/support and verbal cues by

Additional Objectives

Target Date	Objective

Communication and Literacy using AAC

6 (Good+) - Intentional V/M skills

Communication:

Goal: The student will develop active functional visual motor by adaptively engaging in daily communication activities with or without set-up demonstrated using specific activities.

1. Select a small cell using a specific body part(s) with accuracy by

2. Access keyboards (maybe adapted) with accuracy by

3. Learn/maintain the ability to point to pictures, letters, and symbols with accuracy by

4. Learn/maintain the ability to scan QR codes using the phone and /or iPad with accuracy by

5. Direct selection using scanning features on computer, and communication device with accuracy by

6. Learn/maintain the ability to use indirect selection of scan auditory and/or visual software by

7. Learn/maintain the use of sign language with accuracy by

8. Learn/ maintain to use of adaptive /regular writing tools with accuracy by

9. Learn/maintain the ability to use direct access and dynamic screen during communications for ADLs and academics with accuracy by

Additional Objectives

Target Date	Objective

Literacy Expression objectives:

Goal: The child will develop active functional visual motor by engaging in literacy expression activities daily in an adaptive manner with or without set-up demonstrated using specific activities.

1. Learn/maintain the use of keyboards and/or (adaptive keyboards) with accuracy by

2. Learn/maintain the use of built-in accessibility (computer/iPad) with accuracy by

3. Learn/maintain the use of communication device with word prediction software by

4. Learn/maintain speech-to-text (based on student’s verbal skills) by

5. Learn/maintain the use of communication devices overlays for literacy expression and comprehension by

6. Learn/maintain the use of scan features on communication devices (with word prediction) by

7. Learn/maintain the use of switches of various sizes that offer voice output (allow participation in oral reading) by

8. Learn/maintain the use of communication devices that provide 20 or more cells that offer letters, words, and phrases by

9. Learn/maintain the use of adaptive writing tools for written expression by

10. Learn/maintain the use of velcro word book (spelling words, expression of comprehension) by

11. Learn/maintain how to access/use of built-in accessibility on electronic devices (computers, phones, iPad,) by

12. Learn/maintain the use of dynamic screens during reading lessons by

Additional Objectives

Target Date	Objective

Communication and Literacy using AAC

5 (Good) – Lack of visual focus /awkward motor movement of (VM) skills

Communication:

Goal: The student will develop active functional visual motor by adaptively engaging in daily communication activities requiring verbal Cues only for redirection demonstrated using specific activities.

1. Learn/maintain a direct touch/contact of pictures, and words using a key guard overlay on a communication device that has auditory prompts by

2. Learn/maintain an accurate touch of small/medium texture cells by

3. Learn/maintain an accurate touch of small/medium cells requiring by

4. Learn/maintain the ability to select appropriate pictures, words and phrases that are Velcro in a book for communication by

5. Learn/maintain the ability to make choices using auditory communication feedback by

6. The student/child will learn/maintain the ability to make choices using the communication scan feature by

7. Learn will proficiently use indirect visual motor to activate the scan program on communication devices to make choices for daily occupations (academics, lunch, ADL’s, IADL’s) by

Additional Objectives

Target Date	Objective

Literacy Expression objectives:

Goal: The student/child will develop active functional visual motor by engaging in literacy expression daily in an adaptive manner requiring verbal Cues only for redirection demonstrated using specific activities.

1. Learn/maintain to touch small/medium cells when identifying colors, shapes, letters, words, and sentences by

2. Learn/maintain accurate use of electronic devices to read books and other written information by

3. Learn/maintain accurately to turn pages of a book by

4. Learn/maintain accurately to push the button on an interactive book by

5. Learn/maintain accurate skills to activate a small to medium size switch to read a book by

6. Learn/maintain accurately how to activate a small to medium size switch to play a word game by

7. Learn/maintain accurate use of standard writing tools to express comprehension by

8. Learn/maintain accurate use of standard writing tools to express written expression by

9. Learn/maintain the use of 10 or more cells on a communication device to express comprehension by

Additional Objectives

Target Date	Objective

Communication and Literacy using AAC

4 (Fair +) - Deliberate Intentional movement of VM skills

Communication:

Goal: The student/child will develop active functional visual motor by engaging in daily communication activities in an adaptive manner requiring intermittent minimum physical support demonstrated using specific activities.

1. Learn/maintain accurate press/release of a single switch by

2. Learn/maintain accurately press/release of a medium size space 4, 6 cells by

3. Learn/maintain the selection of a designated medium-sized space on a poster board, and paper by

4. Learn/maintain the selection of a medium-size scan light feature cell by

5. Learn/maintain the selection of a medium-sized space by following a scan auditory feature by

6. Learn/maintain to target an illuminated (backlight) 2, 4, and /or 6 cells communication system by

Additional Objectives

Target Date	Objective

Literacy Expression objectives:

Goal: The child will develop active functional visual motor by engaging in literacy expression activities daily in an adaptive manner with or requiring intermittent minimum physical support using specific activities.

1. Learn/maintain the accuracy of the use of simple communication devices to answer questions (two switches, two cells, adaptive books) to demonstrate comprehension by

2. Learn/maintain proficiency use of objects to express comprehension (for example Three Little Bears – three bears to Express comprehension by

3. Learn/maintain the accuracy of medium-sized cells on a communication system to express knowledge (pre-recorded answers, and spelling words by

4. Learn/maintain proficiency use of medium-size switches to express written/verbal communication during literacy (the expression will be auditory) by

5. Learn/maintain proficiency use of adaptive large keyboards by

6. Learn/maintain accuracy of indirect selection of scan/auditory dynamic screen to read a story or answer questions using medium size cells by

7. Learn/maintain proficiency of direction selection of a dynamic screen to read and/or answer questions using medium size cells by

Additional Objectives

Target Date	Objective

Communication and Literacy using AAC

3 (Fair) - Reflexive/hypertonic intentional V/M skills

Communication:

Goal: The student will develop active functional visual motor skills by engaging in daily communication activities in an adaptive manner requiring consistent minimum physical and verbal cues demonstrated by engaging in specific activities.

1. Learn/maintain to activate large switches accurately when selecting a choice from a group of items by

2. Learn/maintain to accurately point at large pictures that represent a story, ADL skill, and more by

3. Learn/maintain to accurately press a large switch when making auditory selections (the student will press the switch once they hear a specific ADL choice) by

4. Learn/maintain to make an accurate selection during the scanning process using a switch (for example, choice of math answer, science, lunch, and more) by

5. Learn/maintain proficient use of body part(s) to activate direct on-screen scanning options for simple occupations such as reading, and bathroom (using large cells) by

Additional Objectives

Target Date	Objective

Literacy Expression objectives:

Goal: The child will develop active functional visual motor by engaging in literacy expression activities daily in an adaptive manner with or requiring consistent minimum physical and verbal cues demonstrated using specific activities.

1. Learn/maintain to accurately make appropriate selections during a reading lesson for example select the correct answer using an auditory switch and/or communication device by

2. Learn/maintain to accurately use direct selections with a backlight when using an alternative communication system to express knowledge /comprehension by

3. Learn/maintain to accurately make direct selections (switch, screens, and more) with backlight using the scan feature to express knowledge/comprehension of information read by

4. Learn/maintain to make accurate indirect selections (using auditory scanning and/or visual scanning from a group of choices) for example, answering a multiple-choice by

5. Learn/maintain to accurately use an indirect selection of scan/auditory dynamic screen to read a specific story or answer questions (may require adequate working memory, due to screen changing) requiring consistent minimum physical and verbal cues by

6. Learn/maintain accurate use of body parts for direct access by choosing options using (switches, adapted stylus, and other options) of a static screen to answer questions by

7. Learn/maintain accuracy when using an indirect scan selection group of options to choose from when reading to answer questions by

Additional Objectives

Target Date	Objective

Communication and Literacy using AAC

2 (Poor+) –Physical guidance/ intermittently lack the visual focus for V/M skills

Communication:

Goal: The student will develop active functional visual motor by engaging in daily adaptive communication activities in an adaptive manner requiring moderate physical and verbal guidance demonstrated using specific activities.

1. Learn/maintain to accurately select a specific switch placed in an antigravity position by

2. Learn/maintain to accurately point to the desired spot on the communication system once placed in an anti-gravity position for example a group of letters, words, or pictures by

3. Learn/maintain to accurately select 2, 4, 9+, 20 cells on the communication system placed in an antigravity position by

4. Learn/maintain to accurately use direct selection by making individual choices and backlight from a communication device placed in an anti-gravity position with 4, 9, and 20 cells by

5. Learn/maintain to accurately use direct selection using guards on a communication device while touching a specific spot to communicate while the device is placed in an anti-gravity position with over 9 cells by

6. Learn/maintain to accurately use indirect selection starting with a group of 2 choices and increasing using eye gaze to select phrases, words, and more requiring moderate physical and verbal guidance by

Additional Objectives

Target Date	Objective

Literacy Expression objectives:

Goal: The child will develop active functional visual motor skills in literacy expression by engaging in reading activities consistently in an adaptive manner requiring moderate physical and verbal guidance demonstrated using specific activities.

1. Learn/maintain to accurately target the switch button that represents a picture(s) once placed in an anti-gravity position by

2. Learn/maintain to accurately select specific pages from a static 4-cell communication device by

3. Learn/maintain to accurately select from a group of spelling words using indirect access of a visual scanning once items are placed in an anti-gravity by

4. Learn/maintain to accurately select phrases, and words using an indirect selection of scanning on a communication device once placed in an anti-gravity to answer multiple choices by

Additional Objectives

Target Date	Objective

Communication and Literacy using AAC

1 (Poor) - Involuntary mixed movements of VM skills

Communication:

Goal: The student will develop active functional visual motor by engaging in daily adaptive communication activities in an adaptive manner requiring maximum physical and verbal support demonstrated using specific activities.

1. Learn/maintain to accurately press large button switches (can offer textures switches) by

2. Learn/maintain to accurately use an indirect selection of 2, 4 cells on a static screen by

3. Learn/maintain to accurately use indirect selection using a set of pictures on a screen byLearn/maintain to accurately select 2, 4, 9+, 20 cells on the communication system placed in an antigravity position by

4. Learn/maintain to accurately use indirect selection use of a switch that interfaces with a computer, iPad focuses on a set of words, letters, and more by

5. Learn/maintain to accurately use indirect selection using a sensor switch to choose from a specific set of choices by

Additional Objectives

Target Date	Objective

Literacy Expression objectives:

Goal: The child will develop active functional visual motor skills in literacy expression by engaging in reading activities consistently in an adaptive manner requiring maximum physical and verbal support demonstrated using specific activities.

1. Learn/maintain to accurately press the large switch to select colors, words, and reading by

2. Learn/maintain to accurately select specific large cells that represent specific pictures, words, and phrases by

3. Learn/maintain to accurately use indirect selection using a switch to interface with a specific group of choices on a static screen using a computer and/or communication device, for written expression by

4. Learn/maintain to accurately use indirect selection (touch specific pictures in a book, board and more) by

5. Learn/maintain to accurately use direct access to select words, colors, letters, and more using a dynamic screen and eye gaze by

Additional Objectives

Target Date	Objective

Communication and Literacy using AAC

0 (Poor-) - Passive Movement

Communication:

Goal: The student will develop/maintain active functional visual motor by engaging in daily adaptive communication activities in an adaptive manner requiring continuous physical and verbal support for visual motor movement to occur.

1. Learn/maintain the accuracy of touching large switches __%

...with continuous physical support for visual motor movement to occur by

2. Learn/maintain the accuracy of touching a large 4-cell communication device using different parts of her body __%

...with continuous physical and verbal support for visual motor movement to occur by

3. Learn/maintain consistent use of non-verbal communication methods, such as eye gaze, facial expressions, or specific gestures, to express basic needs and preferences __%

...with continuous physical and verbal support for visual motor movement to occur by

4. Learn/maintain active participation in decision-making activities by using adapted tools or assistive technology to make choices __%

...with continuous physical and verbal support for visual motor movement to occur by

Additional Objectives

Target Date	Target Percentage	Objective

Literacy Expression objectives:

Goal: The child will develop active functional visual motor skills in literacy expression by engaging in reading activities consistently in an adaptive manner requiring continuous physical support for visual motor movement to occur.

1. Learn/maintain contact with texture large switches when selecting words __%

...requiring continuous physical support for visual motor movement to occur by

2. Learn/maintain interaction with adapted literacy tools, like switches or buttons, to understand cause-and-effect relationships in the context of literacy activities __%

...requiring continuous physical support for visual motor movement to occur by

3. Learn/maintain when the child is introduced and opportunity to explore adaptive technologies supporting literacy, such as specialized software or interactive books __%

...requiring continuous physical support for visual motor movement to occur by

4. Learn/maintain to recognize and respond to symbols or pictures representing familiar objects, actions, or concepts __%

...requiring continuous physical support for visual motor movement to occur by

Additional Objectives

Target Date	Target Percentage	Objective

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