Communicative Functions Checklist

Supported Inclusion Checklist: Communicative Functions and Means

Introduction

• A checklist designed to assess how a mostly nonverbal child communicates.

• Communication is categorized into functions (reasons for communicating) and means (ways to communicate).

Communicative Functions

• Divided into three main categories:

  • Behavior Regulation: Actions aimed at controlling behavior to achieve environmental goals.

  • Social Interaction: Actions that direct attention towards oneself for social engagement.

  • Joint Attention: Actions that share focus on a specific activity or event with another person.

Communicative Means

• Two sections: Pre-verbal and Verbal communication; each includes specific actions:

Pre-verbal Communication

• Physical Manipulation: Engaging with toys through touch or operation.

• Giving: Handing over an item to another, often for assistance or interest.

• Pointing: Indicating an item to draw attention to it.

• Showing: Displaying an item without letting go.

• Gaze Shift: Briefly looking at an item to express interest.

• Proximity: Moving closer to or further from an item to show interest or protest.

• Head Nod/Shake: Indicating agreement or protest through head movement.

• Facial Expression: Communicating feelings through expressions such as smiles or frowns.

• Self-Injury: Actions like hitting or biting oneself, indicating distress.

• Aggression: Physical actions directed towards others (hitting, scratching).

• Tantrum: Screaming or throwing oneself to the ground to express frustration.

• Crying/Whining: Using sounds to express needs or discomfort.

• Vocalizing: Making non-word sounds that resemble speech.

• Other: Includes approximations like "bu-bu" for "bubble".

Verbal Communication

• Immediate Echo: Quickly repeating heard words or phrases.

• Delayed Echo: Repeating words or phrases from earlier in the day.

• Creative One-word: Using single words spontaneously for requests or comments.

• Creative Multi-word: Combining two or more words in spontaneous speech.

Using the Checklist

• Mark appropriate Communicative Means for each function as you assess the child.

  • Example: If a child points, looks, and moves closer to request an object, mark all three.

Targeting Communication Skills

• Analyze completed checklist to identify frequently used methods and areas for improvement.

  • Example: If gestures are primarily used, focus on teaching gestures for commenting.

Documentation

• Original checklist includes sections for child's name, date, context, and rows for communicative functions and means to mark observations.