Purpose

This inventory was created to help record the communication skills of adults with developmental disabilities and to guide professionals in the development of functional communication programs.

It is based on the understanding that the purpose of functional communication programs is to provide ways to increase who the individual can communicate with, situations within which they can communicate and increase what they can communicate about.

Administration

It is an inventory which should be administered by individuals with knowledge about functional communication and the terminology within this inventory.

This inventory should be completed using an interview format. The professional meets with family members and/or direct care providers. The professional's role is to provides information about functional communication while asking questions regarding the items on the inventory. The caregiver's role is to share their expertise about the person's communication behaviors and skills.

Begin with the Cover Page

Ask the caregiver to describe if the person has any vision or hearing problems. When describing vision and hearing impairments, include information about functional skills. For example, reports state the person is cortically blind, however, his caretaker reports that he walks independently and can find food on his plate.

Be sure to list interests and reinforcers. This information will be very important when developing communication training programs

Only complete the items in the box labeled choice-making , if the individual is currently provided with choice-making opportunities using objects or symbols. Choice-making opportunities include those times when someone offers the individual a multiple choice such as Do you want the basketball or your walkman? while offering the objects or pointing to symbols for basketball and walkman.

Communication Methods page

It is understood that the primary caregivers usually are the best resources for information about how an individual communicates. However, the primary caregiver may not realize that nonverbal signals are communication. Utilize this opportunity to educate primary caregivers on all the different signals(as listed on the second page) that are considered communication methods. For example, I might tell a caretaker, "You are the person who knows him the best. You can tell when he is hungry or when he needs something to do. Sometimes you can even tell when he is about to have a behavior. It is important for us to write down allthe things you know... all the ways he communicates so that other people will be able to re ad his signals... so that he can be understood by other people when you are not here......" As the caregiver talks, go to the page entitled Communication Methods and check off the communication methods described. Then ask about the methods not mentioned. When necessary, questions should be reworded so that the concepts will be clearly understood by the caretaker. Check mark only those methods which the person uses independently, without any prompts or modeling. If some methods are used with prompting, this can be noted in the NOTES section or written in the margins.

If the individual uses a variety of signals or methods that are not listed, record them on the page which is labeled Communication Dictionary. For example:

What he does	What it can mean
-rocks while sitting at the table	needs a drink, to use the bathroom or something to do
-touches right palm to forehead	talking about his teacher who always has a headache

Messages Communicated page

This section has three parts:

1) When completing this chart, begin by first identifying what types of messages the individual is able to communicate and how the message is expressed, e.g. signs, speech, pointing, etc..

2) Then determine if the uses any aversive behaviors or if individual's methods of communication ever draw negative attention. For example, if she tries to gain attention or communicates refusal by throwing items or requests items by taking them from others. Rate how often this type of method is used to communicate that message. If throwing is the only method used to indicate refusal, check (Ã), every time . However, if sometimes she throws and sometimes, she just shakes her head no , then check (Ã), sometimes .

3 ) Then indicate whether the individual is only understood by very familiar people, such as her primary caretaker, less familiar people such as most staff at her home/work or whether this message can be understood by unfamiliar people as well. For example, her YES/NO responses might be easily understood by the unfamiliar general public, yet when she touches her throat, only her very familiar staff know that she wants a drink.

Symbols the Person Uses page

Keep in mind that this is not an evaluation. Do not test the person to find out what symbols they can identify. There are three questions to this section:

1) Use the first column to check off which kinds of symbols are currently used with the person. If the individual has a communication aid, note what kinds of symbols are on it. Are they just pictures of objects or are their symbols for actions and more abstract concepts?

2) Ask how many symbols the person knows.

3) Then ask how many he actually uses.

If the individual does not have a communication aid, see if there any choice boards or pictures in the environment. Does the person know these symbols? Does he use any of them?

Does the person use objects to make requests or provide information? For example, he may choose the cookie vs. the cracker when given a choice.(then check (Ã) objects for things in the top section) Another individual may hand you her special Olympics medal to tell you about the event. (then check (Ã) objects for actions in the second section)

Communicative Competence(last page)

Where you are asked to rate the person's ability to be understood, begin by first asking where and who the person currently communicates with. Add any names or places which are not listed. Then ask the caretaker to rate the person's ability to be understood in each situation and for each person she communicates with. Assign a number to each situation and person.

Please call with any questions.

Pat Politano, (312) 413-1473,politano@uic.edu

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6Copyright 1998

It is unlawful to reproduce or distribute this document for profit.