Describe important, frequently occurring activities that provide embedded opportunities for the student to develop and use priority skills. Include when, where, and with whom they take place.

Hello time in classrooms, break time, meal times, times with speech and language therapist, group activities


Identify existing barriers that make the performance of the skills or participation in these activities difficult or impossible for the student.

Difficulty with speech sounds, e-Tran and signing not understood by peers


Identify assistive technology tools to be used (or tried) to remove barriers to performance and enhance the student’s ability to develop targeted skills within the activities. Provide viable options for performance.

Eyegaze AAC or switch access AAC; vocabulary to meet daily needs and off support for expansion


Determine additional strategies, accommodations, or modifications which will be used to encourage the student’s participation in the activity to be more active and powerful.

Modelling will be used in class to help Stefan learn his AAC, his peers will be encouraged to model, family will be trained on using the AAC device, Stefan will receive support from Speech & Language Therapist


Determine when and how tools and strategies will be used within the activity. Under what conditions? When what happens?

The AAC device will be with Stefan at all times in class and at home.


Describe cues to be used to support student learning and success. Include strategies for fading cues.

Primarily modelling will be used but also some explicit instruction from the teacher, speech therapist and family. Also symbols will be used in the classroom to label objects and activities.


Describe the major area(s) of expected change (Communication, participation, productivity) and ways in which change is expected to occur. (independence, rate, accuracy, quantity, frequency, spontaneity, duration, etc.)

Stefan’s expressive communication is expected to increase and this will have a positive impact on the relationships he forms with his peers. It his hoped his independence in school and at home will also increase. His language development will also increase given new vocabulary and motivation to communicate.


Describe what successful participation in this activity or use of this skill “looks like” for this student in an observable, measurable way. What is the minimum performance criterion for success?

Each day we shall see if Stefan is using the device to spontaneously generate utterances, to initiate conversations, to refuse when he doesn’t want something.


What factors might undermine reaching success? How will they be captured in the data?

Staff involvement is key – without adequate modelling and support Stefan is unlikely to lean to use the symbol system. All modelling in school will be recorded.


Determine what, when how, and by whom data will be collected and analyzed for evidence of change? What will it take to convince you and others that the student is making progress?

The Speech and Language Therapist will collect the data on the above that is gathered by Stefan’s 1:1 classroom assistants.


Under what conditions will this plan be modified if data indicates a need for modification? How and by whom will these decisions be made? If change in the plan is indicated, is it in the tool(s), strategies, cues, skills, tasks, or other dimension?

It is understood that it may take a long time for Stefan to get used to using the communication aid. Iniitally changes in the plan would occur only if there are technical problems with the equipment or if the classroom support refuse to use it.


Determine action steps. What will be done by whom? By when? Evidence?

Speech & Language Therapist will provide a device for trial.

Last modified: Monday, 26 August 2019, 7:24 PM