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Communication Inventory for Emergent Language Learners

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Determining appropriate instructional goals to increase social communication is one of the most important aspects of an educational program for a student with autism. Using existing data and prior knowledge of the student, the Communication Inventory for Emergent Language Learners helps educators to quickly identify priority areas for expansion of communication skills so instruction may begin immediately. 

Intended Use

The Inventory is designed for students who are beginning or emergent communicators. This can include students who are non-speaking, use some spoken language, have limited proficiency with AAC, or are developing early communication skills.

Because it does not require the collection of new data, the Inventory can be completed informally at any time. It is not a replacement for formal evaluations or used to determine eligibility for services. Instead, it organizes what the team already knows to guide communication instruction throughout the student’s educational career.

Skills Addressed

The Inventory focuses on functional communication skills, starting with basic abilities and progressing to more complex ones. It includes receptive and expressive language skills, which support self-determination and independence across settings. The Inventory is based on resources by Kleiman (2003), Mattes (2006), and Rowland (2011).

Completion and Use

The student’s IEP team should complete the Inventory. A team approach ensures accuracy and input from those who work with the student in different settings. At least one team member must understand the purpose and functions of communication.

The Inventory contains two sections which address a variety of social communication skills, including the manner and context in which a student communicates for various purposes. To obtain a comprehensive profile of the student’s communication abilities, both sections of the Inventory should be completed. The IEP team should consider the student’s skills across environments—classroom, home, and community—using observations and existing data. If additional information is needed to develop communication-focused IEP goals, formal or informal assessments may be needed, including curriculum-based assessments, interviews, and/or data collection. Remember, gathering new data to determine IEP goals is an evaluation and requires parent/guardian consent.

Using Inventory Results

After completing and reviewing the Inventory, the IEP team should evaluate whether sufficient information is available to begin instruction. 

If gaps are identified:

• Clarify which skill areas or domains require additional data.
• Determine whether formal assessment is necessary; if so, obtain parent/guardian consent.
• Assign appropriate team members to conduct the assessment.
• Schedule a follow-up meeting to review the results and make informed decisions about instructional planning.

If Inventory data is sufficient:

• Select appropriate instructional strategies and draft communication goals.
• Identify needed resources and where to access them.
• Consider reinforcers or potential reinforcers to support skill acquisition.

Selecting Communication Skills for Instruction

Because the skills listed in the Inventory generally progress from foundational to more complex, priority should be given to any skills the student does not demonstrate consistently, particularly those that appear earlier in the Inventory. 

Use the following questions to identify which communication skills to target:

• Which foundational skills are not yet used consistently or independently?
• Is the skill used ineffectively or only understood by a few people?
• Does the student use interfering behaviors instead of the skill?
• Is the skill not demonstrated in any modality?
• Would improving the skill increase independence and meaningful participation?

Consider Communication Modalities:
Is the student’s current communication method sufficient to demonstrate all of the targeted skills across contexts? If not, the IEP team should explore additional or alternative communication supports. Refer to the Virginia Assistive Technology, Tools, and Strategies (VATTS) Resources to guide the team through the consideration and documentation process.

References:

• Kleiman, L. I. (2003). The Functional Communication Profile – Revised: Assessing Communication Effectiveness in Clients with Developmental Delays, LinguiSystems, Inc.: East Moline, IL.
• Mattes, L. J. (2006). Functional Language Assessment and Intervention Sourcebook, Academic Communication Associates: Oceanside, CA. 
• Rowland, C. (2011). Communication Matrix. September 23, 2025, from www.communicationmatrix.org.

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