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.
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.
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).
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:
If Inventory data is sufficient:
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:
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.