3.5.8 – Receptive Communication

7.Receptive Language (check the best description) 

• Independently follows 1–2 step directions presented through words (e.g., words may be spoken, signed, printed, or any combination) and does NOT need additional cues. 
• Requires additional cues (e.g., gestures, pictures, objects, or demonstrations/models) to follow 1–2 step directions. 
• Alerts to sensory input from another person (auditory, visual, touch, movement) BUT requires actual physical assistance to follow simple directions. 
• Uncertain response to sensory stimuli (e.g., sound/voice, sight/gesture, touch, movement, smell). 

(The second part of communication is receptive language understanding.  There are four options of response for this indicator.  

The student can follow 1-2 step directions and does not need additional cues.  

The student does need additional cues in the form of gestures, pictures, demonstrations etc.   

The third level is alerts to sensory input from another person but requires physical assistance or  

Uncertain response to sensory stimuli…   

The top two – following directions and requiring supports are most often identified.  In a 1% population, there appears to be a balance between the top two follows directions and requiring supports.  A high % of independent direction followers may indicate over identification of students with mild intellectual disabilities.  

While the lowest level – uncertain responses is a low percentage – it is absolutely essential to seek intervention for those students and identify AAC options.   

Receptive communication skills also are evident in students with the most significant cognitive disabilities who participate in the alternate assessment. Less than 3% of these students do not have an evident response to stimuli in their environment, and another 9% show an alert response to stimuli but do not follow simple directions unless they are given physical assistance. Approximately 40% of students with the most significant cognitive disabilities who participate in the alternate assessment are able to follow one- to two-step directions when provided supporting cues such as pictures or objects; another 48% are able to follow one- to two-step directions presented through words without additional cues )