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 )