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Early Communication - Instructional process
ODB Early Communication - Communication Overview - Instructional Process Banner ODB Project Home

Process for Teaching Communication

Understanding communication and your role as a communication partner is the first step in the communication process. The next five steps consist of a cycle of assessment, setting functional goals and objectives, developing appropriate activities, monitoring the child's progress and making program changes as needed.

Instructional Process for Teaching Communication
  1. Assessment identifies the child's strengths and skill deficits that interfere with communication.

  2. Functional outcomes or goals reflect the child's daily communication needs based on the assessment.

  3. Communication activities or interventions are developed from the IEP goals and outcomes to meet child needs.

  4. Progress monitoring data is used to determine the interventions' effectiveness.

  5. Program changes are made based on the results of continuous monitoring of progress.

The rest of the tutorial will cover these five steps in detail.

ODB Home | Communication Home | 1. Communication Overview | 2. Assessment
3. Setting Goals | 4. Developing Activities | 5. Monitoring Progress | 6. Updating Program

Western Oregon University | The Research Institute | The Oregon Deafblind Project

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The Oregon Deafblind Project is funded through grant award # H326T130008, OSEP CFDA 84.326T, U.S. Department of Education, Office of Special Education (OSEP), OSEP Project Officer: Susan Weigert.

However, the contents of this site does not necessarily represent the policy of the US Department of Education, and no assumption of endorsement by the Federal government should be made.

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