Determining the level of functioning is the first line of business. Assessments and checklists are completed by members of the team. Once the results are in and agreed upon, communication objectives are written. Input from the speech and language pathologist is essential to ensure appropriate objectives are written.
The objective is measurable: A percentage is assigned to each objective such as: "The student will demonstrate appropriate greetings and farewells 75 percent of the time." Through discrete trial teaching, which uses repetition and maximizes learning, objectives are observed and tallied throughout the day (see Reference 1).
Nonverbal objectives are written for students who are in need of extensive interventions due to being nonverbal. The student could be autistic, or intellectually disabled. Objectives could include demonstrated turn-taking, two-picture or object choice-making or an accurate yes/no.
Verbal objectives are for students who are using language but have communication impairments as in a higher functioning autism, or Asperger's Syndrome. Other students may have delays in processing and difficulties with sounds. Objectives could include greetings, answering questions, initiating conversations, expressing politeness or improving articulation of specific sounds.