Modified Communicative Temptations – Children

(Iacono, Carter, & Hook, 1998) 

What does it assess?

• Communicative acts and early intentional communication skills. 

Who is it suitable for?

• Children with multiple disabilities who are unable to engage in communicative temptations as originally designed.
• Most appropriate for children who are transitioning from pre-intentional to intentional communication. 

Who is it not suitable for?

• Children with established symbolic ability. 

How is it administered?

• The child is engaged in each activity, which is then interrupted to provide an opportunity for the child to respond.
• The child’s response is recorded and then coded. Video-recording is strongly recommended to assist with accurate coding. 

How is it scored/ interpreted?

• Child responses are coded according to whether they meet criteria for an intentional communicative act, their modalities and functions.
• The codes are then used to develop a profile indicating the child’s forms and functions.
• Particular attention is paid to the use of idiosyncratic behaviours or indicators of intentionality that may not meet usual criteria for intentional communication. 

What is its availability?

• The score sheet can be copied from the kit as it is an informal measure.
• Costs are for the collection of materials, that can be purchased from toy and general stores. 

How does it contribute to a communication assessment for someone with behaviours of concern?

• The assessment will provide an indication of whether or not the child uses behaviours as intentional communication, and their profile of forms (modalities of behaviours and whether they are symbolic) and functions.
• The information contributes to a functional assessment of the child’s challenging behaviours.
• It provides an indication of whether new forms can be taught for functions served by problem behaviours, and the representational level and modality that are most suitable for the child’s profile.
• Should be done in conjunction with a functional behaviour assessment. 

References

Iacono, T., Carter, M., & Hook, J. (1998). Identification of intentional communication in students with severe and multiple disabilities. Augmentative and Alternative Communication, 14, 102-114.