Topics
► Description
and H
► Use
of the Callier-Azusa Scales G
and Scoring
► Items
and Examples
Description of the Instruments
► The
G and H editions:
 How do they differ:
►Comprehensive
►Specialized
evaluation (G)
for evaluating communication skills (H)
Description II
 How are they the same?
►Target
population
►Procedures for obtaining assessment data
►Procedures for scoring
►Developmentally-based, but takes into account
sensory and physical impairments
►Examples
►Application in intervention planning
 Qualitative rather than quantitative
►Application in evaluating change
 Qualitative rather than quantitative
Procedures
Issues in evaluating skills addressed by:
Naturalistic settings
Familiar persons conduct assessment and/or
seeking multiple perspectives
Sufficient observation time to have confidence in
results
Scoring
►
Shift from emphasis on developmental levels to knowledge
and skill profiles
►
Works well for intervention planning and periodic outcome
measures
►
Avoids having to identify a base level
►
Helpful in preparing reports
►
But, less easy to summarize across students for evidence
of program effectiveness
Transferring Results to the Profile
Sheet
► Use
circle (O) to
indicate attained
step or item
bracket [ ] to
indicate emerging
step or item
REPRESENTATION
RECEPTIVE
1.
(1).
► Use
(2). A B
INTENTIONAL
RECIPROCITY
(1). A B C
1. A B* C D E F
(2). A B C
(3). A B C D*
2. [A] B* C
3. A B
4. A B
[3].
2. (A) B* C*
(D)
3. A* B* [C] D
[E] F*
4. A B C
5. A B C
4. A B
4. A B C* D E
Callier Azusa Scale
Representational and Symbolic
Development
2. (A) Anticipates routine events from whole body cues.
Example:
► Becomes excited, tense, or smiles when in a position
associated with a favorite game/activity.
► Begins rocking/ swinging when placed in a rocking chair or
swing
► Begins splashing or kicking when placed in bathtub/pool
3. (A) Recognizes a few familiar objects or the beginning of a few
familiar events.
Example:
► Smiles, vocalizes, moves body or becomes excited when given
a familiar toy, food, person
Cont.
3. (B) Responds to movements slightly different than the child’s
familiar movements, by participating in the movement with
the teacher/adult/peer, both are in physical contact.
Example:
► Child and teacher have frequently rocked together. Teacher
initiates a swaying movement with the child and the child
begins to sway with the teacher.
► Student and teacher have frequently rubbed hands under the
water, teacher makes a splashing motion and the student
begins to splash.
4. (A) Performs actions on objects. The focus of attention is on
what the object does rather than on child’s own bodily
sensations.
Cont.
Example:
► Kicks or hits object to watch it move
► Bangs taps object on table top to hear the sound rather than
for the tactile stimulation it produces.
4. (B) Participates with the teacher in a familiar movement,
including movements which have not been part of a routine
movement activity with the teacher. Teacher and student are
in physical contact.
Example:
► Teacher and student, in direct contact, carry tray, dispose of
garbage
Cont.
5. (C) Anticipates familiar activities when in the place where the
activity always occurs.
Example:
► Child goes directly to the trampoline when entering the gym
area
► Student shows distress when the expected activity does not
take place or takes too long for it to happen.
5 (D) Anticipates familiar activities when given a specific object
or signal associated with the activity.
Example:
Cont.
►
Begins swaying when teacher holds her palms out
6. (A) Anticipates familiar events from observation of
the activities which typically precede the event.
Example:
► Child goes to the play area when teacher takes out
toys
► Student goes to the back of the room when the peers
start lining up for lunch
► Student goes to the door when the teacher gives him
his backpack
Cont.
8. (C) Uses a few actions nor vocalizations for communicative
purposes or intentions, without training to do so.
Example:
► Uses a grasping motion to indicate a desire for objects which
are out-of reach
► Bangs on door to indicate “I want to go outside”
8. (D) Uses a variety of common objects in a manner which
indicates knowledge of their function, without training.
Example:
► Gets lunch from bag; wipes table with paper towel; empties
trash in garbage can
Receptive Communication
3.(A) Responds to interesting events produced by adult or others.
Example:
► Watches, turns toward, vocalizes, stops activity, moves body
3. (B) Distinguishes between movements and pauses in an activity.
Example:
► Teacher and student are engaged in a movement activity “rocking”;
when the teacher pauses, vocalizes, begins to rock, wave arms,
touches teacher, etc.
► Teacher and student are dancing together , jumping on the
trampoline together, running together, on the thread mill together,
when the teacher pauses, student vocalizes, starts the movement,
touches the teacher, or the equipment. etc.
Cont.
5. (A) Responds to a few frequently and routinely or consistently
used signals on student’s body or touch cues.
Example:
► Takes teacher’s hand when teacher touches child’s hand.
► Pulls up pants when teacher makes upward signal or
movement on child’s legs.
► Takes off hat when teacher taps student’s head.
6. (B) Follows simple and familiar “one step” requests to perform
specific actions, when performed by the teacher, peer, other.
Example:
► Teacher picks up her lunch tray, student picks up her own tray
► Peer removes her coat, student removes his coat
Cont.
9. (C) Understands a few words or signs for people, objects and
activities when these are present or when given in the context
of such activities.
Example:
► Peer signs “ball”, student goes to the shelf and gets the ball.
► When teacher signs “bathroom” in that context, student goes
to the bathroom.
10. (B) Differentiates between communications or
communicative intentions which are “requests for actions or
objects” and those which are simply to direct his attention.
Example:
► Teacher points to the toy on the shelf, child looks toward the
toy, rather than going to get that toy.
Cont.
►
When the teacher makes the sign for “ball”, “fork”, “napkin”
etc. the student looks at the objects rather than going to get
those objects.
11. (B) Understands words, signs, or gestures which were
generally understood in specific contexts, these are now
understood outside of those contexts.
Example:
► Student who originally understood “wash” to mean wash
hands, understands “wash” to mean wash hands, wash
clothes, wash face, “wash dishes” etc.
► Student who originally understood “more” to mean “more
food”, understands “more” to mean “more music”, “more
running” etc.
Development of Intentional
Communication
1. (A) Has behaviors which serve to elicit contact from others.
Example:
►
Crying, waving arms, tensing body
1. (B) Has behaviors which serve to keep others in close
proximity.
Example:
►
Grasping, clinging, touching
1. (C) Has behaviors which serve to terminate contact.
Example:
►
Crying, squirming, back arching
Cont.
2. (A) Gains and maintains adult’s attention by smiling/vocalizing
when adults approaches or upon hearing or sensing the adult
near him.
2. (C) Has behaviors which serve to initiate communicative
exchanges with others.
Example:
► Teacher observes the child waving arm, she takes this as a cue
to shake, move or wave his arm.
4. (A) Signals to continue an ongoing interaction in a few
situations. The purpose is to sustain an interaction with
another person. The child uses the same signal during pauses
in a specific interactive activity.
Cont.
Example:
► In a swaying movement, sways to continue the swaying with
the teacher
► In a dancing movement, touches adult’s hand to continue the
dancing.
6. (A) seeks out and initiates contact with others for the purpose
of interacting, not just to seek stimulation or to obtain
something.
Example:
► Spontaneously goes to the teacher to start an activity he
enjoys doing with the teacher.
Cont.
8. (A) Spontaneously creates a few gestures which are derived
from the child’s actions with persons or objects, but which are
used only for communicative purposes.
Example:
► Student moves body in a dancing motion to get the teacher to
dance.
9. (H) Spontaneously uses conventional gestures/commonly
used gestures, acquired through observation of others in
familiar activities.
Example:
► Claps hands to indicate “praise”
► Gives thumbs-up to indicate “well done”
Reciprocity
3. (A) May attend to objects displayed by an adult.
Example:
► Watches and/or listens as adult shakes, holds, or waves
object in front of child.
5. (A) Begins to participate in “turn taking” activities.
Example:
► Teacher/peer throws the ball, student throws the ball back to
the teacher
(G) Accepts a change of topic initiated by the adult.
Example:
► Teacher stops “pad-a-cake” and begins a new game, child
readily joins in the new game
► Teacher stops riding the stationary bike, begins on the thread
mill, student joins in the new activity
Cont.
6. (E) Student sustains communicative exchanges by repeatedly
performing actions which gained teacher’s attention.
Example:
► Child makes “funny” noises, adult laughs and affirms, child makes the
“funny” noises again.
► Student places book on his head, peers laugh, student repeats the
action.
8. Orients physically toward partner during pauses in communicative
exchanges.
Example:
► Teacher/peer are playing a movement game together, they pause,
student looks/signals to resume the game.
Cont.
9. (H) Uses gestures and words (manual signs) and word to initiate,
sustain and terminate routine communicative exchanges.
Example:
► Uses “catch” sign to initiate and sustain “ball” game.
► Uses “jumping” to initiate and sustain “jumping” on the trampoline or
mat.
10. (B) Uses gestures and words (manual signs) to initiate, sustain and
terminate novel communicative exchanges on a wide variety of
topics.
Example:
► Uses sign “my turn, your turn” to initiate and sustain a game such as
“catch”.