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The handout highlights assessment challenges, limits on measuring progress by frequency, and the need for flexible, context-appropriate goals that prioritize appropriateness over quantity and avoid early demands for correctness.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/isaac-barcelona-july-2010-writing-iep-goals-for-emergent-communicators/410384/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/isaac-barcelona-july-2010-writing-iep-goals-for-emergent-communicators/410384.png","ImageObject",300,407,{"name":42,"@type":43},"Lucas Martin","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the handout stress communicative autonomy in IEP goals?","Question",{"text":63,"@type":64},"It argues that the goal should enable the individual to say what they want to say, when they want to say it, supporting meaningful communication rather than adult-directed performance.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What are the two paths to aided language use described in the handout?",{"text":68,"@type":64},"One path is based on comprehension of speech, similar to second-language learning; 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Based on the comprehension of speech.  \n(Similar to second language learning)  \n2. Very limited or no comprehension of spoken language and acquire a communication system without reference to speech.  \n-Independent creation of a meaning system with AAC language forms .  \n(similar to first language learning)  \nLinda J. Burkhart, [linda@Lburkhart.com](linda@Lburkhart.com)  \n[www.Lburkhart.com & Gayle](www.Lburkhart.com & Gayle) Porter,  \n[gayle.porter@cpec.com.au](gayle.porter@cpec.com.au) 1  \nISAAC Barcelona July, 2010  \nSome Children Need Years of Input Before Developing Expressive Language  \nEspecially if they are Not Processing Spoken Language  \n| Beginning Communicators talk on their own topic first |  |\n| --- | --- |\n| | |\n\nSignificant Sensory-Motor Challenges  \n• Difficulty learning clear consistent movements for communication  \n• Difficulty processing sensory input  \n• Difficulty performing movements to participate in assessments  \n• May take years to be clear to everybody  \nEmergent Expressive Language  \n• Emerges from child’s intent  \n• Child’s agenda  \n• Early attempts are responded to as meaningful and shaped over time within meaningful contexts  \n•Requiring too much‘correctness’early in the language learning process, can derail the developmental process, by undermining the child’s confidence asa learner  \nLinda J. Burkhart, [linda@Lburkhart.com](linda@Lburkhart.com)  \n[www.Lburkhart.com & Gayle](www.Lburkhart.com & Gayle) Porter,  \n[gayle.porter@cpec.com.au](gayle.porter@cpec.com.au) 2  \nISAAC Barcelona July, 2010  \nMany communication turns are non-obligatory  \nProblems with Learning Language in Educational Settings  \n• Mismatch between need for data and the needs of the child  \n• Typical classroom interaction patterns are set up for children who already have language skills  \n• Mostly one way-teacher instructing, kids responding  \n• Not suited to following the child’s lead  \nProblem:  \n•How do you measure progress during the initial receptive language learning?  \n•How do you measure beginning expression in natural contexts?  \nLinda J. Burkhart, [linda@Lburkhart.com](linda@Lburkhart.com)[ ](linda@Lburkhart.com)[www.Lburkhart.com & Gayle](www.Lburkhart.com & Gayle) Porter, [gayle.porter@cpec.com.au](gayle.porter@cpec.com.au)  \nEducation is becoming more and more focused on measurable outcomes  \n• This is a positive direction:  \n• Holding teachers and therapists more accountable  \n• Drive to focus on learning instead of just care  \n• Looking at curriculum and literacy  \n• Increasing Expectations  \nWhen answering questions becomes the focus of language instruction and testing:  \n• Then the natural process of language learning through interaction is disrupted  \n• The child then begins to assume a more passive role and put her efforts into‘pleasing’the adult , instead of expressing her own ideas  \nIn Research and Clinical Practice: Pragmatic Use of C","cbCais6g4d6x0Tfl","https://ap.wps.com/l/cbCais6g4d6x0Tfl","pdf",7048377,11,"English","# Writing IEP Goals for Emergent Communicators\n## Communicative autonomy and receptive input first\n## Two paths to aided language use\n## Challenges in educational settings and measurement\n## Appropriateness vs. quantity in pragmatic communication\n## Designing flexible communication goals and objectives","[{\"question\":\"Why does the handout stress communicative autonomy in IEP goals?\",\"answer\":\"It argues that the goal should enable the individual to say what they want to say, when they want to say it, supporting meaningful communication rather than adult-directed performance.\"},{\"question\":\"What are the two paths to aided language use described in the handout?\",\"answer\":\"One path is based on comprehension of speech, similar to second-language learning; the other involves very limited or no comprehension of spoken language, allowing acquisition of a communication system without reference to speech.\"},{\"question\":\"How should pragmatic communication be measured according to the handout?\",\"answer\":\"Pragmatic use is measured by appropriateness in specific contexts, not by quantity, because appropriateness depends on interaction with communication partners.\"}]","ISAAC Barcelona July, 2010 - Writing IEP Goals for Emergent Communicators | PDF",1790585140,28]