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3/1/2016 8:33 AM
HomeTalk, a Family Assessment of Children who are Deafblind was developed by myself and Philip Schweigert with the help of following team of parents and professionals: John Harris, Nancy Hartshorne, Tracy Jess, the late Dr. Harvey Mar, Dr. Nancy Sall, Shaunie Schmoll, Linda Unruh, Nancy Vernon, and Tandy Wolf. Its purpose is to help families participate in the planning of their child’s educational program. Family members and other care providers have the best opportunities to make observations of a child at home and in the community. They know their child’s skills better than anyone, and they need a way to describe those skills in a language that professionals will respect. HomeTalk can provide a broad picture of a child’s skills, special interests, and personality. HomeTalk was developed by a group of parents and professionals who know the importance of collaboration. HomeTalk may be used to:
• help develop an Individualized Educational Plan (IEP)
• review a child’s progress and needs at a school meeting
• introduce a child to new staff members
• summarize important information about a child.
Download HomeTalk without cost at this link:
https://www.designtolearn.com/uploaded/pdf/HomeTal...
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This is a great tool. Several families have used this when their child transitions from early intervention to pre-
school.
Lisa - 3/20/2016
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Lisa - 3/20/2016
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BTW, HomeTalk is also available in Spanish at:
https://designtolearn.com/uploaded/pdf/HomeTalkSP.pdf
charity.rowland@gmail.com - 3/2/2016
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I love this, and have already shared it with teachers and SLPs who work with me. I especially like the inclusion of interests and talents, seeing these areas as the foundation for vocabulary and topics. This seems to be the area most often neglected in communication programming. Thanks for sharing it.
Linda Hagood - 3/2/2016
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The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
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He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
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Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
– Does this independently most of the time when the opportunity arises
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– Does this inconsistently
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Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
