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Communication and Symbolic Behavior Scales and Infant Social and Communication Behavior Scales
charity.rowland@gmail.com
3/16/2016 11:40 AM
The Communication and Symbolic Behavior Scales (CSBS), by Wetherby and Prizant (2003), is a widely used norm-referenced instrument appropriate for infants through preschoolers who are at risk for communication delays. It covers communication skills and early indicators of symbolic development. Seven clusters are included: communicative functions, gestural communicative means, vocal communicative means, verbal communicative means, reciprocity, social-affective signaling, and symbolic behavior. The CSBS DP is a shorter version used for screening purposes. Investigate these instruments further at:
http://www.brookespublishing.com/resource-center/s...
I attach a video showing an SLP administering the CSBS.
The Infant Social and Communication Behavior Scales (ISCBS; Cress, Olson, & Wetherby, in preparation) is a prototype communication assessment that is being nationally normed at, in preparation for publication. The ISCBS is a dynamic assessment of pre-intentional communication for children of all ages (it will be normed for infants 2-12 months) that accommodates sensory and motor impairments into the assessment tasks as well as scoring. Items are scored by modality-independent communicative intent (e.g. Shows wanting for an object) rather than by specific typical expected behavior (e.g. Reaches for an object). It is based on the Communication and Symbolic Behavior Scales and uses similar procedures and scoring. This instrument is still under development. When completed it will be available through the Paul H. Brookes Publishing Co.
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Statement A
My child doesn't seem to have real control over his body yet.
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?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
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.
Does this statement describe your child?
Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
Does this statement describe your child?
How to score your child
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
Mastered
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
Emerging
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Tips on Communication Devices
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