SLP Report Template - The Early Functional Communication Profile

To use in your report, highlight text first then:

COPY

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MAC: Command + C

PASTE with no Formatting

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MAC: Shift + Option + Command + V

PASTE with Formatting

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MAC: Command + V
**Use for templates with tables**

The Early Functional Communication Profile

The Early Functional Communication Profile-Revised (FCP-R) was administered to evaluate XXX’s pre-verbal communication skills and develop a profile of his/her strengths and weaknesses in the area of early language skills. The assessment allows the speech-language pathologist to evaluate cognitive prerequisite skills needed to build language including joint attention, social interaction and communicative intent. Joint attention includes receptive skills such as recognizing and responding to another’s speech or action. Expressive bids for joint attention include reaching, pointing or looking towards an object. Communicative intent refers to the purpose of a communication behavior and includes requesting and protesting. Social interaction refers to communication needed for engaging with another person and includes turn-taking and responding to greetings. XXX demonstrated strengths and difficulties and emerging skills in the areas of Joint Attention, Social Interaction and Communicative Intent.

Joint Attention-Requesting Objects: XXX was able to . He/She demonstrated difficulties

Joint Attention-Receptive Language: XXX was able to XXX. He/She demonstrated difficulties

Social Interaction-Turn-Taking: XXX was able to . He/She demonstrated difficulties

Social Interaction-Responding to Greetings: XXX was able to . He/She demonstrated difficulties

Communicative Intent-Requesting Continuation of Actions: XXX was able to . He/She demonstrated difficulties

Communicative Intent-Requesting Assistance: XXX was able to . He/She demonstrated difficulties

Communicative Intent-Protesting: XXX was able to . He/She demonstrated difficulties

Copy/Paste Skills from the chart below into the strengths/weaknesses.

Be sure that subject/verb agreement and grammar is corrected when you copy/paste the information. (For example: XXX was able to look at desired object. He/She had difficulty looking at desired object.) You can add more detail depending on the results of your evaluation:

Skill Evaluated	Skill to Copy/Paste for Strengths/Weaknesses
Joint Attention- Requesting Objects	looks at a desired object pushes an adult’s hand toward a desired object reaches towards a desired object points to a desired object points to a desired object and make eye contact with another requests a desired object with a word
Joint Attention- Receptive Language	looks at an object when shaken looks at an object when pointed to looks at an object when verbally directed “look” answers yes (verbally, head nod) when presented a desired object answers no (verbally, head nod) when presented a non-desired object answers yes/no when asked “Do you want…?”
Social Interaction-Turn-Taking	tolerates another while playing with a desired object tolerates brief turn taking with a desired object participates in nonverbal exchange of desired object verbally requests a turn for desired object (“my turn”) verbally indicates another’s turn (“your turn”)
Social Interaction-Responding to Greetings	responds to high-fives responds to waving without eye contact responds to waving with eye contact verbally responds to greeting
Communicative Intent-Requesting Continuation of Actions	stays in designated area with another performing a desired action makes eye contact with another performing a desired action approaches another performing a desired action without eye contact approaches another performing a desired action with eye contact physically manipulates another uses a gesture to request action uses a word to request action
Communicative Intent- Requesting Assistance	attempts to remove barrier puts another’s hand on an object hands object to another to request help makes eye contact while handing an object to another verbally requests help
Communicative Intent- Protesting	reacts when presented with non-preferred item (describe action-scream, push item away, turns head away, walks away, etc) shakes head “no” when presented with non-preferred item verbally says “no”

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