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I have worked with many students who are intermediate communicators. One student that comes to mind, who is experienced with his system he uses it to communicate with his same aged peers and close relatives when asked to. He had the literacy skills to support his thoughts. However, this student did not want to use it voluntarily. 

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I have worked with many students who are intermediate communicators. One student that comes to mind, who is experienced with his system he uses it to communicate with his same aged peers and close relatives when asked to. He had the literacy skills to support his thoughts. However, this student did not want to use it voluntarily. 

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She is learning to participate in activities
and just beginning to associate symbols with language and effects
Learning to activate a button
primarily communicates with facial expressions, vocalizations and actions

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formulates sentences using preestablished icons/words on different pages of his device

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uses AAC device to request breaks, ask for common items (water, food).

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In-between entry and intermediate. Has used device for years, and is able to independently use device with visual symbols and predictive text, but needs more work with some spelling and constructing sentences independently. Isn’t very confident with device, still prefers to communicate with vocalizations, facial expression, gestures, etc.

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Using symbols to make requests.
Nonverbal communication - gesturing, vocalizing, pointing
Using pics to increase comprehension.

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pointing to communicate but only to get needs met
little relationship between visual symbol and concepts (Mr. potato head pieces paired with pictures of pieces)
seldom vocalizes with intent
vocalizes/cries when frustrated
pulls away from others to end an activity

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My student has P2G with Gateway. He has been working on conversational interactions, responding appropriately with comments ("that's funny!" for example), answering WH-questions, repairing conversation breakdowns, and still on expanding vocabulary and novel utterance generation.

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Nonverbal student with ASD uses PECS to exchange a "I want __" sentence strip for items, but does not yet discriminate between symbols to make choices. 

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Nonverbal student with ASD uses PECS to exchange a "I want __" sentence strip for items, but does not yet discriminate between symbols to make choices. 

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Does not yet understand relationship between icons & meaning
Follows directions with routines & activities

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14, MD, Navigating pages independently, some categorization skills, interact with aided system

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14, MD, Navigating pages independently, some categorization skills, interact with aided system

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9 year old using an ipad to communicate with 2 picture choices

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9 year old using an ipad to communicate with 2 picture choices

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discriminating between symbols, uses symbols to make requests, and answer basic questions, vocalizes, head nods,

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My student is intermediate they can effectively transition to other topics of communication and associate symbols to basic topics.

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Making choices, discriminating between symbols, using one word at a time, not yet navigating pages

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direct selection
context specific
scripts
one button/icon to mean a message
not yet at the open/maintain/close stage.
Used a PODD and a mobile system on his walker that was context specific for lunch routines and social interactions.

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-accessing larger vocabulary sets
- working on navigating skills
-  students is using 1-2words
-  working on expanding past requesting
- Bridging toward intermediate

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Using Pecs
Has a visual schedule
Using scripts

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The student grunts, produces some oral approximations of words, and gestures. She has a $10k device that she rarely uses. Her private insurance paid for it four years ago and the company trained the speech/language pathologist, but the device was not an appropriate device.

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-Uses symbols to make requests
-Utilizes a visual schedule for independence
-Uses pictures to demonstrate comprehension

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starting to follow directions with routine and familiar activities, non-verbal, uses face expressions, gestures and body language. Developing ability to associate symbols with language concepts.