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Make and Take:Make and Take:Communication BoardsCommunication Boards
UM-NSU-CARDUM-NSU-CARDDr. Robin ParkerDr. Robin Parkerparkerr@nova.eduparkerr@nova.eduDecember 1, 2006December 1, 2006
FocusFocus TerminologyTerminology Basic Decision Making IssuesBasic Decision Making Issues Purposes of Communication SystemsPurposes of Communication Systems Selecting and Organizing Selecting and Organizing VocabularyVocabulary
Promoting Use of the Promoting Use of the Communication SystemCommunication System
ResourcesResources
TerminologyTerminology AAC-Augmentative and Alternative AAC-Augmentative and Alternative CommunicationCommunication
PCS-Picture Communication Symbols PCS-Picture Communication Symbols (different from PECS-Picture (different from PECS-Picture Exchange Communication System)Exchange Communication System)
VOCA-Voice Output Communication VOCA-Voice Output Communication Aide Aide
Symbol Set-type of symbols to use Symbol Set-type of symbols to use for communication systemfor communication system
Decision MakingDecision Making Decide symbol setDecide symbol set
Picture SymbolsPicture Symbols Type-Mayer Johnson-PCS, real photos, Type-Mayer Johnson-PCS, real photos, dynasymsdynasyms
WordsWords BothBoth
Decision Making Decision Making Continued…Continued…
Identify the purpose for the displayIdentify the purpose for the display General expressive communication and languageGeneral expressive communication and language
Sharing thoughts, making requests, getting help, telling Sharing thoughts, making requests, getting help, telling about past or future events, asking questions, social about past or future events, asking questions, social communication, answering questionscommunication, answering questions
To actively participate in classroom activities or To actively participate in classroom activities or group routinegroup routine
Reciting the Pledge, Calling attendance, Giving the Reciting the Pledge, Calling attendance, Giving the daily news, giving an oral book report, doing show and daily news, giving an oral book report, doing show and tell etc.tell etc.
For receptive language and organizationFor receptive language and organization To follow instructions, to be more independent, to To follow instructions, to be more independent, to understand sequence of events etc.understand sequence of events etc.
For organization and navigation within the For organization and navigation within the communication aide or devicecommunication aide or device
A main page that allows exploration in an organized A main page that allows exploration in an organized fashion to other ‘pages’fashion to other ‘pages’
Decision Making Decision Making Continued…Continued…
How will the child use the How will the child use the communication system?communication system? To create new sentences by combining To create new sentences by combining words /pictures/or letterswords /pictures/or letters
To communicate an entire thoughtTo communicate an entire thought Look in my backpack, That’s not what I Look in my backpack, That’s not what I meantmeant
Communicate a predictable sequenceCommunicate a predictable sequence Words to a song, lines from a bookWords to a song, lines from a book
For General Expressive For General Expressive Communication: For this Communication: For this
Make and TakeMake and Take Consider Activity Based PagesConsider Activity Based Pages Keep Commonly used vocabulary on the same Keep Commonly used vocabulary on the same place on each page (more, thank you, finished)place on each page (more, thank you, finished)
Organize vocabulary to teach sentence building Organize vocabulary to teach sentence building Left to right Left to right Think sentence subject-object-action (Johnny more, Think sentence subject-object-action (Johnny more, Give juice, See plane, need marker, we go park)Give juice, See plane, need marker, we go park)
Add in other word classes such as descriptors, Add in other word classes such as descriptors, conjunctions, prepositions, questions words, and conjunctions, prepositions, questions words, and social conventions as appropriatesocial conventions as appropriate
Common DisplayCommon DisplayAgents/Agents/SubjectSubjectss
ActionActions/s/VerbsVerbs
DescriptoDescriptors/rs/AdjectiveAdjectives/s/Adverbs/Adverbs/ModifiersModifiers
Function Function Words/Words/PrepositPrepositionsions
ObjecObjects/ts/NounsNouns
Social Social CommentCommentss
I, you, I, you, Mom, Mom, Grandma, Grandma, friendfriend
Want, Want, like, like, need, need, have, have, will, will, cancan
Blue, red, Blue, red, big, big, heavy, heavy, pretty, pretty, cold, cold, fast, coolfast, cool
In, out, In, out, off, off, under, on, under, on, outsideoutside
Tree, Tree, candy, candy, cookiecookies, s, pencilpencil, car, car
Please, Please, thank thank you, you, sorry, sorry, excuse excuse meme
Anne, Anne, Mrs. SMrs. SGrocerGrocer
Go, Go, help, help, pour, pour, ask,ask,Tell, Tell, cry, cry, write, write, cutcut
Good, Good, some, few, some, few, more, more, done, done, finishedfinished
The, an, The, an, yesyes
Hi, bye, Hi, bye, finishedfinished
Other considerationsOther considerations May sentence build for strong May sentence build for strong communication functionscommunication functions
May use one symbol to convey May use one symbol to convey message in absent or limited message in absent or limited communication functioncommunication function
Consider that requests may be Consider that requests may be very strong while comments may be very strong while comments may be more limitedmore limited
Consider Color-CodingConsider Color-Coding More than looking goodMore than looking good Have a purposeHave a purpose
To distinguish between word classesTo distinguish between word classes To have new communication functions To have new communication functions stand outstand out
Be as consistent as possible Be as consistent as possible with color coding between with color coding between displaysdisplays
Some ExamplesSome Examples
Images courtesy of:
www.dynavox.askinazy.com
Courtesy: TLC, Courtesy: TLC, Mary Ann LoweMary Ann Lowe
Courtesy of:
Kim Berwa, 2003
Kami
Sharing InformationSharing Information
Alisyn Clayman, NSU, 2002
NSU, Autism Spectrum Disorder Class, 2002
Organization for Group Organization for Group DisplaysDisplays
Make display easy to useMake display easy to use There is often time pressureThere is often time pressure
Promoting Use of AAC Promoting Use of AAC StrategiesStrategies
Use Aided Language Stimulation TechniquesUse Aided Language Stimulation Techniques Limit questionsLimit questions Increase Pause TimeIncrease Pause Time Use Communication Temptations and Use Communication Temptations and
Sabotage StrategiesSabotage Strategies Provide Non-Verbal CueingProvide Non-Verbal Cueing Provide Appropriate Verbal FeedbackProvide Appropriate Verbal Feedback Expect To Provide A Lot of PracticeExpect To Provide A Lot of Practice Think of AAC Strategies as Prolonged Think of AAC Strategies as Prolonged
Visual Representation of LanguageVisual Representation of Language Use your team to work together to make Use your team to work together to make
this work for the childthis work for the child Have Fun!!Have Fun!!
Getting Started..Getting Started.. Do not worry about perfectionDo not worry about perfection Think about what you want the Think about what you want the child to say/communicatechild to say/communicate
Use the communication display to Use the communication display to talk about the activity or event talk about the activity or event before, during, and after .before, during, and after .
Let’s Start Creating…Let’s Start Creating…
Websites…Just a few….Websites…Just a few…. Do2LearnDo2Learn
Do2learn.comDo2learn.com Mayer-JohnsonMayer-Johnson
www.mayer-johnson.comwww.mayer-johnson.com Mayer-JohnsonMayer-Johnson
www.mayer-johnson.comwww.mayer-johnson.com New 2 YouNew 2 You
www.news-2-you.comwww.news-2-you.com Social StoriesSocial Stories
www.thegraycenter.orgwww.thegraycenter.org Use Visual StrategiesUse Visual Strategies
www.usevisualstrategies.comwww.usevisualstrategies.com Speaking of Speech Speaking of Speech
www.speakingofspeech.comwww.speakingofspeech.com