1. Make and Take: Communication Boards UM-NSU-CARD Dr. Robin Parker parkerr@nova.edu December 1, 2006

2. Focus Terminology Terminology Basic Decision Making Issues Basic Decision Making Issues Purposes of Communication Systems Purposes of Communication Systems Selecting and Organizing Vocabulary Selecting and Organizing Vocabulary Promoting Use of the Communication System Promoting Use of the Communication System Resources Resources

3. Terminology AAC-Augmentative and Alternative Communication AAC-Augmentative and Alternative Communication PCS-Picture Communication Symbols (different from PECS-Picture Exchange Communication System) PCS-Picture Communication Symbols (different from PECS-Picture Exchange Communication System) VOCA-Voice Output Communication Aide VOCA-Voice Output Communication Aide Symbol Set-type of symbols to use for communication system Symbol Set-type of symbols to use for communication system

4. Decision Making Decide symbol set Decide symbol set Picture Symbols Picture Symbols Type-Mayer Johnson-PCS, real photos, dynasyms Type-Mayer Johnson-PCS, real photos, dynasyms Words Words Both Both

5. Decision Making Continued… Identify the purpose for the display Identify the purpose for the display General expressive communication and language General expressive communication and language Sharing thoughts, making requests, getting help, telling about past or future events, asking questions, social communication, answering questions Sharing thoughts, making requests, getting help, telling about past or future events, asking questions, social communication, answering questions To actively participate in classroom activities or group routine To actively participate in classroom activities or group routine Reciting the Pledge, Calling attendance, Giving the daily news, giving an oral book report, doing show and tell etc. Reciting the Pledge, Calling attendance, Giving the daily news, giving an oral book report, doing show and tell etc. For receptive language and organization For receptive language and organization To follow instructions, to be more independent, to understand sequence of events etc. To follow instructions, to be more independent, to understand sequence of events etc. For organization and navigation within the communication aide or device For organization and navigation within the communication aide or device A main page that allows exploration in an organized fashion to other ‘pages’ A main page that allows exploration in an organized fashion to other ‘pages’

6. Decision Making Continued… How will the child use the communication system? How will the child use the communication system? To create new sentences by combining words /pictures/or letters To create new sentences by combining words /pictures/or letters To communicate an entire thought To communicate an entire thought Look in my backpack, That’s not what I meant Look in my backpack, That’s not what I meant Communicate a predictable sequence Communicate a predictable sequence Words to a song, lines from a book Words to a song, lines from a book

7. For General Expressive Communication: For this Make and Take Consider Activity Based Pages Consider Activity Based Pages Keep Commonly used vocabulary on the same place on each page (more, thank you, finished) Keep Commonly used vocabulary on the same 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, Give juice, See plane, need marker, we go park) Think sentence subject-object-action (Johnny more, Give juice, See plane, need marker, we go park) Add in other word classes such as descriptors, conjunctions, prepositions, questions words, and social conventions as appropriate Add in other word classes such as descriptors, conjunctions, prepositions, questions words, and social conventions as appropriate

8. Common Display Agents/Subjects Actions/ Verbs Descriptors/ Adjectives/A dverbs/Modi fiers Function Words/ Prepositions Objects /Nouns SocialComments I, you, Mom, Grandma, friend Want, like, need, have, will, can Blue, red, big, heavy, pretty, cold, fast, cool In, out, off, under, on, outside Tree, candy, cookies, pencil, car Please, thank you, sorry, excuse me Anne, Mrs. S Grocer Go, help, pour, ask, Tell, cry, write, cut Good, some, few, more, done, finished The, an, yes Hi, bye, finished

9. Other considerations May sentence build for strong communication functions May sentence build for strong communication functions May use one symbol to convey message in absent or limited communication function May use one symbol to convey message in absent or limited communication function Consider that requests may be very strong while comments may be more limited Consider that requests may be very strong while comments may be more limited

10. Consider Color-Coding More than looking good More than looking good Have a purpose Have a purpose To distinguish between word classes To distinguish between word classes To have new communication functions stand out To have new communication functions stand out Be as consistent as possible with color coding between displays Be as consistent as possible with color coding between displays

11. Some Examples Images courtesy of: www.dynavox.askinazy.com

12. Courtesy: TLC, Mary Ann Lowe

14. Courtesy of: Kim Berwa, 2003

15. 2003 Kami

16. Sharing Information

17. Alisyn Clayman, NSU, 2002

18. NSU, Autism Spectrum Disorder Class, 2002

19. Organization for Group Displays Make display easy to use Make display easy to use There is often time pressure There is often time pressure

20. Promoting Use of AAC Strategies Use Aided Language Stimulation Techniques Use Aided Language Stimulation Techniques Limit questions Limit questions Increase Pause Time Increase Pause Time Use Communication Temptations and Sabotage Strategies Use Communication Temptations and Sabotage Strategies Provide Non-Verbal Cueing Provide Non-Verbal Cueing Provide Appropriate Verbal Feedback Provide Appropriate Verbal Feedback Expect To Provide A Lot of Practice Expect To Provide A Lot of Practice Think of AAC Strategies as Prolonged Visual Representation of Language Think of AAC Strategies as Prolonged Visual Representation of Language Use your team to work together to make this work for the child Use your team to work together to make this work for the child Have Fun!! Have Fun!!

21. Getting Started.. Do not worry about perfection Do not worry about perfection Think about what you want the child to say/communicate Think about what you want the child to say/communicate Use the communication display to talk about the activity or event before, during, and after. Use the communication display to talk about the activity or event before, during, and after. Let’s Start Creating… Let’s Start Creating…

22. Websites…Just a few…. Do2Learn Do2Learn Do2learn.com Do2learn.com Mayer-Johnson Mayer-Johnson www.mayer-johnson.com www.mayer-johnson.com Mayer-Johnson Mayer-Johnson www.mayer-johnson.com www.mayer-johnson.com New 2 You New 2 You www.news-2-you.com www.news-2-you.com Social Stories Social Stories www.thegraycenter.org www.thegraycenter.org Use Visual Strategies Use Visual Strategies www.usevisualstrategies.com www.usevisualstrategies.com Speaking of Speech Speaking of Speech www.speakingofspeech.com www.speakingofspeech.com