Make and take communication boards um nsu card
1 / 22

Make and Take: Communication Boards UM-NSU-CARD - PowerPoint PPT Presentation

  • Uploaded on

Make and Take: Communication Boards UM-NSU-CARD. Dr. Robin Parker [email protected] December 1, 2006. Focus. Terminology Basic Decision Making Issues Purposes of Communication Systems Selecting and Organizing Vocabulary Promoting Use of the Communication System Resources. Terminology.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Make and Take: Communication Boards UM-NSU-CARD' - vinny

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Make and take communication boards um nsu card l.jpg

Make and Take:Communication BoardsUM-NSU-CARD

Dr. Robin Parker

[email protected]

December 1, 2006

Focus l.jpg

  • Terminology

  • Basic Decision Making Issues

  • Purposes of Communication Systems

  • Selecting and Organizing Vocabulary

  • Promoting Use of the Communication System

  • Resources

Terminology l.jpg

  • AAC-Augmentative and Alternative Communication

  • PCS-Picture Communication Symbols (different from PECS-Picture Exchange Communication System)

  • VOCA-Voice Output Communication Aide

  • Symbol Set-type of symbols to use for communication system

Decision making l.jpg
Decision Making

  • Decide symbol set

    • Picture Symbols

      • Type-Mayer Johnson-PCS, real photos, dynasyms

    • Words

    • Both

Decision making continued l.jpg
Decision Making Continued…

  • Identify the purpose for the display

    • General expressive communication and language

      • 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

      • Reciting the Pledge, Calling attendance, Giving the daily news, giving an oral book report, doing show and tell etc.

    • For receptive language and organization

      • To follow instructions, to be more independent, to understand sequence of events etc.

    • For organization and navigation within the communication aide or device

      • A main page that allows exploration in an organized fashion to other ‘pages’

Decision making continued6 l.jpg
Decision Making Continued…

  • How will the child use the communication system?

    • To create new sentences by combining words /pictures/or letters

    • To communicate an entire thought

      • Look in my backpack, That’s not what I meant

    • Communicate a predictable sequence

      • Words to a song, lines from a book

For general expressive communication for this make and take l.jpg
For General Expressive Communication: For this Make and Take

  • Consider Activity Based Pages

  • Keep Commonly used vocabulary on the same place on each page (more, thank you, finished)

  • Organize vocabulary to teach sentence building

    • Left to right

    • 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

Other considerations l.jpg
Other considerations

  • May sentence build for strong communication functions

  • 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 color coding l.jpg
Consider Color-Coding

  • More than looking good

  • Have a purpose

    • To distinguish between word classes

    • To have new communication functions stand out

  • Be as consistent as possible with color coding between displays

Some examples l.jpg
Some Examples

Images courtesy of:

Slide14 l.jpg

Courtesy of:

Kim Berwa, 2003

Slide15 l.jpg



Slide18 l.jpg

NSU,Autism Spectrum Disorder Class, 2002

Organization for group displays l.jpg
Organization for Group Displays

  • Make display easy to use

  • There is often time pressure

Promoting use of aac strategies l.jpg
Promoting Use of AAC Strategies

  • Use Aided Language Stimulation Techniques

  • Limit questions

  • Increase Pause Time

  • Use Communication Temptations and Sabotage Strategies

  • Provide Non-Verbal Cueing

  • Provide Appropriate Verbal Feedback

  • Expect To Provide A Lot of Practice

  • Think of AAC Strategies as Prolonged Visual Representation of Language

  • Use your team to work together to make this work for the child

  • Have Fun!!

Getting started l.jpg
Getting Started..

  • Do not worry about perfection

  • 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 .

  • Let’s Start Creating…

Websites just a few l.jpg
Websites…Just a few….

  • Do2Learn


  • Mayer-Johnson


  • Mayer-Johnson


  • New 2 You


  • Social Stories


  • Use Visual Strategies


  • Speaking of Speech