# data[].attributes.attachment_link.readable_text
By Jim Durkel, TSBVI Outreach Programs

Cues

A cue is a type of communication used by an adult to let a child know what is expected of him/her in a given situation. Cues are a type of receptive communication.

Designing and using a consistent routine is the beginning of teaching cues. Given time in this type of the routine, the child will first begin to anticipate his/her part in the routine. Given more experience with the routine, the child may begin to anticipate the routine from some part of the routine.

Touch cues are ways an adult can touch a child to communicate a desired action. For example, an adult may gently pull a child's arm upward with a grasp at the wrist to cue the child to lift arm during a dressing routine.

A sensory cues is some sensory input used to help a child anticipate an event: For example, a smell of lotion before it is applied to the child's arm or the sound of water splashing before placing the child in the bathtub.

Object cues are some concrete piece of a routine that is used to represent that routine. For example, a diaper may be an object cue for diaper changing.

When deciding what cues to use with a child, it is important to remember to select cues that the child can easily discriminate one from the other. Otherwise the cues may be confusing to the child.

Signals

Signals are movements the child uses to communicate needs, desires and feelings to adults. Signals are a form of expressive communication.

Signals may start as a behavior that the child is not intentionally using to communicate. But because an adult consistently responds to this behavior, the child begins to understand that producing this behavior causes a particular event to occur. For example, a child may inadvertently clap hands with an adult. If hand clapping is enjoyable for the child and the adult consistently responds by hand clapping with the child, the child may signal for more hand clapping by clapping the adults hand again. Signals are usually first seen within an already occurring activity. As the child becomes more sophisticated, he or she may produce the signal to initiate the activity.

Symbols

Symbols are representations of an event, action, object, person, or place that can be used to communicate about the event, action, object, person, or place. Symbols can be used for both receptive and expressive communication. Objects, parts of objects, pictures, print, actions, gestures, signs, and speech can all be symbols. Symbols may start as cues and signals. If a child recognizes a cue out of context, that cue may be acting as a symbol. If a child uses a signal or an object cue to communicate about an event, action, object, person or place out of context, the child may be using that signal or cue as a symbol.

The more a symbol resembles what it represents, the more concrete that symbol is. The less a symbol resembles what it represents, the more abstract that symbol is. An example of a concrete symbol would be a spoon, used during mealtimes, to represent mealtime. A less concrete (or more abstract) symbol would be a small line drawing of a person eating. The spoken phrase "time to eat" would be the most abstract because those sounds don't look, smell, or feel like food or the action of eating. Concrete symbols are more easily associated with what they represent than are abstract symbols. When determining how closely a symbol resembles an event, action, object, person, or place it is important to consider how the child perceives that event, action, object, person, or place. For example, a symbol based on visual similarities may not be as concrete for a person with a visual impairment as it would be for an individual who is fully sighted. A symbol based on an action may be abstract for an individual with physical impairment such that he/she had never performed that action.

A hierarchy of visual symbols from concrete to abstract may be the following:

an object used as part of the activity it represents,

an object identical to the one used as part of an activity,

an object similar but not identical to the object used as part of an activity,

a part of an object,

a full-sized colored drawing of the object,

a full-sized black and white drawing of the object or a reduced-size colored drawing of an object,

a reduced-size black and white drawing of an object,

a printed word.

There is a similar hierarchy for movement with an object to sign:

movement with an object used as part of the activity it represents,

movement with an object identical to one used as part of an activity,

movement with an object similar to but not identical to the one used as part of an activity it represents,

movement without an object,

a sign that resembles the movement without the object,

a sign that does not resemble the movement without the object

J. C. Durkel, Texas School for the Blind & Visually Impaired, Austin, TX

# data[].attributes.attachment_link.title
Non-Verbal Communication: Cues, Signals and Symbols

# data[].attributes.attachment_link.description
By Jim Durkel, TSBVI Outreach Programs A cue is a type of communication used by an adult to let a child know what is expected of him/her in a given situation. Cues are a type of receptive communication. Designing and using a consistent routine is the beginning of teaching cues.

# data[].attributes.attachment_link.provider_name
All About AAC (Augmentative & Alternative Communication)

# data[].attributes.attachment_link.description
Unaided AAC methods do not use outside tools or aids for communication. When someone is using unaided AAC they are using various parts of their body to communicate and nothing else. In addition, because "unaided AAC does not require any supplemental materials, it is often assumed to be a more convenient and portable mode of...

# data[].attributes.attachment_link.provider_name
All About AAC (Augmentative & Alternative Communication)

# data[].attributes.attachment_link.description
Aided AAC methods utilize outside tools and aids for communication in addition to the user's body. There are several types of aided AAC systems: No tech: Tools that do not require technology or a power source. Examples of no tech AAC include writing or drawing with a pen and paper, pointing to or exchanging pictures and symbols, using...

# data[].attributes.attachment_link.readable_text
Communication: Know the Basics

What is Communication?

It may seem like a simple question, but communication is more than talking! It is any form of message sent from one party to another, through sounds, words, or physical hints, like body language.

Baby won't say their first meaningful words until they are about a year old. But even if they can't form words yet, baby is still trying to communicate with you through cries, coos, facial expressions, and body language!

How can I encourage my baby's communication development?

When it comes to communication, baby learns by watching the people around them. Even if baby doesn't have the vocabulary to have a conversation with you, it's very helpful for their communication development if you talk to them!

Here are some other ways to encourage communication development:

What does communication help with?

Communication plays such an important role in our lives. It is the cornerstone of healthy relationships. It is the vehicle for sharing our joy, fear, and other emotions. It is how we learn new things at school and work, and teach others those same skills. The benefits of communication long outlast childhood.

When will my baby start talking?

Baby will begin making consonant sounds, such as "da, da, da", at around 4-6 months. They will also begin to imitate sounds around 7-9 months. But they typically don't say meaningful language, such as calling the right people "mama" and "dada", until around their first birthday.

Learn more below about communication milestones.

Receptive and Expressive Communication Skills

From birth, babies begin to develop two sets of communication skills: receptive skills and expressive skills.

Receptive communication is the ability to receive and understand a message from another person. When babies are listening, they turn their head toward your voice, and will then respond to simple directions, often with vocalizations. Early on, these vocalizations will just be sounds, but as baby approaches their first birthday, they will begin to use meaningful language.

Expressive communication is the ability to convey a message to another person through sounds, speech, signs, or writing. Babies use expressive communication by crying, babbling, and using body language.

Watch to learn more about baby's communication development:

Communication Milestones

Baby's communication skills will develop quickly, so watch the helpful videos below to keep track of their progress!

0-3 Months

At this age, baby will make quiet coos and smile. Remember to communicate with your baby regularly so they can watch and learn!

4-6 Months

While baby still isn't forming words, they'll react more to your communication. They'll also begin to make consonant sounds, which are the building blocks for full words.

7-9 Months

The variety of sounds baby can make will increase. They'll also begin recognizing important words, like their own name!

10-12 Months

This is when baby typically begins using words in meaningful ways! They'll use basic, easy words like "mama" or "dada" to identify their parents, along with using other communication tools.

13-18 Months

Your toddler's vocabulary is growing! They'll understand dozens of words, may use 5-10 words (or more!) on their own, and answer basic questions.

Watch to see communication milestones at 15 and 18 months:

19-24 Months

At this age, your toddler's language skills continue to advance. By their second birthday, they'll begin using two-word phrases, follow directions, and enjoy listening to stories.

Watch to see communication milestones at 21 and 24 months:

Communication Activities

From talking, to singing, to reading books with you, help your child learn how to communicate

What to Watch For

What to do if your child is experiencing a communication delay

If you notice your child is experiencing a speech delay, or having any trouble with understanding communication and/or communicating to you, it's best to talk to your healthcare provider. There are many possible solutions they can help you explore!

One type of healthcare provider that often deals with communication issues is a speech-language pathologist. They help children find ways to communicate effectively through verbal and non-verbal language. A child may need to see a speech-language pathologist if they experience difficulty:

Feeding or swallowing - unable to safely eat or drink age-appropriate foods and liquids

Articulating certain sounds

Speaking fluently, especially if they struggle with a speech impediment like stuttering

Using words, phrases, and sentences to communicate at an age appropriate level - needs help using words to communicate and/or turning words into phrases

Understanding information such as directions or questions - needs help understanding words spoken to them

Organizing information and regulating behavior

Connect with your child's primary provider or contact your local early intervention office to see if a speech-language pathologist is right for them.

# data[].attributes.attachment_link.title
Help your Baby's Communication Development | Free Resources

# data[].attributes.attachment_link.description
What is Communication? It may seem like a simple question, but communication is more than talking! It is any form of message sent from one party to another, through sounds, words, or physical hints, like body language. Baby won't say their first meaningful words until they are about a year old.

# data[].attributes.attachment_link.readable_text
Speech-language pathologists often throw around the terms "expressive language" and "receptive language" as though they are in everyone's vocabulary. To clear up any confusion, here are definitions for these terms in simple language.

What is Receptive Language:

Receptive language is the understanding of language "input." This includes the understanding of both words and gestures. It goes beyond just vocabulary skills, but also the ability to interpret a question as a question, the understanding of concepts like "on," or accurately interpreting complex grammatical forms (i.e. understanding that the phrase "The boy was kicked by the girl" means that a girl did the kicking). A child typically develops receptive skills first, so you can think of children as sponges who absorb the rules and use of language before they begin to express themselves using each of these skills. ( To learn more about receptive delays, click here.)

What is Expressive Language:

Expressive language is most simply the "output" of language, how one expresses his or her wants and needs. This includes not only words, but also the grammar rules that dictate how words are combined into phrases, sentences and paragraphs as well as the use of gestures and facial expressions. It is important to make the distinction here between expressive language and speech production. Speech production relates to the formulation of individual speech sounds using one's lips, teeth, and tongue. This is separate from one's ability to formulate thoughts that are expressed using the appropriate word or combination of words. If you have concerns about your child's development, consider both how they respond to directions you provide, as well as the words and word combinations they use. Give credit to the gestural cues and facial expressions that your child uses and reacts to as this is an early-developing and important skill. If your concerns persist, seek out the advice of a speech pathologist who can evaluate your child and determine if their development is on track, or whether therapy is warranted. And regardless of your child's skill set, keep talking and interacting with your child - however they are able. Models are key in fostering the development of communication skills.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

# data[].attributes.attachment_link.title
Expressive vs. Receptive Language - North Shore Pediatric Therapy

# data[].attributes.attachment_link.description
Speech-language pathologists often throw around the terms "expressive language" and "receptive language" as though they are in everyone's vocabulary. To clear up any confusion, here are definitions for these terms in simple language. Receptive language is the understanding of language "input." This includes the understanding of both words and gestures.