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Jay S. Fishman ALS Augmentative Communication Program | Letter & Topic Cueing

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Learn more about letter and topic cueing for individuals with ALS from the Boston Children's Hospital Jay S. Fishman ALS Augmentative Communication Program.

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Check out what's new on AAC Language Lab

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A low-tech option is a great tool as a back-up to the dedicated solution, use for modeling or during water activities. These low-tech printable options are available to support some of the WordPower ™ files. Pre-made downloadable options are offered for the WordPower42 Basic, 60 Basic, 60 and the 108 location files. Note the 108 location option will include a full page flip to verbs. WordPower48 Español Básico recently joined the WordPower low-tech family. The flipbook downloads include instructions to make the flipbooks for these great low-tech options. These options are designed with flips to the access more vocabulary within various categories, similar to the way you would navigate the vocabulary on a NovaChat® or ChatFusion™.

*Please note that printers may have variations that cause downloaded pages do not line up perfectly. It is recommended to print, laminate, cut and check the alignment of the flips before you punch holes. Adjust by cutting or aligning flips before punching holes.

You will find personal manual communication board options and poster size options. The manual communication boards can be printed on standard or legal size paper. The poster size options allow you to customize the size. We have tried printing at 34.5 by 53 inches with success. In addition to the 88 location Core Words Poster, you will find an option to download the individual core words (grouped 4 on a page) to create pull-offs to the poster or build the poster through individual buttons.

If you want to create your own customized low -tech option, check out the video tutorial providing you with a how-to demonstration. The ChatEditor software is used to customize the low tech options. Create a low-tech option using the customized NovaChat or ChatFusion file.

Virtual Background

Flip Options

Personal Manual Communication Boards

Cantonese Translation
Russian Translation
Japanese Translation
Traditional Chinese Translation
Poster

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The next step is to select appropriate vocabulary for your child, including:

words such as mommy, daddy, more, milk, up, tickle

short phrases such as "what's that?", "all gone!", "fall down."

sound effects such as giggling; "raspberries"; vehicle noises associated with cars, airplanes or trains; or music

For each context chosen for intervention, select appropriate vocabulary (that is, words or sentences), or sound effects, to expand your child's communication.

How do I select appropriate vocabulary for my child?

Watch and listen to your child throughout the day, especially within the contexts chosen for intervention.

Make a list of the things that your child wants to communicate.

Focus especially on those things that your child cannot currently communicate effectively.
For example, words that he or she cannot say

Watch for opportunities to connect and be playful.

Watch and listen to other children when they are playing, especially in the contexts chosen for intervention.

Review vocabulary lists or questionnaires for more ideas.

Click here for a questionnaire to help you select vocabulary for your child. This questionnaire was designed by Karen Fallon, Janice Light and Tara Kramer Paige to help parents, speech-language pathologists, and teachers identify the most important and meaningful vocabulary for young children.

Kara and her brother play bubbles with Janice.
Copy or use of this photo outside of this website is prohibited.
What type of vocabulary is appropriate?

Choose vocabulary that is:

Motivating and fun

Functional

Appropriate to your child's development, culture, and personality

Why is it important to choose vocabulary that is motivating and fun?

Children will be most likely to communicate if they have access to vocabulary that is fun and interesting to them.

Remember to think about the kinds of things that young kids say.

Too often parents and professionals select vocabulary that is of interest to them but not necessarily to their child.
For example, words like "shirt, toilet, sit," or "nap," may not be highly motivating for your child.

Instead think about the kinds of things that young kids love to communicate.

For example, sound effects like car or airplane noises (beeping, vroom, crashing sounds), animal sounds, burping, "raspberries"

giggling, laughing, squealing, crying

singing and music

silly words like "uh oh, oh no, yucky, stinky, icky, oops, whoops, goober, awesome, wow, yay," or "hey"

Example of vocabulary that is motivating.
In this video, Genevieve is 18 months old. She has Down syndrome. She has a wonderful sense of humor and loves to play games.

In this clip, Genevieve has just finished playing the "upside-down game" with Janice. This is a play activity where she stands up, bends over, and looks out between her legs.

When the video begins, Genevieve finds the visual scene display (VSD) on the computer for playing the "upside-down game".

As soon as she sees the VSD of the "upside-down game," she asks Janice, "What's that?"

Janice labels the game for Genevieve and then models for her how to comment, "That's funny," by selecting the hotspot of the child who is laughing. Janice also shows her the sign for "funny".

Genevieve quickly learns how to comment, "That's funny," and repeats the comment several times. She touches the hotspot of the child laughing on the computer display and retrieves the speech output, "That's funny," and the sound of a child giggling. Each time she does so, she giggles herself.
Genevieve is clearly motivated to communicate when she has the vocabulary available to play silly games, to giggle, and to make funny comments. This is a powerful way for Genevieve to acquire new words and learn that communication is fun.

Why is it important to choose vocabulary that is functional?

Children will be most apt to communicate if they have access to functional vocabulary, in other words, if they have vocabulary that allows them to do the things they want to do.

For example, young children need vocabulary to interact with family and friends:
words to allow them to play fun games

They need words to allow them to talk about their experiences and tell stories:

people they know

words for describing, comparing, and contrasting

activities they like to do

places they like to go

Here is an example of what is meant by choosing vocabulary that is "functional":

In this clip, Gareth is using a simple SGD to ask, "What's that?" while reading a book about cars and trucks.

Gareth is 28 months old in this video. He has cerebral palsy.

He loves cars and trucks, and he loves to read books.

In this video, Gareth is reading a book about vehicles with his mom and Janice. He has a high motivation for this activity!

He is using a simple SGD to ask, "What's that?" to find out the name of one of the construction trucks -- a wheeled excavator.

Having the vocabulary to ask questions like, "What's that?" gives Gareth a powerful way to learn new words and concepts.

It also empowers him with a way to alert others to his interests, and get new vocabulary added to his communication book or his SGD.
When he asks about something, his parents check to see if he wants to add the new word or concept to his AAC systems.

Why is it important to choose vocabulary that is appropriate to my child's development?

Choose vocabulary that fits your child's:

developmental level

cultural background

personality

Choose vocabulary that fits your child's development:

Kids should sound like kids.

Kids use different words than adults do.

Kids use different sentence structures than adults do.
often single words, as well as short phrases and sentences

Introduce vocabulary that kids would use.

Choose vocabulary that fits your child's culture.

Children with special needs come from rich and varied cultural backgrounds.
Their culture is an important part of who they are.

Introduce vocabulary that includes important aspects of your culture.
For example, include appropriate foods and celebrations.

Use representations that are appropriate to your culture.
For example, make sure that the people depicted in AAC symbols have skin color, facial features, and clothing that are appropriate to your child's experiences.

Choose vocabulary that fits your child's personality.

Each child has a unique personality to express.
For example, some children are serious, others have a silly sense of humor.

Introduce vocabulary that allows your child to express his or her unique personality.

Emma enjoys playing bubbles with her mom and Janice.
Copy or use of this photo outside of this website is prohibited.

How do I introduce vocabulary to my child?

Children learn new words by seeing and hearing parents, teachers, and others use those words around them in their daily lives.

Children with special needs require lots of opportunities to see and hear parents, teachers, and others using new vocabulary in meaningful situations in their daily lives.

When you play, read books, or complete daily activities with your child, use the new vocabulary

Say and sign the words at the same time, or

Say the words and show the representations on a communication board or book, or

Say the words and select the representations on the computer or SGD

Here is an example of introducing new vocabulary (in this case, with an infant):
In this video, Genevieve is 9 months old. She is learning her "first word."

Genevieve, her family, and Janice are reading the book, Brown Bear, Brown Bear.
Genevieve loves the page with the yellow duck.

She touches the picture of the duck on the computer screen to activate the speech output, "duck," and the sound effect of a quacking sound.

She is learning the sign for "duck," as well.

Genevieve's mom, her sisters, and Janice provide her with lots of models.

They say the word, "duck," and show her the sign.

They show her how to select the picture of the duck from the computer screen to say the word, "duck."

They give her lots of opportunities to learn this new word in a meaningful and motivating context.

How often should I introduce new vocabulary?

As children develop, they learn new vocabulary rapidly.

They may learn as many as 5 new words a day!

Children with complex communication needs can only learn new words if parents, teachers, and others introduce new vocabulary regularly as they play and interact each day.

Here are some ways that you can help your child learn new vocabulary:

Learn new signs.

If you only sign the words that your child already knows, he or she has no opportunity to learn new words/signs.

Regularly learn new signs and use them with your child.

Check to see if the early intervention center or local parent center has sign language resources available. Some may offer book and/or video libraries or classes to parents for sign language or baby signs.

Program new vocabulary into your child's assistive technology / SGD.

If you do not add new concepts your child has no way to learn new words.

Add new words to your child's computer regularly - every week!

As you continue to add contexts to your child's communication system, you will also be adding new vocabulary.

Watch your child's use of his or her system carefully -- he or she may be giving you clues for new vocabulary when exploring parts of the VSDs that don't currently have hotspots!

Here is an example of introducing new vocabulary regularly, as the opportunity arises:

In this video, Lili is 32 months old. She has Down syndrome. Lili, her mom, and Janice are reading a personalized book about Lili's weekly activities.

Janice starts by reading out loud the title of the book, "Lili's Week." Janice signs as she says each word in the title.

Lili shows an interest in the word, "week" -- a new word in her vocabulary.

Lili says the word and signs it for her mom. At first, her sign and speech are approximations but Lili's mom and Janice can easily understand her in context.
As she uses this new word over time and has more opportunities to practice it, she will be able to say and sign it more clearly.

Lili's mom and Janice say and sign the word "week" again for her.

They give her lots of opportunities to learn this new word as the opportunity arises in a meaningful and motivating context.

Last Updated: February 10, 2019

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The next step is to select appropriate vocabulary for your child, including: words such as mommy, daddy, more, milk, up, tickle short phrases such as "what's that?", "all gone!", "fall down." sound effects such as giggling; "raspberries"; vehicle noises associated with cars, airplanes or trains; or music For each context chosen for intervention, select appropriate vocabulary (that is, words or sentences), or sound effects, to expand your child's communication.

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Here, you'll find our classroom resources, tutorials, learning modules, and inspiring student stories. Our resources are constantly growing and evolving. Please explore our robust search filters to find what you need and check back regularly for new content.

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Core words get a lot of emphasis in AAC learning. What is fringe vocabulary and why is it important? Read on to learn more.
When it comes to language learning for AAC users, core words take much of the limelight. And rightfully so. It has been found that emergent AAC learners can communicate a lot only using core words. Moreover, core words can be used in different contexts and hence are versatile.

For example, by learning to use the word 'go' , the communicator can learn to indicate that they want to outside, home, or to tell someone to away.

Fringe Vocabulary and Why it Matters

Fringe words are context-specific and constitute about 20% of our vocabulary. They are mostly nouns and are used to personalize the AAC system for a learner. They are low-frequency words used for specific topics and activities.

Does that mean that fringe vocabulary has to take a backseat always? Not necessarily. Context-specific vocabulary is equally important for meaningful communication because it have a significant place in the learner's lives.

Which Words are Important?

The answer to this will depend on the communicator, the words they would need in everyday life and their language abilities. Core words such as 'stop' and 'help' are powerful words indeed. However, for a communicator who is fond of oranges and eats them every day, wouldn't the word 'oranges' feel more important to them?

Communicators may not be able to use fringe vocabulary across different settings and contexts. But if something is dear to the communicator, chances are they would talk about it more or request it often. This is how fringe words can play a significant role in motivating communication.

Slang words or informal words are popular among grade schoolers, teens , and young adults. AAC users too need to be able to use slang words that their peers are using. The language we speak reflects our personalities. So, the vocabulary in an AAC system should be capable of support a learner's self-expression.

Say, a communicator's friends are calling each other, 'dude', 'bro', 'fam', or 'sista'. Putting those words in the communicator's AAC system allows them to feel included. It's also equally important to ensure that AAC users have access to age-appropriate vocabulary. Using "baby" words with teenagers can undermine their sense of self and limit their language development.

For AAC users to communicate autonomously and engage in conversations about a wide range of topics, they need both core and fringe vocabulary. By focussing on both, we support the communicator to pick up language skills that enable them to effectively convey their ideas and participate in social interactions.

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All Core and No Fringe Vocabulary Makes for Dull Communication

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Core words get a lot of emphasis in AAC learning. What is fringe vocabulary and why is it important? Read on to learn more. When it comes to language learning for AAC users, core words take much of the limelight. And rightfully so.

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Shop low tech and printable materials and educational resources for individuals with special needs, disabilities and complex communication needs who require AAC.

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DLM First Forty and the Universal Core Vocabulary Sort

This project began with a desire to identify the vocabulary words that were most important to support the success of beginning communicators participating in the Dynamic Learning Maps ® alternate assessments in English language arts and mathematics. Through the years, the list first led to the development of the DLM First 40 and eventually to the Universal Core vocabulary for Project Core. The resulting Dynamic Learning Maps (DLM) and Universal Core Vocabulary Sort is a list of words that have been determined to be highly useful for communicating in both social and academic contexts. The words are listed in rank order of utility based on a variety of factors that are fully explained in The Universal Core Vocabulary Technical Report.

Columns on the spreadsheet include the following:

Column A

Core vocabulary words

Column B

Priority score - A score derived through this project to indicate the utility of the word. A larger number indicates greater utility.

Column C

AAC Core - A score of 1 indicates that the word appears on one or more AAC core vocabulary lists from the research and/or on a commercially available AAC system that features core vocabulary.

Columns D-G

DLM Essential Elements that require the expressive use of the word. The listed Essential Elements come from the lowest grade level where the word is required, and the list is not exhaustive.

Columns H

College and Career Readiness Standards that require the expressive use of the word. The listed College and Career Readiness Standards come from the lowest grade level where the word is required, and the list is not exhaustive.

Links of Interest

Archived DLM Project Publication - Dynamic Learning Maps Core Vocabulary Overview paper

DLM Project Presentation - Journey to the Core: Developing a Core Vocabulary for the Common Core presented by Dr. Penelope Hatch, Allison Dennis, and Marlene Cummings at the 2013 ASHA Conference in Chicago, IL.

Universal Core Vocabulary Open-Source Formats (Project Core: 2015 - Current)

For more information on current core vocabulary research and development efforts, visit Project Core

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This project began with a desire to identify the vocabulary words that were most important to support the success of beginning communicators participating in the Dynamic Learning Maps ® alternate assessments in English language arts and mathematics. Through the years, the list first led to the development of the DLM First 40 and eventually to the Universal Core vocabulary for Project Core.

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College of Education and Human Development, Institute on Disabilities

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Free Downloadable Emergency Communication Aids

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Emergency Communication4ALL1, 2 Diane Nelson Bryen, Ph.D. Temple University Communication during times of emergency is critical. However, m...

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The Power of Core Vocabulary: Life Saving!

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2013 02 28 5 Core Vocabulary List Comparison color coded horizontal

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Vocabulary Selection

Selection of appropriate vocabulary is a key consideration and can lead to greater intervention success and decreased likelihood of abandonment of the AAC system. The SLP considers the personal preferences and needs of the individual for communicating with family members and other communication partners (e.g., in social contexts, academic settings, medical settings, vocational settings, etc.) and makes all efforts to use vocabulary that is specific to the individual and consistent with his or her language, age, culture, and personal preference. Nouns tend to dominate vocabulary sets for AAC users (Dark & Balandin, 2007); however, the inclusion of verbs and other parts of speech can increase AAC acceptance and use (Adamson, Romski, Deffebach, & Sevcik, 1992).

Vocabulary is often divided into two categories: core and fringe (or "extended"). Core vocabulary consists of high-frequency words that make up about 80% of the words used by most people every day. Core vocabulary contains mostly pronouns, verbs, descriptors, and question words (Witkowski & Baker, 2012). English language learners use a comparable amount of core vocabulary as do native English speakers (Boenisch & Soto, 2015). Fringe vocabulary consists of lower-frequency words - mostly nouns - which tend to be context specific. Combining core and fringe vocabulary can increase the frequency of AAC use (Buekelman, McGinnis, & Morrow, 1991; Yorkston, Dowden, Hosinger, Marriner, & Smith, 1988).

Symbols Systems

Symbols are used in AAC to represent objects, actions, concepts, and emotions. They can include drawings, photographs, objects, facial expressions, gestures, auditory symbols (e.g., spoken words), or orthography (i.e., alphabet-based symbols).
Iconicity refers to the association made between a symbol and its referent (Schlosser, 2003). Iconicity varies along a continuum, based on how easily the meaning of the symbol can be guessed.
* Transparent symbols are at one end of the iconicity continuum and are readily guessable in the absence of the referent.
* Opaque symbols are at the other end of the continuum and are not readily guessable, even when the meaning of the symbol is known.
* Translucent symbols lie between the two extremes of the continuum. The meaning of the referent may not be obvious, but the relationship between symbol and referent is more obvious when additional information is provided (Fuller & Lloyd, 1991).
Iconicity directly affects the communicator's efficiency and effectiveness, especially with regard to untrained or unfamiliar communication partners. High iconicity (i.e., displaying the symbol along with the written word) can help communication partners learn and interpret symbols, particularly if no voice output is available (Wilkinson & McIlvane, 2002).

There are three common ways that symbols are used to represent language; these are known as language representation methods (LRMs). A person who uses AAC may use a single LRM or a combination of LRMs, depending on preference and the functionality of the system. The following three LRMs are commonly used in AAC systems:
* Alphabet-based methods use traditional orthography (spelling) and rate enhancement techniques such as word or phrase prediction.
* Single-meaning messages use graphic symbols (e.g., photographs, drawings), each of which represents one word or message (e.g., touching the picture of the toilet indicates one's need to go to the bathroom).
* Semantic compaction (Minspeak ®) is based on the concept of multiple-meaning iconic encoding; it combines picture symbols (icons) in various prescribed sequences to form words or phrases. Because a single icon can be associated with multiple meanings, a relatively small set of icons can be used to create many words and phrases. For example, frog can refer to the following concepts: "frog," "green," "jump," and "water." Pairing frogwith different symbols can communicate these various concepts-Frog + Rainbow = Green; Frog + Arrow = Jump; Frog + Cup = Pond (Glennen, 1997).

Symbols are a dynamic part of AAC intervention. A person's spoken vocabulary will change based on his or her age, communication partner, language development, environment, mood, and context. The symbols used in an AAC system should allow for the same change and flexibility. Symbols are not universal across cultures. It is important to find symbols that are relevant to the individual and his or her community.

Symbol selection is also based on the person's ability to access, recognize, and learn that symbol's meaning. For example, a person with visual deficits will need a symbol that is modified to be viewable or that is accessible via other sensory modes such as listening or touch.

Symbol Display

Symbol organization on an AAC system affects the individual's ability to communicate effectively and efficiently. It plays a role in language learning and development, and it needs to be customized and modified throughout the user's time with the AAC system (Beukelman & Mirenda, 2013).

The way in which symbols are presented on an AAC system is referred to as the display. Different encoding options (e.g., alphanumeric, numeric, iconic, alphabetic, and color) are sometimes used to organize displays. Displays can be static (fixed), dynamic (changes based on user actions), or hybrid (a combination of static and dynamic).

Symbols remain in a fixed location.

Most common in communication board or low-tech SGDs.

There is a finite number of symbols/messages.

User may have multiple fixed displays (e.g., multiple pages in a communication book).

Electronic-selection of one symbol automatically activates change in symbol set.

Often arranged by large category first, then broken down to more specific vocabulary items.

With use of multiple-meaning icons, selection of one icon may prompt display of other related icons.

Static/fixed display with dynamic component (e.g., alphabet board or keyboard with word prediction; grid display that opens new page following user selection of a symbol).

A visual scene is a view of an environment consisting of drawings, photographs, and/or virtual environments organized in a meaningful way. Visual scenes can be used to represent situations, routines, places, or experiences. They can be presented via fixed or dynamic displays (Beukelman & Mirenda, 2013). Elements within the visual scene function as hotspots that trigger message output when selected.

For beginning communicators (e.g., young children or older individuals who are at early functioning communication stages), visual scenes may be easier to learn and use than grid displays. (For more details about visual scene displays and an example, see Tuthill, 2014.)

Symbol Display Organization

Most AAC systems, with the exception of visual scenes, are presented in a grid format. The organization of vocabulary, symbol size, and number of symbols on the grid is individualized and determined by the type of display, the type of symbol, and the visual acuity, communication and cognitive skills, integrated sensory system, and motor control of the individual.

Semantic-syntactic displays organize vocabulary based on parts of speech and syntactic framework. Symbols are laid out according to spoken word order and print orientation, and they vary depending on the language used (e.g., left-to-right or right-to-left). Semantic-syntactic displays are useful for adults with relatively intact language (e.g., individuals with ALS) or language learners, and they can facilitate efficient production of grammatically complex messages.

Taxonomic displays group symbols according to semantic category (e.g., people, places, feelings, actions). Typically developing children begin to find this type of grouping helpful at around age 6-7 years, so this strategy may not be appropriate for individuals with complex communication needs who are developmentally younger than 6 years of age (Buekelman & Mirenda, 2013). Use of taxonomic displays for persons with aphasia can add to the cognitive and linguistic load and may lead to increased errors and slower response time (Petroi, Koul, & Corwin, 2011).
Activity grid displays (also known as "schematic grid layouts") organize vocabulary by event schemes, routines, or activities. Each page or display includes activity-specific vocabulary and may be further organized by part of speech (e.g., nouns, verbs). Activity grid displays can increase participation and syntactic development by encouraging use of multiword combinations (Drager, Light, Speltz, Fallon, & Jeffries, 2003). Users may be able to navigate independently from one activity display to another, or they may rely on a facilitator or communication partner to provide the appropriate activity display for a given situation. Context-based displays are similar to activity grid displays but are designed for a particular (usually frequent) context or environment, allowing for greater generalization than vocabulary designed around a single, specific activity.

Extracted from: ASHA
https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942773&section=Key_Issues#AAC_Systems

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Vocabulary Selection Selection of appropriate vocabulary is a key consideration and can lead to greater intervention success and decreased likelihood of abandonment of the AAC system. The SLP considers the personal preferences and needs of the individual for communicating with family members and other communication partners (e.g., in social contexts, academic settings, medical settings, vocational settings, etc.)

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Browse thousands of free communication symbols and create your own communication boards at Global Symbols.

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Blissymbolics is a semantic graphical language that is currently composed of more than 5000 authorized symbols - Bliss-characters and Bliss-words. It is a generative language that allows its users to create new Bliss-words as needed. It is used by individuals with severe speech and physical impairments around the world, but also by others for language learning and support, or just for the fascination and joy of this unique language representation.

Blissymbolics Communication International is a non-profit, charitable organization that holds the perpetual, worldwide rights for the use and publication of Blissymbols. BCI provides leadership in the development of the system of Blissymbolics. Blissymbolics is offered for all to use under a choice of two generous licensing schemes - either a free, copyleft license, or a proprietary license agreement. See under Licensing for more information.

Blissymbolics Success in South Africa

The wonderful story of Louisa Alberts using Blissymbolics with Special Needs Learners

A Blissymbolics classroom was opened at Platorand School in Belfast, South Africa in 2014. Many graduates have gone on to great success with the inspired teaching of Louisa Alberts who in turn was helped by Margareta Jennishce of BCI, and others.

Read it here: Blissymbolics in South Africa

On November 24th 2021, we celebrated our 50th Anniversary of Blissymbolics, 1971-2021!

Thank you to everyone who joined us - 119 Zoom connections with many of those shared by multiple people.

We watched our new film "Celebrating 50 Years of Bliss!" and listened to guest speakers from our Bliss community.

Many thanks to Nora Rothschild, Penny Parnes, and Rebecca Chan for facilitating.

You can now view the film here.

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Blissymbolics Communication International (BCI) is a non-profit, charitable organization that has the perpetual, worldwide, exclusive license for the use and publication of Blissymbols for persons with communication, language, and learning difficulties. BCI provides leadership world-wide in the development of the system of Blissymbolics and in its use by persons with severe speech and physical impairments.

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Tactile symbols help individuals who are blind or visually impaired, and may also have complex communication disabilities, to express themselves.
Note that his work was inspired by the 3D tactile symbols created by Project Core at the University of North Carolina - Chapel Hill. While their tactile symbols are certainly "tactile", they are largely opaque, often with no clear relationship between the raised shape and its referent.
Why Blissymbols?

Blissymbolics, originally created by Charles Bliss in 1947, is a conceptual, constructed, international, ideographic, generative language. Though Blissymbols have traditionally been used in written form, they are uniquely positioned for use as a tactile language:

"Due to their simplicity, edges, outlines, and kinesthetic feedback are optimized in raised-line renderings of Blissymbols, which may facilitate recognition of tactile Blissymbols. In short, the conformational characteristics of Blissymbols results in stimuli that have minimal complexity (or low potential cognitive load) and when rendered as raised-lines have characteristics that may increase the efficiency of perceptual/cognitive processes involved in communication with tactile symbols."

The potential for developing a tactile communication system based on Blissymbolics, Mick D. Isaacson & Lyle L. Lloyd, Developmental Neurorehabilitation, 2015; 18(1): 47-58

More on Blissymbols

For a quick-and-dirty (or more in-depth) understanding of Blissymbols, refer to the links below.

* to be released in PDF format later this year

What's wrong with "traditional" tactile symbols?

Go here to read more about this topic.

Why isn't the Project Core set of tactile symbols enough?

There's a lot to say on the topic, so go to this page to read more.

Why not leverage a "standard" AAC graphic symbol set?

Again, a lot to say, so go to this page to read more.

What would a useful, tactile symbol-set look like?

We have our opinion... go to this page to hear what we think and why we think Blissymbols are the place to start and our Bliss Tactile Symbols are the way to get there.

Downloading our Core Concepts Symbols

We have created over 240, ready-to-3D-print, Bliss Tactile Symbols. We call them the "Extended Core Words for Students with Intellectual Disabilities". You can download them in bulk or individually on this page.

Classroom Supports

We recognize that learning a new symbol set is a challenging process. You can't simply place a raised shape in front of someone and expect them to have all the skills necessary to tactilely explore the shape, cognitively interpret the sensations, and recognize the shape as a specific concept. We've created several assets to build the scaffolding for that understanding and for developing the necessary skills to be successful.

Lesson Plans - we've put together some simple lesson plans that you can use as written with these assets, or modify to meet your needs.

Documentation - we provide three documents in support of our core words: the first document, shows all concepts in our extended core word set organized by and color coded by word class. The second is a spreadsheet, containing all the words in the extended set along with their word class, Blissymbol, and a rational for the design of the symbol. The third is an outline of basic shapes that are combined to form a Blissymbol.

Remedial and Motivational Tools - if you anticipate, or discover, that you student will have difficulty tactilely processing a particular Blissymbol, you can break that symbol up into parts and teach the parts as well as how they assemble into a whole. On the other hand you can inject more fun into your instruction by offering the student challenge tiles and puzzles to reinforce the concepts that they're learning (or have learned).

Creating New or Modifying our Core Bliss Tactile Symbols

Our Bliss Tactile Symbol designer makes it easy to create the specific set of symbols that you need for your day-to-day instruction. You have full control over their size, their layout, and their content. Over 240 core word/concept symbols have been pre-created for your use. All you have to do is 3D-print them. You can also easily tweak the designs of these symbols if you need something a little different. You can leverage the vast, pre-approved Blissymbol set provided by Blissymbolics Communication International to create new symbols. You can even create your own "slang" words for your students and clients to use in their interactions.

This page will take you through the process of downloading and using the Bliss Symbol Designer to modify our out-of-the-box designs, and/or to extend the designs for your needs.

This page will support you in creating your own, non-3D-printed, Bliss tactile symbols using everyday crafting tools.

Creating New Remedial and Motivational Tools

You can construct these tools for yourself using our Bliss Tiles designer.

Blissymbols on an AAC Device

If your AAC device allows you to add your own images to the device, this page describes how you can access the Core Words symbols as graphic images.

Voice It

The Voice It is a DIY device that speaks a word or phrase when an object containing an RFID tag is brought near-by. RFID tags are small and very cheap. Bliss Tactile Symbols can be printed with a small pocket inside to insert one of these tags. Students can use the Voice It to remind themselves what the graphic on the symbol represents just by touching the Voice It with the symbol. The Voice It comes with recorded vocabulary in English and Spanish for all concepts in the Bliss Tactile Symbol Extended Core Vocabulary. Like the Bliss Tactile Symbols, the Voice It has extensibility built in. You can use the Voice It with Challenge Tiles as well - but no reason to stop there. If you can attach an RFID tag to something, you can describe it with the Voice It.

Perfect for Kids!

Finally, how can you object to any symbolic language that comes with pre-approved, international symbols for words that kids can't live without?!

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Tactile symbols help individuals who are blind or visually impaired, and may also have complex communication disabilities, to express themselves. Note that his work was inspired by the 3D tactile symbols created by Project Core at the University of North Carolina - Chapel Hill. While their tactile symbols are certainly "tactile", they are largely opaque, ...

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The AssistiveWare Core Word Classroom - AssistiveWare

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The doors to the AssistiveWare Core Word Classroom are open! The Core Word Classroom is a free resource designed to support the implementation of any communication device based on core words.

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A comprehensive set of manuals for the various Gateway Apps is available for download. Each Gateway product has a different set of manuals. That is, there is a set of manuals for Gateway on the Tobii Dynavox Snap App, for Assistiveware's Proloquo2Go and for Saltillo's TouchChat HD. Since there are minor differences across these app platforms, it is important to download the manual(s) to the Gateway augmentative communication App version that you have purchased.

The Introductory Manual provides an overview of the Gateway philosophy and a description of the page sets or vocabularies included in the product. It also includes intervention strategies that can be used to introduce Gateway to a new user or to help transition a user to Gateway from a different vocabulary set (e.g., InterAACT, Word Power, Speak for Yourself and the like).

In addition, a comprehensive set of manuals have been produced for each individual Page Sets and/or User Vocabularies (e.g., Developing Language, Advanced Communicator) . These manuals provide more details about the features used within the app as well as strategies for customizing and for facilitating use of the Gateway within functional contexts.

Gateway for Proloqu2Go by Assistiveware

Gateway for Snap by Tobii Dynavox

Gateway for TouchChat by Assistiveware

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A comprehensive set of manuals for the various Gateway Apps is available for download. Each Gateway product has a different set of manuals. That is, there is a set of manuals for Gateway on the Tobii Dynavox Snap App, for Assistiveware's Proloquo2Go and for Saltillo's TouchChat HD.

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Medical Communication Boards - Russian & English - Online Grids

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Grids to help someone talk about medical problems, when seeing a doctor or in hospital.

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Core Words and Keyboard - Russian & English - Online Grids

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Developed by the Central Coast Children’s Foundation and Widgit Software

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[ en Español]

Children and adults with severe speech or language problems may need to find other ways to communicate besides talking. There are many types of Augmentative and Alternative Communication (AAC) they can use. Speech-language pathologists, or SLPs, can help.

On this page:

About AAC

AAC means all of the ways that someone communicates besides talking. People of all ages can use AAC if they have trouble with speech or language skills. Augmentative means to add to someone's speech. Alternative means to be used instead of speech. Some people use AAC throughout their life. Others may use AAC only for a short time, like when they have surgery and can't talk.

There are a lot of different types of AAC. No-tech and low-tech options include things like

gestures and facial expressions,

writing,

drawing,

spelling words by pointing to letters, and

pointing to photos, pictures, or written words.

High-tech options include things like

using an app on an iPad or tablet to communicate and

using a computer with a "voice," sometimes called a speech-generating device.

A person may use different types of AAC because there are many ways that we all communicate. An AAC system means all of the tools of this type that a person uses.

Working With A Speech-Language Pathologist

An SLP can help find the right AAC system for you or your loved one. They also help you and the people you talk with learn how to use AAC to communicate. Not every tool works for every person, so it is important to find the right one for you. SLPs work with other professionals like occupational therapists and physical therapists if you have different physical skills that affect how you access your AAC system. Some AAC tools are covered by insurance, but some are not. Your SLP can help you understand your options.

Common Concerns

You may have questions or concerns about using AAC. Professionals have been studying AAC for years, so we've learned a lot about how AAC helps people communicate. Here are some of the areas that research has helped us understand.
Age, Skills, and Timing
Some people wonder if children need to be a certain age before they can use AAC. Research shows that AAC helps people of all ages (even those younger than 3 years old)! You can use AAC early. There are no thinking skills, test scores, or other milestones that you need to reach before AAC can help.
Talking and Motivation
A lot of people wonder if using AAC will stop someone from talking or will slow down language development. This is not true-research shows that AAC can actually help with these concerns! People who use AAC can also learn how to read and write.
Movement
You might wonder how someone can use AAC if they have trouble moving their arms and hands. There are many ways to use an AAC system besides touching it. Your SLP may work with occupational therapists (OTs) and physical therapists (PTs) to find the best way for each person to use their AAC system.

You probably have other questions. The best person to talk to about AAC is an SLP. A good place to find an SLP who specializes in AAC is ASHA's Profind.

Other Resources

This list does not include every website on this topic. ASHA does not endorse the information on these sites.

To find an SLP near you, visit ProFind.

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Augmentative and Alternative Communication (AAC)

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Children and adults with severe speech or language problems may need to find other ways to communicate. There are many types of AAC that they can use. Speech-language pathologists, or SLPs, can help.

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Select a State/Territory select Alabama Alaska American Samoa Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Guam Hawaii Idaho Illinois Indiana Iowa Kansas

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After the use of the board is modeled, it finally starts to make sense (October)

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After the use of the board is modeled, it finally starts to make sense (October)

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Introduction to Device in Familiar Activity (March)

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Introduction to Device in Familiar Activity (March)

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Practicing in routine activities (April)

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Practicing in routine activities (April)

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All purchases of assessment and instructional resources will be used to build and maintain this website

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Each response builds upon what the child AAC user says.

1. "I had ice cream"

-"Yummy, what kind?"

2. "strawberry"

-"I bet it was pink"

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Repeated Practice (building automaticity on the grid)

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Repeated Practice (building automaticity on the grid)

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A strategy to develop fluency on the AAC grid by practicing as in learning a keyboard.

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Word Count: Looking at AAC Language Samples

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Have you worked with students like these? 19-year-old Jaclyn has used a number of SGDs over the years with a moderate degree of success. Her language is very predictable and the team is concerned t…

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Widgit Health - A&E Communication Passport

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Free communication passport for Accident and Emergency from Widgit Health

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OpenBoards - an open communication board format for all AAC users