# data[].attributes.headline
Bilingual Vietnamese English Communication Board

# data[].attributes.subject
Bilingual Vietnamese English Communication Board

# data[].attributes.attachment_link.readable_text
Teach, Model, and Use Language and Basic Communication Skills

Both English and Vietnamese Words are included for each Picture!!!
Great for Bilingual Students/Children or Monolingual and Learning the Other Language. Also great for Therapists/Teachers who are working with Vietnamese-Speaking children and need Core Vietnamese Words to help communicate with the child.

Includes 1 PDF Containing:
Bilingual Communication Board-48 English/Vietnamese- Color Coded Background
Bilingual Communication Board-48 English/Vietnamese- White Background

Use this Communication Board for Aided Language. Point to the pictures on the board as you are saying those words. Model this for your child and encourage him/her to point to the pictures as well!
Once the child understands how to use the board, he/she can use it to communicate by pointing to 1 or more pictures/words with or without speech.

This Board Supports Language Development by providing a visual representation of the message to aid in understanding and expression. There are 48 CORE VOCABULARY words/concepts in a 6 x 8 grid.

What is Core Vocabulary?
Core Vocabulary refers to the relatively small number of words (200-400) that make up 80% of what we say In Any Language!
Targeting these words will help children communicate more effectively.

For Beginners! Start off small and work with one word/concept at a time and slowly build bigger messages. Model, Model, Model! Use the board yourself to communicate first by pointing to key words WHILE you are speaking.

Core Vocabulary is Color Coded according to their Part of Speech:
Pronouns-Yellow
Verbs-Green
Adjectives-Blue
Prepositions- Pink
Adverbs- Grey
Questions- Purple
Nouns- Orange
Affirmation and Negation- White

Target:
Pragmatic Language Skills: Joint Attention, Initiating Communication, Requesting, Commenting, Commanding, Negation, Turn-Taking, Describing, expressing emotion, protesting
Pronouns/Possessives: I, me/my, you/your, it
Verbs: want, turn, put, see/look, drink, wait, stop, play, hear/listen, eat, come, go
Adjectives: big, little, good, bad, happy, silly, sad, tired
Prepositions/Place Modifiers: on, near, up, down, in, out, here, there, this, that
Social: ready, quiet, again, more, all done
Questions: who, what
Negation: not/don't
Affirmation/Negation: yes, no
Nouns: bathroom

Copyright Info:
This product is intended for personal or single-classroom use only. All Hands On Language holds the Intellectual Property Rights to this product. Please do not... redistribute this product, change this product, or sell this product as your own. Not for Resale.

Learn more about this item

# data[].attributes.attachment_link.title
Bilingual Vietnamese English Communication Board 48, Aided-language, AAC, Esl, ELL, Esol, Efl, Non Verbal, Pre Verbal Autism PDF Printable - Etsy

# data[].attributes.attachment_link.description
This Learning & School item is sold by AllHandsOnLanguage. Ships from United States. Listed on Feb 15, 2024

# data[].attributes.attachment_link.readable_text
This freebie contains a core vocabulary communication board in both English and Vietnamese for use with AAC users, English Language Learners, or others who would benefit from these important words in Vietnamese. Perfect to share with families to reinforce core vocabulary at home as well!

Thank you to Cathy Chau for translating this resource!
Did you know?
☑️ Check the green star! Follow my store to see new resources up to 50% off!

☑️ TpT Credits: Review purchased products to get credits toward your next purchase

☑️ If you have a question or issue, you can email me at ittybittyspeech@gmail.com or leave a Question in my store. It is important to me that you are happy with your purchases!
Let's Stay Connected so you never miss a thing from itty bitty speech!
❣️ Subscribe to my email list and get lesson plans, freebies, and ideas directly to your inbox -> SUBSCRIBE HERE</a>

❣️ Follow me on Instagram to stay up to date

❣️ Visit ittybittyspeech.com</a> for therapy ideas and more!

# data[].attributes.attachment_link.title
Core Vocabulary Communication Board - Vietnamese

# data[].attributes.attachment_link.description
This freebie contains a core vocabulary communication board in both English and Vietnamese for use with AAC users, English Language Learners, or others who would benefit from these important words in Vietnamese. Perfect to share with families to reinforce core vocabulary at home as well!Thank you to...

# data[].attributes.body
Understanding Social Communication in Fifth Grade: What Parents Need to Know

# data[].attributes.attachment_link.title
Understanding Social Communication in Fifth Grade: What Parents Need to Know | Everyday Speech

# data[].attributes.attachment_link.description
Understanding Social Communication in Fifth Grade: What Parents Need to Know Understanding Social Communication in Fifth Grade: What Parents Need to Know Welcome to my blog! In this post, we will explore the importance of social communication skills in fifth grade and discuss how it impacts academic and personal success. As parents, it is crucial […]

# data[].attributes.headline
Develop Strategies for Use of Emojis in Communication. 

# data[].attributes.subject
Develop Strategies for Use of Emojis in Communication. 

# data[].attributes.body
I Feel... Communication Board- 15 Emojis Expressing Feelings, AAC, Autism

# data[].attributes.attachment_link.title
I Feel... Communication Board- 15 Emojis Expressing Feelings, AAC, Autism

# data[].attributes.attachment_link.description
This page failed to load. Our development team has been informed of the issue.

# data[].attributes.headline
Supportive Strategies to communicate his needs and ask for clarification 

# data[].attributes.subject
Supportive Strategies to communicate his needs and ask for clarification 

# data[].attributes.body
What are accommodations?

# data[].attributes.attachment_link.description
Improving Education for Autistic Students in Montgomery County, MD

# data[].attributes.headline
Supporting Communication Interactions with Students with Autism

# data[].attributes.subject
Supporting Communication Interactions with Students with Autism

# data[].attributes.body
Social Skills for Autism

# data[].attributes.attachment_link.description
​​​​​​​​​The following excerpt is from an article originally presented in Teach Magazine featuring Boys Town Press authors, Venita Litvack, M.A…

# data[].attributes.headline
Social Skills to Understand Communication Contexts 

# data[].attributes.subject
Social Skills to Understand Communication Contexts 

# data[].attributes.body
Social Skills: An Elusive Target

# data[].attributes.attachment_link.title
Social Skills: An Elusive Target | Organization for Autism Research

# data[].attributes.attachment_link.description
The Challenges of Learning and Teaching Social Skills Social skills, which are centrally important to the success of individuals on the autism spectrum, are among the most elusive targets to teach. One impediment to teaching such skills is that there may not be much intrinsic interest on the part of learners with autism spectrum disorders

# data[].attributes.headline
Supporting Communication Interactions with Students with Autism 

# data[].attributes.subject
Supporting Communication Interactions with Students with Autism 

# data[].attributes.body
Community Resource Directory

# data[].attributes.attachment_link.readable_text
How to Contact the Provider

Assessments and Diagnosis

Social Skills Instruction

Support / Self Help Groups

Therapists: Individual Counseling

ACNC supports families living with autism from diagnosis through adulthood

Our Programs:

JUMPSTART LEARNING TO LEARN
JumpStart trains parent in special skills that support the development of a child with an autism spectrum disorder at home, school and community.

NEURODEVELOPMENTAL ASSESSMENT CLINIC
NDAC provides initial diagnostic assessments, differential diagnosis, and detailed treatment planning.

SCHOOL AND BEHAVIOR CONSULTATION CLINIC
SBCC offers analysis and management of behavior interfering with home life or school participation, as well as development of autism-specific curricula.

LAUNCHPAD: GETTING READY FOR ADULT YEARS

LaunchPad is a new program for teens and young adults on the autism spectrum, and their families. LaunchPad evaluations aim to help parents and youth develop strategies for the transition to adulthood. This includes individualized recommendations and help identifying vocational training, apprenticeships, higher education programs, and support services.

COMPLEX CONSULTATION CLINIC
CCC provides customized assessments and support services for teen and adults experiencing social or developmental challenges.

Teen social skills groups to build peer support and social development

Autism Family Wellness groups designed for parents who have a child with autism

1:1 psychotherapy for teens and young adults on the autism spectrum

OUR TEAM
The Autism Center of Northern California is committed to multi-disciplinary teamwork. Many of our staff work in other settings as private practitioners and providers of innovative programs for children on the autism spectrum at home, school and beyond. Each is dedicated to integrating behavioral methods with developmental programming.

EXECUTIVE STAFF
Bryna Siegel, PhD

FOUNDER & EXECUTIVE DIRECTOR, ACNC
Lina Fancy

EXECUTIVE DIRECTOR, JSLTL, CHIEF OPERATING OFFICER, ACNC

CLINICAL STAFF
Pierre Brennan, MM, MT-BC, NMT, BCBA

SOCIAL DEVELOPMENT COACH, JSLTL
Kim Christensen, MS, CCC-SLP

LANGUAGE AND COMMUNICATION SKILLS COACH, JSLTL
Michelle Hecht, MS, BCBA

BEHAVIORAL COACH, JSLTL
David Neufeld, PhD

SOCIAL DEVELOPMENT AND PLAY COACH, JSLTL
Simone Behar, PhD

Karen Helmuth, PsyD

Amanda Mossman-Steiner, PhD

# data[].attributes.attachment_link.description
ACNC supports families living with autism from diagnosis through adulthood Our Programs: JUMPSTART LEARNING TO LEARN JumpStart trains parent in special skills that support the development of a child with an autism spectrum disorder at home, school and community. NEURODEVELOPMENTAL ASSESSMENT CLINIC NDAC provides initial diagnostic assessments, differential diagnosis, and detailed treatment planning.

# data[].attributes.headline
Supporting Communication to Describe Pain or Illness

# data[].attributes.subject
Supporting Communication to Describe Pain or Illness

# data[].attributes.body
Tips for Using Assistive Technology Devices

# data[].attributes.attachment_link.readable_text
Tablets and other devices can be great tools for autistic people of all ages. Autism Speaks has compiled the following tips to help individuals with autism benefit from using assistive technology devices in all areas of life. Read our tips below to learn more and get started.

Using Your Assistive Technology Device for Communication

There are many wonderful apps which focus on developing language. Many families and teachers are particularly interested in helping their children and students learn to talk using a device. This can be very helpful for individuals who are having difficulty learning language. I recommend you work closely with your speech and language therapist on how to incorporate assistive technology into the treatment plan. In the meantime here are some tips to get you started:

What to look for in an app:

For beginning language learners you want to have an app that has lots of pictures. Some apps come with plenty of pictures; others let you upload your own photographs. The app should also speak the word when the picture is touched. It's also nice if you can control how many pictures are displayed at a time, and make your own categorization system to keep track of all the different pictures.

Using Your Device to make a Request

Step 1: Start by modeling how it's done! When the individual wants something, have the device out and touch the picture so the device says the word. Repeat the word yourself, then hand over what he or she is asking for. For example, if he or she wants another slice of pizza, press the device picture of a piece of pizza. The device says "pizza", you repeat "pizza", and you hand over the pizza.

Step 2: Any time the device user tries to repeat the word, or say the word, make sure to reward him! After doing the above example many times, he or she may make a "p" sound when they want pizza, or repeat the word after the device. If the device user makes any attempt to communicate in this way, make sure to hand over the pizza (or whatever he wants) right away.

Step 3: Any time you're the individual tries to communicate using the device, make sure to reward him or her! If he or she presses a picture, make sure to give the requested item, even if you're not sure that's really what he/she wants. That will help them learn to associate the pictures with objects. At first you may want to have only one or two pictures up at a time on the device, until the individual learns how to use it. In most apps, you can increase and decrease the number of pictures on the screen at one time.
Keep in mind:
If you are using the device primarily to teach language, you might want to avoid putting games on it at first, at least until you're the user is consistently communicating. Otherwise he may open games when you want him to be talking to you!

If you're using the device for communication, make sure it's available all the time, you don't want to take away his or her voice.

This is just the beginning! Teachers or speech and language pathologist can help you start to use the device in conversations once your child has the basics.

Using Your Device for Daily Activities

Your device can help individuals with daily activities and routines. They can help with staying on a schedule, and laying out the steps in completing activities.

What to look for in an app:

There are many different scheduling apps, as well as ones with visual supports. Which one is best will depend on your needs and types of activities.

Ways to use your device for daily activities:

Step 1: Keep a schedule on the device, with reminders that pop up when it's time for the next activity.

Step 2: Have steps for activities that are difficult for the individual with autism, such as teeth brushing, getting dressed, etc. You can have pictures with each step in putting on pajamas that the device user can follow along to help increase his/her independence.

Step 3: Use a visual schedule to help with evening routines. For example, after school you may have a snack, then do homework, then be allowed to play outside. Having a picture of what he or she is supposed to be doing first and what's coming next may help keep them focused.

Keep in mind:

Ask treatment providers to help you set up a routine and set up the apps!

Using Your Device as a Reward
Note: This should only be used by those who do not use their device for communication. As stated above, If you're using the device for communication, make sure it's available all the time; you don't want to take away his or her voice.
Many individuals with autism find the device very motivating, and this is a good opportunity to use it to encourage new skills.

What to look for in an app:

Give special attention to games that are engaging for the user!

Ways to use as a reward:

Step 1: Choose a behavior you want to increase that is appropriate for the device user's skill level. This may be something simple like playing nicely with a sibling, or something more complicated like getting ready for school independently.

Step 2: Break down the behavior into small steps that you can reward. For example, if you want them to play nicely with a sibling, you may break down the behavior by rewarding for every minute he or she plays without hitting. Over time you can increase the demands, to two minutes without hitting, then five minutes without hitting before he gets the device. If you choose something like getting ready for school independently, first you would help him /her through most steps, and have him brush his teeth independently before getting the device. Once this is consistent you'd have him/her eat breakfast and brush their teeth before playing on the device. You can add in getting dressed, packing a back-pack, and other tasks over time.

Step 3: Make sure you're consistent. Whatever step they are working on should result in the reward each time a task is completed. Remember not to give the reward at other times. This sends mixed messages. Over time you can add in more behaviors that can earn time on the device.
Keep in mind:

A behavioral therapist or teacher can help you pick an appropriate behavior and reward system.

You may need to set a timer to indicate when it's time to stop playing on the device.

# data[].attributes.attachment_link.title
Tips for Using Assistive Technology Devices | Autism Speaks

# data[].attributes.attachment_link.description
Tablets and other devices can be great tools for autistic people of all ages. Autism Speaks has compiled the following tips to help individuals with autism benefit from using assistive technology devices in all areas of life. Read our tips below to learn more and get started.

# data[].attributes.headline
Encouraging Functional Use of the Device at Home. 

# data[].attributes.subject
Encouraging Functional Use of the Device at Home. 

# data[].attributes.body
Assistive Technology Funding Sources

# data[].attributes.body
Developing Expressive Language in Verbal Students With Autism Using Rapid Prompting Method

# data[].attributes.attachment_link.title
Developing Expressive Language in Verbal Students With Autism Using Rapid Prompting Method

# data[].attributes.attachment_link.description
Developing Expressive Language in Verbal Students With Autism Using Rapid Prompting Method [Mukhopadhyay, Soma] on Amazon.com. *FREE* shipping on qualifying offers. Developing Expressive Language in Verbal Students With Autism Using Rapid Prompting Method

# data[].attributes.attachment_link.readable_text
15 Behavior Strategies to Help Kids with Autism

1 - Let the child know what will happen next.

For example, "After you finish the puzzle, it is time to brush your teeth", or "In five minutes it is time to turn off the computer and start your writing assignment." For some children it is helpful to set a timer so the child can keep track of how much time is left. So in the example above "In five minutes it is time to turn off the computer and start your writing assignment" you would set the timer for five minutes. Some children need reminders as the time is winding down to 2 minutes, 1 minute, etc.

For children who have trouble understanding the concept of time or numbers, a visual timer can be helpful because the child can see how much time is left.

Visual timers can be purchased on Amazon or other online stores. Here are some examples below that you can click on to see prices and reviews.

Red Clock Visual Timer

With a red clock visual timer, children can see time running out as the red disappears.

Sand timer

Sand timers let children know that time is up when the sand at the top gets to the bottom.

You can even get a free visual timer app on your IPhone, IPAD, or Android device. Just do a search for visual timer in your app store.

See 3 Ways to Use Timers to Encourage Homework and Chore Completion for more information on how to implement timers for children with and without autism.

Some children respond better to a visual countdown chart, than a visual timer. An example would be a piece of laminated construction paper with the numbers 5, 4, 3, 2, and 1 Velcroed on. When there is 5 minutes left you show the child the countdown (e.g., we have five more minutes of computer time). At four minutes you pull off the number 5. You keep doing this each minute until you pull off the 1 and that is the signal that the activity is over and you will be moving on to the next activity).

You would need to get the paper laminated and purchase Velcro to make this kind of chart (there are instructions at the bottom of this article for how to do this).

Side Note: *Children who have difficulty understanding language may respond better to pictures telling them what is expected, rather than verbal directions. For example, if you want the child to work on math and then have a play activity, you can show them a "first/then" board rather than saying "First we will do math and then play a fun game." See an example of a "first/then" board below (you can find instructions for how to make this at the bottom of the article).

Just like the timers, you can also find IPAD, IPhone, and Android First/Then Apps. These apps have libraries of real photos to create first /then boards right on the screen. Check out the First Then Visual Schedule HD by Good Karma Applications, for IPAD/IPhone for an example.

2-Set Expectations, be Consistent, and Follow Through

For example, if you tell your child that you will play a game with him if he plays quietly while you talk on the phone for five minutes, make sure that you keep your end of the bargain (barring unforeseen circumstances). You may need to give him a choice of what activity to do during that time that you are on the phone. If your child can't tell time, set a timer that your child can see, get off the phone in exactly 5 minutes (barring unforeseen consequences), and play the game. If you do this consistently, your child will come to know what is expected and will believe in what you say. As he improves, you can increase the time. Once he learns how to play independently while you talk on the phone, you may be able to fade back on such a rigid set-up, but it is a good starting point to teach him how to act while you talk on the phone. This is one example but can be applied to many scenarios.

If you don't implement expectations with consistency and follow through on your words, your child will not know what to expect. This can lead to anxiety and challenging behavior (e.g., talking to you while you are on the phone, repeatedly asking when you will be off the phone, etc.). Children with autism or other challenging behaviors thrive on predictability, so do your best to make their world predictable. Another example of predictability would be having a set routine each night (e.g. first homework...then TV or first put pajamas on...then read a story). Keep in mind that difficult behaviors are more likely to come out when things aren't predictable, and we know we can't make everything predictable all the time. Just know that if you are doing your best, it is not yours or your child's fault when things don't go according to plan. Just get back in the swing of a predictable routine as soon as possible.

3 - Acknowledge your child or students for complying with your requests

For instance, if your child is using a loud voice in the movie theater and you say, "whisper in the theater," praise the child with a comment such as "nice job whispering", or "thank you for being respectful in the theater." For children who understand language well, situations like this are a good time to teach about other people's perspectives (e.g., "Thank you for whispering. This let's other people hear the movie.").

4 - Tell the child specifically what you expect and allow him to earn privileges for complying with your expectations

For instance, if your child often has a tantrum in a store when he can't go to the toy aisle, tell him exactly what you expect of him before you go to the store and reward him with a privilege for following that expectation. For instance, you can say something like "We are going to Target. We are going to the school supply aisle to buy paper and pens, and then we will pay and go home." Once in the store you can give reminders (e.g., now we are going to get the paper and pens, now we will go pay, you're doing a nice job following the rules, now we are going home, etc.).

Let the child know that he can earn a privilege for following the rules. Privilege ideas include getting a sticker of a favorite character, playing a favorite game once at home, watching a favorite show, going on the computer, staying up ten minutes past bed time, etc. Try to think of a privilege that your child might like or ask him what he would like to work towards.

When the child earns the privilege, praise him with specific language. In the example above you could say, "You followed the rules at the Target. We got the paper and pens, paid, and came home. Nice work! Now you can enjoy some computer time." Make sure the privilege is something the child wants. You can let the child choose what he would like to work for ahead of time. Children also benefit from nonverbal praise such as high fives, smiles, thumbs up, etc.

Side Note: *Children with difficulty understanding language often respond better to pictures, visual cues, demonstrations or physical prompting than verbal instructions. For example, many children I have worked with with autism walked nicely in the hall after I demonstrated how, rather than after I said "walk nicely."

5 - Give Choices

All children, including those with autism, like to feel a sense of control over their world. Many children benefit from having the choices limited to two to four options (depending on the child), as they get overwhelmed with too many choices and cannot decide. Examples of choices are: "Do you want to play a board game or watch TV," "Do you want butter or jelly on your bagel," "Do you want to wear the green or red shirt?" Again, children with language difficulties often have more success making choices when you show them the options or pictures of the options (e.g., hold up the red and green shirt and let them point to the one they want). A free IPAD App for generating pictures to show kids choices is ChoiceBoard-Creator. See an example below:

6 - For some children with language difficulties, showing the child the activity or toy that he will be utilizing next is helpful to encourage him to move from one activity to another

For example, if the child is on the computer and you want him to come work on a puzzle, show him the puzzle so he knows what it is you want him to come do.

7 - If possible, use a schedule to let the child know how his day will go

For children who have trouble reading or understanding language, a visual schedule would be best. A schedule for after school could include "eating a snack", "doing homework", "watching TV", "playing a game with the family", "reading a book", "taking a bath" and "going to bed." A visual schedule at school could include "math", "reading", "gym", "lunch", "recess", "art", "science", "packing up", and "getting on the bus." Below is an example of a visual schedule:

See How to Use Schedules to Improve Children's Behavior for more on getting the materials for and utilizing "first/then boards" and visual schedules.

8 - Allow the child to bring a transitional object from one activity to the next.

For instance, if the child has to leave the classroom to go with a new staff member such as a speech therapist, let him bring a favorite object from the classroom such as a stress ball or toy car. This can assist with helping him feel more comfortable in the unfamiliar surroundings.

9 - Distract and redirect problematic behavior instead of saying "stop" or "no."

For example, if the child is running in the store, remind him or show him how to walk nicely. If necessary, find something interesting to show him and call his attention to it, rather than focusing on the problematic behavior. If he is running in the hall at school, redirect him back to the line, with a short directive such as, "Come back to your spot in line" or remind him to "walk in the hallway." For children with trouble understanding language, try demonstrating what is expected or use a gesture, rather than just giving the verbal direction.

10 - If the child seems over stimulated from sensory input, such as in a large crowd, bring him to a quieter place to de-stress.

Be mindful of situations where your child might feel overwhelmed before you take him there (e.g., a fireworks show, a crowded festival, etc.).

There are also strategies to create an environment that helps a child with autism feel less overwhelmed by sensory input. See How to Set Up the Classroom for Children with Autism and ADHD which includes strategies that can be used at home as well.

11 - Make directions clear, short, and concrete.

For example, if your child is throwing food at the table say, "eat your food" rather than "Be good at the table," "Don't throw your food" or "Would you stop with that! You are always throwing your food." For children with difficulty understanding language, showing them a picture or a visual demonstration of the behavior you want to see, can be helpful.

12 - Take advantage of teachable moments.

For example, If the child snatches a toy from another child, teach him how to use his words to ask for they toy (if he has the language capabilities to do so) rather than reprimanding him for snatching the toy.

13 - When giving tasks, assignments, chores, etc. many children do better if they know when the task will end.

Some examples of activities with a clear ending include puzzles, a specific number of math problems, a specific number of pages to read, a timed event (e.g., the lesson will last ten minutes - set a timer), a specified way to complete a chore such as "Put ten toys in the bin." or "Spray the window three times and use the paper towel to wipe the spots off," a specific number of lines to write on the page for a writing assignment, etc. (visually defining the task is helpful as well; for example numbering the paper for a math assignment, using a visual timer or graphic organizer for a lecture, numbering the lines for a writing assignment, etc.). See an example of an activity with a clear visual ending below:

Please cut out each word and match it to the correct picture.

# data[].attributes.attachment_link.title
15 Behavior Strategies for Children on the Autism Spectrum

# data[].attributes.attachment_link.description
Learn 15 Behavior Strategies for Children on the Autism Spectrum through the International Board of Credentialing & Continuing Education Standards.

# data[].attributes.headline
Visual Supports for Recognizing and Managing Emotions 

# data[].attributes.subject
Visual Supports for Recognizing and Managing Emotions 

# data[].attributes.body
Social Stories and Comic Strip Conversations, Visual Supports

# data[].attributes.attachment_link.description
Here we share examples of some tools and techniques to support autistic people with communication - including social stories, comic strip conversations, and more…

# data[].attributes.headline
Tools and Strategies for Behavior Management and Following Rules 

# data[].attributes.subject
Tools and Strategies for Behavior Management and Following Rules 

# data[].attributes.body
Positive Behavior Supports in an Autism Classroom