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Stepping Stones to Switch Access (Linda Burkhart)

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Stepping Stones to Switch Access (Linda Burkhart)

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Details
A3 sized PDF poster - revision 1.1, published 2016
Description

An infograph signposting you to specific eye gaze software activities useful for building the progression of skills for eye gaze users. The software curve ranges from early sensory level activities right up to fully featured computer access and communication tasks. Eye gaze hardware solutions are also matched to the skills of users at each stage of the curve.

The infograph is available as an A3 poster, and also as a PDF with clickable links that take you to sources of information on the internet.

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An infograph signposting you to specific eye gaze software activities useful for building the progression of skills for eye gaze users. The software curve ranges from early sensory level activities right up to fully featured computer access and communication tasks. Eye gaze hardware solutions are al...

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Details
A3 sized PDF poster - revision 1.0, published 2018
Description

A useful poster highlighting considerations and tips for setting up Eye Gaze with your learners to get the best results. It covers positioning, lighting, tracking, calibration and other important aspects of setup and is designed to be referred to by staff when setting up eye gaze with pupils on a day to day basis.

The poster is designed to be printed in A3.

For more information on using Eye Gaze in the classroom see Inclusive Technology's Eye Gaze in the Classroom- Your Essential Guide

Icons used in this poster are designed by Flaticon

Contents of this PDF poster (Accessible version)

Below is an accessible breakdown of the contents of the PDF poster, designed to be accessible with a screen reader, and also for people who find it hard to see or access the links in the poster.

Considerations and tips for setting up Eye Gaze with your learners to get the best results.

1. Positioning Equipment

Adjust screen height with appropriate stand.

Adjust seating if possible.

Use height adjustable table if required.

2. Positioning Learner

Adjust eye tracker/screen angle to suit learner.

Learner should be 50-75cm away from screen.

Make sure eye tracker is level with or just below learner's eyes.

3. Reclined Position

If learner is usually in a reclined position, mount screen above using specialist floor stand.

4. Tilted Position

If learner's head is normally tilted, you can tilt the screen/eye tracker to match.

5. Lighting

Both the learner and the eye tracker will struggle to see if conditions are too bright e.g. strong overhead lights or bright sunlight.

6. Glasses

Eye trackers work with most glasses. Some specialist lenses e.g. varifocals might not work so well.

7. Track both or just 1 eye

If learner has significant visual problem in one eye, set eye tracking for the other eye only.

Activate this setting from within the eye tracker's setup software.

8. Eye Track status

Always check learner's eyes are in a central position in track status window before you start. Depending on the eye tracker, the track status window can be accessed from within the eye tracker's setup software, from a keyboard shortcut or as a 'red amber green' on screen visual guide.

9. Calibration

Calibrate the learner's eyes within the eye tracker setup software and save their User Profile. You do not have to re-calibrate every time they use the eye tracker. Just check their User Profile is selected. Individual points can be improved if required.

10. Windows Control

If software being used is not 'eye-gaze enabled' make sure Windows Control is on within the eye tracker setup software and that the correct mouse setting is applied (usually 'single left click').

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A useful poster highlighting considerations and tips for setting up Eye Gaze with your learners to get the best results. It covers positioning, lighting, tracking, calibration and other important aspects of setup and is designed to be referred to by staff when setting up eye gaze with pupils on a da...

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Unlocking Abilities: Keys to Developing Eye Gaze Skills 

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Unlocking Abilities: Keys to Developing Eye Gaze Skills 

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Partner-Assisted Communication Strategies for Children Who Face Multiple Challenges (Linda Burkhart)

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Partner-Assisted Communication Strategies for Children Who Face Multiple Challenges (Linda Burkhart)

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Choosing Selection Methods  for High-Tech AAC

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Choosing Selection Methods  for High-Tech AAC

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Assessment of Learning Process (ALP) for AAC

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Assessment of Learning Process (ALP) for AAC

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The ALP for AAC is presented at conferences and Access Courses across the US and Canada. If you'd like to inquire about a private ALP for AAC training for your facility, please request one below.
Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers. As conditions change, trainings may be moved online, as necessary. If you have questions about PRC-Saltillo trainings, please email info@prc-saltillo.com.

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Keyguards, TouchGuides, KeyGuides: A Definition

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Keyguards, TouchGuides, KeyGuides: A Definition

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It's a question we hear fairly often: Keyguards? TouchGuides? KeyGuides? What are they? How are they different? How do I know what to buy?

Keyguards, TouchGuides, KeyGuides: A Definition

Keyguards, TouchGuides, and KeyGuides are types of access technologies that support touch access on speech generating devices. These are available in different colors (e.g., black, white, clear), sizes, and styles (e.g., hinged, fixed). Below is a brief overview of each one. You can learn more details on the PRC-Saltillo eStore.

Pictures and Definitions

Keyguard

TouchGuide

KeyGuide

Typically has rectangular openings which allows for full visibility of the icon and label. Depth allows for more accuracy without accidental hits from other parts of the fingers or hand. Gives a clear definition of the boundaries between buttons. Hinges upward so it can easily moved out of the way for access to programming menus.

Typically has oval openings which can slightly obstruct the visilibilty of icons and labels. Openings are shallow and designed for an individual whose fingers, headstick, stylus, or other access method might get "stuck" in the deep openings of a KeyGuard. Provides a subtle distinction between locations. Does not hinge - must be removed for access to programming menus.

Only available on the Accent 1000 and intended for use with the LAMP VI language system (for visually impaired). Features 84 oval-shaped openings, like the TouchGuide, but has a hinge design like the KeyGuard. Each opening has a tactile marker either on it or next to it to give the user tactile cues as to the location of the button on the screen.

Want to get your hands on one, or understand what might be best for you, your client or family member? Connect with your PRC-Saltillo AAC Consutlant today!

 Blog -  keyguard, touchguide, keyguides, whats the difference, aac, talker, aac device guides

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Keyguards And TouchGuides And KeyGuides - Oh My! What's The Difference

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It's a question we hear fairly often: Keyguards? TouchGuides? KeyGuides? What are they? How are they different? How do I know what to buy?

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Dr. Patricia Dowden's Continuum of Communication Independence 

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Dr. Patricia Dowden's Continuum of Communication Independence 

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AAC Path Pages

CONTINUUM OF COMMUNICATION INDEPENDENCE

by Dr. Patricia Dowden, University of Washington, 2004

This continuum describes an individual's expressive communication based on observable communication behaviors. The model is useful in intervention planning. In my work, I define "independence" in communication as:

​

"the ability to communicate anything on any topic to anyone"

TOWARDS COMMUNICATIVE INDEPENDENCE

You might think that an "emerging communicator" is an individual who is just getting started with AAC. That is close, but I want to make an important distinction between different beginners.

First, the exceptional "beginner" with AAC. These are the people who are "beginners" but they are able to communicate as soon as they are given the means. Think of a teen who is intubated after a spinal cord injury or an adult with Amyotrophic Lateral Sclerosis (ALS). They only need to be given a WAY to communicate.

The more common "beginner" is someone who is able to communicate very little, for example a young child with severe motor impairments. These children rely entirely on non-symbolic communication methods, such as pointing, gestures, facial expressions, body language and intonation. They may be learning alternative communication, but the results are inconsistent so far.

​

An "Emerging" communicator does not have a RELIABLE method of EXPRESSIVE communication through SYMBOLIC language.

Note the words in capital letters above; they have special significance:

​

RELIABLE communication means that the individual is able to communicate what he/she intends to communicate; there are no accidental selections that result in unintended messages. Reliability is crucial to independence.

​

EXPRESSIVE communication is emphasized because this model is based on OBSERVABLE communication behaviors: how an individual uses symbolic language. It is not based on how well he or she understands language, something that may or may not be known for emerging communicators.

​

SYMBOLIC LANGUAGE does NOT mean just using visual symbols. Instead, it means using something to REPRESENT or SYMBOLIZE a concept, idea or thought. For example, sounds symbolize meaning in our speech while letters and words represent meaning in our writing, and in AAC we use symbols you can hear, see or feel. Symbolic language permits us to talk beyond the "here and now" about things in another time or place. In contrast, non-symbolic communication is limited to the "here and now," for example, using pointing and gestures to respond to what one sees, hears or feels in the immediate environment.

​

(Note: everyone uses non-symbolic communication methods such as gestures and pointing. The important point here is that "emerging" communicators are limited to those methods only.)

​

So, let me restate the definition.

Communication is "Emerging" when the individual...
does not have a RELIABLE method of EXPRESSIVE communication through SYMBOLIC language.

​

What does emerging communication look like?

​

Typically, the individual relies on the following AAC techniques:

non-symbolic communication strategies such as gestures, body language, facial expressions and familiar partners to figure out what is meant by these signals.

perhaps a way to signal "acceptance" (e.g. a smile, or reaching for something) and "rejection" (e.g. head turn away, pushing away, etc.) but the individual does not have a reliable method of answering other yes/no questions.

Trials of AAC strategies or devices may or may not be happening, but performance is still inconsistent.

​

​

The short answer is "no, no, no and no"! Emerging communication means only that the individual does not have a reliable means of symbolic communication. There could be many reasons (see box to the right) that have nothing to do with cognition. Furthermore, it is impossible to test the cognition (or the receptive language) of an individual with severe motor impairments who is a non-speaker. Nonverbal tests cannot be used because there is no hand control, and verbal tests cannot be used because there is no reliable communication beyond pointing and gesturing. There are MANY stories of accomplished AAC users who were declared severely "mentally retarded" until someone provided them with a means of communication.

​

​

Device doesn't match motor capabilities, so unreliable.

Hidden hearing impairment

Hidden vision impairment

Low expectations of other people, so no AAC trials.

Lack of opportunities to communicate

If "emerging" communication is when there is no reliable symbolic communication, you might guess that the next type of communication is when the individual has achieved some symbolic communication. And that is right.

A "Context-Dependent" Communicator has SYMBOLIC COMMUNICATION that is RELIABLE, but it is limited to particular CONTEXTS or PARTNERS. Note the words in capital letters above; they have special significance:

​

SYMBOLIC COMMUNICATION: As mentioned earlier, "symbolic" communication does NOT mean the use of visual symbols. It means any communication in which something (e.g. a word, sign, picture, etc.) represents a concept or meaning. For example, sounds symbolize meaning in our speech while letters and words represent meaning in our writing, and in AAC we use symbols you can hear, see or feel. Symbolic language permits us to talk beyond the "here and now" about things in another time or place.

​

RELIABLE: means that the individual is able to communicate what he/she intends to communicate, not accidentally push another key or convey a message that was not intended.

​

LIMITED CONTEXTS: this means that the individual is only able to talk about certain topics and/or only able to communicate in certain settings or activities, e.g. snack time, circle time (for kids) or in speech therapy (for adults).

​

LIMITED PARTNERS: this means that the individual is able to communicate only with some people in daily life, e.g. with mom (for kids) or a spouse (adults)

​

Typically the individual has to rely on either:

​

1) AAC techniques with vocabulary chosen by others, for example:

symbol displays

word boards

communication books

communication devices

​

OR

​

2) AAC strategies that are effective only with familiar partners, for example

severely unintelligible speech

strategies that require learning by the partner (e.g. eye-gaze, partner assisted scanning, etc.)

devices with output that is not useful with strangers (e.g. devices with poorly intelligible speech output or screens that are unreadable outdoors).

Other Characteristics:

The individual may or may not have:

significant motor impairments

cognitive abilities at age-level

language abilities at age-level

​

Limited spelling ability

Vocabulary - for only particular contexts

Vocabulary - not personal or useful

Limited experience with new partners

Limited opportunity to practice communication in natural contexts

Hidden hearing impairment

Hidden vision impairment

Mismatch of device and motor control

Fear of AAC techniques

Low expectations of other people

Lack of opportunities to communicate

Lack of AAC services

So, by now, you see where I am going. Independent Communicators are not limited in what they can talk about or whom they can talk to. They can communicate with both familiar and unfamiliar partners. And if they don't have the right vocabulary preprogrammed, then they can use spelling to communicate exactly what they want to say.

​

Definition of independence:

"the ability to communicate anything on any topic to anyone in any context"

Case Examples of Independent Communicators:

​

Independent communication means that these real AAC users can do these things:

Bob Williams can talk politics and shape policy in the government

Peg Johnson can be a librarian in Minneapolis

Toby Churchill can develop a product and market it

Michael Williams can write and publish a newsletter for AAC users

Rick Hohn can deliver sermons to people with addictions

Snoopi Botten can be a recording artist with his own label

Sharon King can discuss her art or advocate for policy changes in Olympia

David Chapple can write computer code

Mick Joyce can express frustration with government

Scott Palm can sing Karaoke or lobby the legislature

And all of these individuals can still make their daily needs known, communicate with family and caregivers as necessary.

​

​

Never taught to spell

No access to techniques that permit novel messages via spelling

​

​

Now it is time to bring this model together for you. Below you will see a table showing the transition from "Emerging" to "Context-Dependent" to "Independent". You can see that the difference between Emerging Communication and Context-Dependent is the development and use of a reliable means of symbolic communication.

​

The Context-Dependent Communicator uses symbolic language reliably, but he or she is limited in terms of the vocabulary available or the partners who understand. We have to work on expanding vocabulary and expanding the partners for these individuals.

The Independent Communicator is no longer dependent on others to provide vocabulary; they have the spelling skills to communicate about anything they wish to. These individuals are also not dependent on familiar partners; they have the ability and the means of communication (the AAC system) that works for any listener, familiar or not.

​

How does this model relate to intervention?

​

As you can see, this model begins to describe some of the goals of intervention for different types of communicators.

​

The primary goal for emerging communicators:

identify that 1st method of symbolic communication.

The primary goal for the context-dependent communicator:

expand vocabulary and partners and contexts

The primary goal for the independent communicator:

their goals and desires for improved communication

What the model is NOT:

​

a reflection of cognitive ability

a description of how someone understands (receptive language)

a prediction of potential

​

A very capable individual with excellent cognition and receptive language can be held back by poor services. Conversely, a different individual, with good AAC services and education, can become an independent communicator despite cognitive and language delays

​

​

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AAC Path Pages CONTINUUM OF COMMUNICATION INDEPENDENCE by Dr. Patricia Dowden, University of Washington, 2004 This continuum describes an individual's expressive communication based on observable communication behaviors. The model is useful in intervention planning.

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Individuals who rely on AAC demonstrate a wide range of expressive communication abilities, and often have varying amounts of experience with AAC interventions. Patricia Dowden (1999) described three communicator profiles of individuals with complex communication needs based solely on observable expressive communication behaviors, rather than on receptive language. This framework enables inter-professional teams to set goals and plan interventions. It offers guidance in developing instructional strategies for functional communicator profiles: Emergent, Context-dependent, and Independent.

Emergent Communicators

Emergent communicators use facial expressions, body language, gestures, vocalizations, and other non-symbolic modes of communication, which may be idiosyncratic and not immediately apparent to unfamiliar partners. At this level, any use of intelligible speech, symbols, or signs is limited and often used inappropriately. These individuals communicate primarily about the "here and now," unless with a highly familiar partner who has shared experiences or is able to guess their intent. Interventions for emerging communicators focus on establishing more reliable communication behaviors, moving towards symbolic expression, and increasing opportunities for interactions with more partners about a broader range of topics.

Context-Dependent Communicators

Context-dependent communicators use reliable symbolic communication modes, but communication may still be limited to certain partners, topics, or contexts. These limitations may occur because the individual's speech is unintelligible or because the communication strategies they use are so unique that interactions must be facilitated by a familiar partner. Context-dependent communicators may lack experience with appropriate AAC interventions, lack access to sufficient vocabulary, or lack conventional literacy skills. These factors means the individual is dependent upon others to select and program words and messages for them. Interventions for context-dependent communicators focus on increasing access to vocabulary, building literacy skills, and broadening the person's ability to communicate with multiple of communication partners and across contexts. Additionally, intervention can focus on integrating all available communication modes into a repertoire of effective communication strategies.

Independent Communicators

Independent communicators interact with familiar and unfamiliar partners, about any topic or context. Independent communicators are literate and able to generate completely novel messages, rather than rely on pre-programmed messages. They may be adept at using a variety of communication modes and strategies appropriately in different contexts and with different partners. Intervention goals for independent communicators focus on rate enhancement strategies, gaining more operational competencies and refining access to new technologies and communication formats (email, social media, etc.).

References

Dowden, P.A. (1999). Different Strokes for Different Folks. Augmentative Communication News, vol 12, pp7-8.
Augmentative Communication News, vol 12 [PDF, 1.1MB]
Dowden, P. A. (1999b). Augmentative and alternative communication for children with motor speech disorders. In A. Caruso and E. Strands, Clinical Management of Motor Speech Disorders. New York: Thieme Medical Publishers, Inc.

Dowden, P.A., & Cook, A. (2002). Choosing effective selection techniques for beginning communicators. In J. Reichle, Beukelman, D., Light, J., Implementing an augmentative communication system: exemplary strategies for beginning communicators. Baltimore, MD: Paul H. Brookes Publishing Co.

Blackstone, S. & Hunt Berg, M. (2012). Social Networks: A Communication Inventory for Individuals with Complex Communication Needs and their Communication Partners. Attainment Company.

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Individuals who rely on AAC demonstrate a wide range of expressive communication abilities, and often have varying amounts of experience with AAC interventions. Patricia Dowden (1999) described three communicator profiles of individuals with complex communication needs based solely on observable expressive communication behaviors, rather than on receptive language.

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Bridge School's AAC System Design Principles for Communicator Profiles

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Bridge School's AAC System Design Principles for Communicator Profiles

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Principles for Students with an Emergent Communicator Profile

Some AAC systems are designed to emphasize language input.

Some AAC systems and strategies selected for a student with an emergent communicator profile focus on the language input provided to a student while helping them learn how to express themselves. This may be important for a student with more significant receptive language needs. An emphasis on language input ensures repeated exposure to the same words and concepts, which can deepen a student's understanding of the world and ultimately support their expressive communication abilities. These systems may have a script for the partner to read or follow while helping the student use the tool, or may give the partner organized sets of lists to read through as they offer message options to a student. This helps the adult provide consistent language input while they are supporting the student's expressive productions and language development.

AAC Systems should originate from a strong understanding of student preferences, current interests, and motivating topics & partners.

AAC systems designed for the emergent communicator should support activity-based interactions as well as topics and vocabulary that is drawn directly from the people, places, and things that the student experiences on a daily basis in their specific classroom environments.

AAC Systems should focus on the "here and now."

Students with this profile are often able to communicate about things that are happening in the present moment but may have difficulty reflecting about things past and/or projecting or imagining things to come.

Principles for Students with a Context-Dependent Communicator Profile

Build upon the familiar.

Context-dependent communicators are often adept at using certain AAC tools or communication modes when talking about a specific topic, with a specific partner, or in a specific environment. These familiar contexts can be the starting point for teaching more vocabulary or different AAC tools and strategies. It can be helpful to think about changing adding one new element at a time, while keeping other contextual supports in place. For example, if a student skillfully uses her SGD to communicate throughout a snack time routine at school every day, opportunities for growth might include: adding more vocabulary to that routine, using the same tools to communicate with a new partner during the routine, teaching a different/more efficient tool to communicate the same information, or moving the routine to a new environment.

Broaden partners.

Context-dependent communicators can be challenged to communicate with new partners. This may require them to use clearer communication modes or aided AAC tools, where they may have been able to use vocalizations or gestures with highly familiar partners. Role-playing different scenarios, training unfamiliar partners, and having a supportive facilitator can help students learn to communicate with different partners.

Incorporate contextual supports into AAC systems.

Identify the contextual cues that support the student's current communication skills and then see if it is possible to emulate those cues in an aided AAC system. For example, a student who uses pointing or eye gaze in familiar environments may be able to refer photo representations of the same items in a visual scene on an SGD or low-tech display.

Principles for Students with an Independent Communicator Profile

Participatory design of AAC systems is ideal.

Students can make choices of color, layout, location, placement of individual words/concepts, abbreviations, phrasing, main color, decorations, font size and type, materials used to fabricate communication books, symbol set, symbol size, individual symbols, etc.

Emphasize literacy.

Independentcommunicators should be working towards conventional literacy, and this can be supported in AAC system design by incorporating literacy supports such as options for typing out words and messages and decreasing reliance on symbols. AAC Systems can be designed to support burgeoning literacy skills by incorporating the knowledge the student has mastered into the communication tool, such as using the sight words students know in their communication displays or designing an ABC display with the student's targeted rimes and blends. Students should also have access to onscreen keyboards for typing for other purposes (word processing, internet searches, etc.).

Increase efficiency.

Systems should include more rate enhancement tools and strategies to make message formulation faster (e.g., iconic encoding, abbreviation expansions, word and phrase prediction). Including phrases for "small talk" can also increase efficiency and help students stay engaged in fast-paced social conversations .

AAC system programming, vocabulary additions, and device care and maintenance should become the student's responsibility, as much as possible.

Teach student to choose different tools for different communication needs.

At first, educators will help the student to choose certain tools by providing the tool or teaching specific techniques to the student at chosen times to meet the communication demands of the identified activity or interaction. Over time, independent communicators will learn to strategically select the appropriate communication tools, modes, and strategies for different contexts.

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AAC System Design: Principles for Communicator Profiles

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Some AAC systems and strategies selected for a student with an emergent communicator profile focus on the language input provided to a student while helping them learn how to express themselves. This may be important for a student with more significant receptive language needs.

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Ability levels is a way to describe the communication skills of a person. This model can help us identify goals and needed supports for the person.

We all start at birth as emergent communicators. Children with complex communication needs may stay at this level longer. Our focus is helping them develop as much communication autonomy as possible.

Some adults who were independent communicators lose some or all of their communication abilities. This can be from a traumatic brain injury, stroke, or progressive disease (such as ALS or dementia). Our focus is helping these people get back or keep their communication independence or autonomy as much as possible, for as long as possible.

Emergent Communicator

An emergent communicator is a person of any age who does not have a reliable means of expressive communication using symbolic communication. This is a person who:

uses non-symbolic methods of communication such as: facial expressions, body language, gestures, vocalizations, and other behaviors which are usually unique to them and not immediately understandable by unfamiliar communication partners

is limited to topics in the "here and now"

might be trialing AAC, but their interaction with it is inconsistent; communication partners might be modeling AAC without expectation

Emergent communicators are communicating. We need to be good detectives and smart partners. Being an emerging communicator is not related to the person's cognitive ability, receptive language, or their potential. It just means that they do not yet have the tools to communicate beyond the "here and now".

A good goal for emerging communicators is to buildup their non-symbolic communication, grow their multimodal communication, and to figure out a first method of symbolic communication.

Context-Dependent Communicator

A context-dependent communicator is a person of any age who has reliable symbolic communication, but is limited to specific contexts or communication partners. This is a person who:

has limited vocabulary

is limited to familiar communication partners and/or

is limited to certain contexts (e.g., environments, activities, topics)

Being a context-dependent communicator is not related to the person's cognitive ability, receptive language, or their potential.

A good goal for context-dependent communicators is to expand their vocabulary, their pool of communication partners, and the contexts in which they can communicate.

Independent Communicator

An independent communicator is a person who can communicate when, where, why, and to whom they want about anything they want. This is a person who can:

create novel messages

spell new words "well enough"

use a variety of communication modes

use strategies to facilitate effective and efficient communication

A good goal for independent communicators is whatever their goals are for improved communication.

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Ability levels is a way to describe the communication skills of a person. This model can help us identify goals and needed supports for the person. We all start at birth as emergent communicators. Children with complex communication needs may stay at this level longer.

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PrAACtical Questions: “What other factors should we consider in choosing the symbol type for AAC?”

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PrAACtical Questions: “What other factors should we consider in choosing the symbol type for AAC?”

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If you've been following along in our PrAACtical Questions series, you know that we've been contemplating the role that symbols play in AAC decision-making. Previously, we addressed:

If you've followed this series, you know that we've advocated an individualized approach to determining which type of symbol to use for AAC. Informal assessment tasks, such as the ones we discussed in a past post, can be helpful in gathering data to use in making this decision.

Today, we're exploring additional factors to consider in symbol selection. When there doesn't seem to be a clear preference and/or when the performance is similar across symbol types, we turn to some other factors that are worth considering as you make your selection.

AAC User Perspective

A good starting point is to find out if it matters to the person who needs AAC support. Do they have a preference for one type over the others? Is there a type of AAC symbol they would like to avoid using in their AAC tools? Honoring their perspective on this is a top priority.

Symbols in the Environment

It's worth finding out what types of symbols are already being used in visual supports and AAC in the classroom and at home. If they see those symbols every day, there may be an advantage in using them for AAC.

Symbol Availability

Not all symbol types are equally accessible. Consider whether there would be any additional costs to professionals and families for access to the symbols, since both may need to use them to create visual supports or AAC learning materials.

Diversity and Representation

Some types of symbols are better able to reflect diverse options that may be important to some communicators. In single-meaning pictures, it is helpful to have options regarding different skin tones, hairstyles, body types, ages, and other personal characteristics.

Did we miss any factors that you consider in making this decision? We'd love to hear about them.

Filed under: Featured Posts, PrAACtical Thinking

This post was written by Carole Zangari

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doi: 10.1080/07434610903031133.

Affiliation

¹ Macquarie University Special Education Centre, Macquarie University, New South Wales, Australia. jennifer.stephenson@speced.sed.mq.edu.au

doi: 10.1080/07434610903031133.

Affiliation

¹ Macquarie University Special Education Centre, Macquarie University, New South Wales, Australia. jennifer.stephenson@speced.sed.mq.edu.au

Abstract

The iconicity of graphic symbols and the iconicity hypothesis are theoretical concepts that have had an impact on the use of augmentative and alternative communication strategies for people with severe intellectual disabilities. This article reviews some of the recent literature on the impact of iconicity on symbol recognition and use by typically developing children and relates those findings to people with severe disability. It seems that although iconicity may have some impact on symbol learning, there are other variables that are likely to be much more important. It is likely that iconicity is not helpful to those learning graphic symbols who have little or no comprehension of spoken language.

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national center for biotechnology information

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Iconicity in the development of picture skills: typical development and implications for individuals with severe intellectual disabilities - PubMed

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The iconicity of graphic symbols and the iconicity hypothesis are theoretical concepts that have had an impact on the use of augmentative and alternative communication strategies for people with severe intellectual disabilities. This article reviews some of the recent literature on the impact of ico ...

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Dynamic Learning Maps (DLM) and Universal Core Vocabulary Sort

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Dynamic Learning Maps (DLM) and Universal Core Vocabulary Sort

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Dynamic Learning Maps and Core Vocabulary

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Dynamic Learning Maps and Core Vocabulary

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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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It looks like you have Javascript disabled in your browser settings. Javascript must be allowed in order for the website to function properly.
If you are unsure how to do this, try Googling "How to enable javascript in (your browser)."

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Check out what's new on AAC Language Lab

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Core Vocabulary List for Students with Intellectual Disabilities

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Core Vocabulary List for Students with Intellectual Disabilities

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Access Methods from Communication Matters

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Access Methods from Communication Matters

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Communication Matters - Communication Matters is the working name of ISAAC (UK)

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Most smart homes are controlled through apps on a smartphone, meaning you can manage tasks from absolutely anywhere. Smart home technology has benefits for everyone, but if you use a wheelchair, it offers an increasing level of freedom. When you control your house with your phone, you don't need to move around it as much. And if you have little or no speech, smart technology is even more beneficial, providing a level of independence that you could not otherwise enjoy.

Here are some options that are already possible.

Control your heating without having to go to the thermostat

Switch your lights on

Turn your oven on before you leave work, and come home to a cooked meal

Switch your TV on while on holiday, to give the illusion that you're at home

You can get your smartphone to automate a task when you're within a certain radius. For example, you can program the oven to switch on when you're three miles from home, or the heating to come on just after you leave work. You can use your smartphone to:

open the curtains without moving from your bed

start the process of cooking breakfast while you're still styling your hair

run a bath as you finish dinner, without even leaving the table

You can also use your phone to help with physical navigation. At the push of a button, a ramp can drop down from your front door. There are no limitations, thanks to the ever-increasing range of smart products on the market.

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Most smart homes are controlled through apps on a smartphone, meaning you can manage tasks from absolutely anywhere. Smart home technology has benefits for everyone, but if you use a wheelchair, it offers an increasing level of freedom. When you control your house with your phone, you don't need to move around it as much.

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Indirect Selection from Communication Community

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Indirect Selection from Communication Community

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In this post, we will cover different indirect selection access methods. While we will touch on many methods, we acknowledge that this post does not cover all indirect selection access methods for using AAC.

What is Indirect Selection?

Indirect selection is a method of accessing an AAC system where the individual selects a specific target given a set of choices. It differs from direct selection where an individual selects a specific target directly, without a set of choices.

What Are Some Types of Indirect Selection Access Methods?

Visual scanning: an individual sees a set of choices and chooses their target using a switch

Auditory scanning: an individual hears a set of choices and chooses their target using a switch

Partner-assisted scanning: a communication partner shows (visually), and/or speaks (auditory), a set of choices and an individual chooses their target using a set communication method (e.g. eye contact, vocalization)

Example: Choosing a TV show Using Indirect vs Direct Selection

You can choose between watching Homeland, Bridgerton, or The Bachelor.

Indirect selection: all three choices are presented via an AAC system. They may be programmed on a high tech speech-generating device (SGD), or a communication partner says their name or shows photos of them.

If they are programmed on an SGD, they will be highlighted one at a time, and when the indicated show is highlighted, the individual uses their switch to select it.

Direct selection: all three choices are presented via an AAC system. The individual uses a body part, stylus, or stick to point to the TV show they want to watch.

Scanning with switches

Individuals may use switches, or buttons, with their head, hand, or other body part to access SGDs. Some individuals may use two switches - one to change the button or spot, and one to select it. This can be used with both visual and auditory scanning. Some individuals use both visual and auditory scanning, meaning that a button is both highlighted and spoken.

Visual scanning is when a single button or area, or group of buttons or large area, are highlighted, and the individual uses a switch to indicate the selected target. In many types of AAC software, buttons are presented in a grid-like manner, so when using scanning, an entire row may be highlighted at once. The user then can hit their switch to select the row, then watch as each button in the row is highlighted, and use their switch to select the specific button.

If using two switches, one switch may be used to switch between rows, and the other switch used to select individual buttons within each row.

Auditory scanning is similar to visual scanning on an AAC software, except that instead of buttons being highlighted, they may be spoken. For example, a user may hear "Colors," and select that target. Next, different colors are spoken, e.g. "red, yellow, blue" and the user hits the switch when they hear their desired color.

Partner-assisted scanning is when a communication partner presents options to an individual, who then indicates their desired word or letter. For example, a communication board may have the words/symbols for "food, drink, bathroom, TV," and the communication partner says each word until the individual communicates their desired word. An alphabet board may be used so the communication partner can say "A, B, C, D..." until they come across the indicated letter. The communication partner can go through this until the individual has spelled out their desired word.

In partner-assisted scanning, the AAC user and communication partner will have a pre-designated communication method for selecting a target. This may include the AAC user making eye contact with their communication partner, moving their eyes up or down, or making a vocalization.

Can indirect scanning methods be used for other apps (not just AAC apps)?

Yes! Switches can used on both AAC apps (e.g. Snap from Tobii Dynavox), but also on other apps, like messaging, games, and social media.

Why have different access methods?

Individuals who use AAC systems often have communication impairments secondary to other physical disabilities or impairments. These may include weakness, paralysis, or incoordination of muscles, which affect fine and gross motor skills. Other physical disabilities or impairments include visual and auditory impairments. They may be congenital or acquired. Individuals with cerebral palsy, cortical vision impairments, or neurodegenerative disorders are among those who may benefit from alternative access methods for AAC.

Who chooses what kind of access method to use?

Different health professionals are often involved in selecting access methods for using AAC. Since many speech-language pathologists (SLPs) work with individuals using AAC systems, they may trial different access methods for individuals. Additionally, many occupational therapists (OTs) and physical therapists (PTs) are also involved in the process to select alternative access options. As always, the individual using an AAC system and their families should be consulted and included in this process as well.

Can access methods be changed and customized?

Many access methods may be changed and customized. For example, if using visual scanning, they may set it so that each button or row is highlighted for 1.5 seconds before it moves to the next button or row. This may not be long enough for an individual to recognize it is their desired target and then hit their switch. Settings can be adjusted so that each button or row is highlighted for 2.5 seconds before it moves to the next one. Another situation is if an individual uses a double-switch system, but they find it easier, or have more success, using a single-switch system.

How can I be a good communication partner for someone using indirect selection access methods?

Individuals who use any type of AAC, and especially those who use indirect selection access methods, may need more time than others to communicate their message. Allowing the individual adequate time to generate and communicate their message may provide better quality and more meaningful communication for all - which is what we're all looking for after all! It may take 45-60 seconds to find a desired target - but worth it to let someone know what TV show they really want to watch!

Citations/further resources: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3663592/ https://www.prentrom.com/caregivers/aac-device-access-options https://rerc-aac.psu.edu/wp-content/uploads/2017/08/Fager-et-al-2012-Access-to-augmentative-and-alternative-communication-New-technologies-and-clinical-decision-making.pdf
https://www.sendreviewportal.net/resources/Four_areas_of_need/Resources/ASHA_Persepctives_Switches_Burkhart.pdf

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Indirect selection access methods for AAC include auditory scanning, visual scanning, and partner-assisted scanning. They can be used for low and high tech AAC.

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Direct Selection from Communication Community

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Direct Selection from Communication Community

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In this post, we will cover different direct selection access methods. It should be noted that our post covers some of the more commonly used direct selection access methods; however, there can be others as well, like a joystick or mouse control.

What is Direct Selection?

Direct selection is a method of accessing an AAC system where an individual selects a specific target with a body part or accessory. It differs from indirect selection where an individual selects a specific target given a set of choices.

Types of Direct Selection Access Methods

Touch

An individual using a low, mid, or high AAC system may directly select their target word(s) or phrase by finding the specific word or symbol in their communication book, single overlay device, or SGD. If the selected target is the word "more," they may touch it with their finger, hand, or even foot. On a low tech device, "more" would not be heard via a speech-generating output, but it would be on a mid or high tech device.

Laser Pointers

Laser pointers may be fixed onto the side of one's head, which they can use to point at letters or symbols on a low tech communication or alphabet board. Lasers may also be used to point at specific objects or places in the environment, e.g. directing a laser at the couch may indicate they want to sit on the couch. They are typically only used as low tech AAC systems.

Head Tracking

Head tracking, sometimes referred to as head pointing or mouse dwell, is when a reflective dot or dots are placed somewhere on an individual's head, or something they are wearing (e.g. glasses), and cameras track where their head is moving in order to use a high tech SGD.

Eye Gaze

Eye gaze, also known as gaze interaction, is when an individual uses a high tech SGD with their eyes via infrared technology. Infrared light (safely) reflects on an individual's eyes, and the SGDs can track how they move. An individual can use gaze interaction systems to communicate via AAC software as well as browse the internet, compose emails, and more.

Changing and Customizing AAC Access Methods

Many AAC software systems can be adjusted so that a button has to be pressed for a certain amount of time before it is selected (sometimes called a hold and/or release time in device settings). If you think about accessing a smartphone, you probably just have to tap a button quickly and it is selected. Some individuals benefit from touching a button for a slightly longer amount of time, e.g., .25 seconds, before it is selected. If an individual has fine motor difficulties and tends to drag their finger across a screen, then a hold modification of .25 seconds may be helpful so that any button they may hit as they drag their finger slightly is not selected. If an individual uses a head tracking or eye gaze system, the amount of time they have to look at a button or area before it's selected can be lengthened or shortened.

Direct Selection Accessories

AAC accessories, such as straps, mounts, stands, keyguards, and styluses may assist individuals access their AAC devices more successfully.

Why Use Different Access Methods?

Individuals who use AAC systems often have communication impairments secondary to other disabilities or impairments. These may include motor skills, visual impairments, auditory impairments, and paralysis, among others. Due to these impairments, they may need support or modifications in order to use (i.e. access) their AAC systems effectively.

How to Choose an AAC Access Method

Many different health professionals may be involved in selecting access methods for using AAC. Since many speech-language pathologists (SLPs) work with individuals using AAC, they may trial different access methods for individuals. Additionally, many occupational therapists (OTs) and physical therapists (PTs) are involved in the process to select alternative access options. As always, the individual using AAC and their families should be consulted and included in this process as well.

How to be a Good Communication Partner with AAC

Individuals who use any type of AAC, and especially those who may use different types of access methods, may need more time than others to communicate their message. Allowing the individual adequate time to generate and communicate their message may provide better quality and more meaningful communication for all - which is what we're all looking for after all!

Citations/further resources: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3663592/ https://www.prentrom.com/caregivers/aac-device-access-options https://rerc-aac.psu.edu/wp-content/uploads/2017/08/Fager-et-al-2012-Access-to-augmentative-and-alternative-communication-New-technologies-and-clinical-decision-making.pdf

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Direct selection access methods for AAC include touch, laser, head tracking, and eye gaze devices. They can be used for low, mid, and high tech AAC devices.

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When we first started writing about core vocabulary, it was largely due to the fact that most SGDs, AAC apps, and communication boards/ books had two big deficits. At the time, most of them lacked the words needed to function throughout the day and/or didn't have the kinds of words that allow for progression of syntactic skills. Now things look very different. Over the years, the pendulum has moved quite dramatically and now core vocabulary permeates AAC systems that are considered to be 'robust.'

That's a lot of movement in a short period of time.

When big changes happen rapidly, it stands to reason that there will be some cracks that open up. Misunderstandings, misinterpretations, misconceptions.

Here are some of the ones we've observed in the recent past.

1. Core words are all that are needed in an AAC system. (Not in most cases. We all want to talk about the specific things in our lives - people, places, things. We can survive without those specific words, but why would we want to?!)

2. It's a developmental word list. (Not at all. Core word lists are frequency lists. They tell how often people in a certain age group used different words. The lists don't tell us anything about which words were learned first by this group.)

3. People need to be able to match pictures or receptively identify them in order to learn core words. (Not if there is good system design that honors the motor plan.)

4. They're the first words that should be taught to people with complex communication needs. (Not necessarily. For some learners, the initial path to successful communication is paved with the words representing specific things, people, and activities that they love.)

5. They're too abstract for learners with intellectual disabilities. (Nope. Not supported by the evidence.)

Core vocabulary plays a critical role for most people with complex communication needs, but it isn't everything.

Have you experienced these kinds of misconceptions in your AAC world? We'd love to hear how you dealt with them.

This post was written by Carole Zangari

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5 Misconceptions About Core Vocabulary in AAC

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When we first started writing about core vocabulary, it was largely due to the fact that most SGDs, AAC apps, and communication boards/ books had two big deficits. At the time, most of them lacked the words needed to function throughout the day and/or didn't have the kinds of words that allow for progression of syntactic skills.

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AAC Vocabulary Lists from PrAACtical AAC

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AAC Vocabulary Lists from PrAACtical AAC

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We were looking for some core vocabulary lists the other day and it struck us: Maybe you were, too! Here are some we found, both for core words and other AAC-related topics.
Dolch words: PreK through 3rd grade
Medically-oriented [UNL]

Know of one that we should add to the list? Please comment or get in touch so we can add it in.

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UNC: University of North Carolina
UNL: University of Nebraska-Lincoln

This post was written by Carole Zangari

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We were looking for some core vocabulary lists the other day and it struck us: Maybe you were, too! Here are some we found, both for core words and other AAC-related topics. Core Vocabulary Adults ...

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The Universal Core vocabulary is a set of 36 highly useful single words that can be used alone or in combination to communicate for a range of purposes on countless topics with a wide variety of communication partners. The Universal Core vocabulary is licensed under a Creative Commons Attribution 4.0 International License. Several formats are available to support student access through direct pointing or touch, eye gaze selection, and partner-assisted scanning. High contrast versions are available to address the needs of some students with visual impairments and 3D symbols are available for students who are blind. Additionally, the Universal Core vocabulary is available on many communication apps and speech generating devices.

A 6 page universal core communication book with 6 words/symbols on each page.

A 3 page universal core partner-assisted communication book with 6 words/symbols on each page.

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The Universal Core vocabulary is a set of 36 highly useful single words that can be used alone or in combination to communicate for a range of purposes on countless topics with a wide variety of communication partners. The Universal Core vocabulary is licensed under a Creative Commons Attribution 4.0 International License.

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Most Widely Used AAC Symbols from Omazing Kids

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Most Widely Used AAC Symbols from Omazing Kids

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There was a post in the AAC for SLP Facebook group today where a member asked the following question:

"Hi all! I'm not sure there is even an answer for this question, but I'm going to go for it anyway. 😉 Is there one symbol set that is most widely used? I am only familiar with SymbolStix and PCS. To be specific, I'm not looking for people's preferences... I am truly just interested on any data/study that demonstrate(s) which is most widely used.😊 "

I hadn't ever seen a list or data/study that had this exact info. To truly know which symbol set is most widely used for high tech AAC you'd need to have data regarding sales of SGDs, sales of AAC apps, sales of symbol sets via in-app purchases and data regarding their actual use. My guess is this is going to vary greatly across the world and influenced by both the language(s) needed by a particular AAC user and the opinions of SLPs / SLTs about certain apps or SGDs.

To truly know which symbol set is most widely used for paper-based AAC you'd need to have data regarding sales and subscriptions and then a way to determine actual use for AAC vs. all the other possible uses for those symbols.

See this separate post for info about Apps & Websites to Create Materials with Symbols: https://omazingkidsllc.com/2020/08/25/apps-websites-to-create-materials-with-symbols-on-an-ipad-iphone-list-compiled-by-angela-moorad-ms-ccc-slp-at-omazing-kids/

But it sparked my curiosity about what symbol sets are either included or available via in-app purchase in iOS AAC apps. So I looked through my vast AAC app collection and came up with the following list of symbol sets.

Based on the data that I collected, SymbolStix appears to be the most widely used (used in the most apps, available in 7 of the top 12 iOS symbol-based AAC apps - denoted by (*) in the lists below & available in traditional SGDs)

PCS symbols are commonly used (available in 6 of the top 12 iOS symbol-based AAC apps - denoted by (*) in the lists below). Especially if you factor in paper-based AAC systems like PODD and their use in traditional SGDs)

Widgit is more commonly used in the UK than the USA (available in 3 of the top 12 iOS symbol-based AAC apps - denoted by (*) in the lists below & traditional SGDs)

Minspeak symbols (and the closely associated symbols used in LAMP Words for Life) are only used in particular SGDs and that app but those are widely used.

Looking for info about Sign Language Symbols, Videos & GIFs in AAC Apps? See this new blog post (2/1/23): https://bit.ly/SignLanguageSymbols-Videos-GIFs-inAAC

More info about the Top 12 iOS Symbol-Based AAC apps: https://bit.ly/SymbolBasedAACapps & https://bit.ly/5aacFeatureMatchingResources
My Data: SymbolStix:
1. aacorn+ (updated 11/21/22: no longer available)

2. Alexicom

3. Avaz (*)

4. Bridge Communication

5. Clicker Communicator (*)

6. CoughDrop (can add-on) (*)

7. GoTalk Now / GoTalk Now Plus (*)

8. Grid 3 on SmartBox SGDs (also available on other SGDs)

9. Grid for iPad (*)

10. Grid Player

11. Proloquo2Go (*)

12. Proloquo + Proloquo Coach (see this free handout for info about how this new subscription-based options differs from Proloquo2Go: https://bit.ly/3uOlm86)

13. simPODD

14. So Much 2 Say

15. Sono Flex

16. Talk Tablet

17. TouchChat with WordPower (*), also available on Saltillo SGDs
PCS:
1. Chatable (6/8/22: this app is being updated and isn't currently available for purchase)

2. Clicker Communicator (*)

3. CoughDrop (can add-on) (*)

4. GoTalk Now (as in-app purchase) (*)

5. Grid 3 on SmartBox SGDs (also available on other SGDs)

6. Grid for iPad (*)

7. TD Snap (formerly known as Snap Core First) (also available on Windows devices and Tobii Dynavox SGDs) (*)

8. TouchChat with WordPower (as in-app purchase) (*), also available on Saltillo SGDs

Widgit:

1. Clicker Communicator (*)

2. GoTalk Now / GoTalk Now Plus (as in-app purchase) (*)

3. Grid 3 on SmartBox SGDs (also available on other SGDs)

4. Grid for iPad (*)

Open Source Symbols (most available on this website: https://www.opensymbols.org):

1. Cboard

2. ChatterBoards

3. CommBoards

4. CoughDrop (*)

5. ElineSpeaks

6. Leeloo

7. LetMeTalk

8. MyTalk

9. Niki Talk 2 Pro (*)

10. PhotoVOCA

11. Posco

12. SpeakProse (emojis)

13. Speech Assistant AAC (11/21/22: offers the option to add a Mulberry Symbol, emoji or photo to a phrase button)

14. SymboTalk
CrickPix:
1. Clicker Communicator (*)
GoTalk Image Library:
1. GoTalk Now / GoTalk Now Plus (*)
LessonPix:
1. CoughDrop (*) (can sync with your LessonPix account).

LessonPix is also widely used to make printed AAC options.

MetaCom (used fairly frequently in Germany)

1. GoTalk Now / GoTalk Now Plus (as in-app purchase) (*)

2. MetaTalkUS

3. TD Snap (formerly known as Snap Core First (as in-app purchase) (*)
Minspeak:
1. Unity on Accent SGDs
Multi-Meaning symbols derived from Minspeak & Unity:
1. LAMP Words for Life (*), also on Accent SGDs
Persona:
1. Talk Suite Pro
Pics for PECS:
1. PECS IV+

Pixon (also related to Minspeak/ Unity):

1. TouchChat with WordPower (as in-app purchase) (*), also available on Saltillo SGDs
Smarty Symbols:
1. ASD AAC Bestie Communicator

2. Expressive

3. Speak for Yourself (*)

4. Quick Talk AAC

Smarty Symbols are also widely used to make printed AAC options, in products on Teachers Pay Teachers and in a few non-AAC apps.

There are other AAC apps and SGDs that have their own unique symbols:

1. Alela Pro

2. CardTalk

3. CoreVoice

4. EESpeech

5. Fluent AAC

6. Grace 4

7. Jellow

8. Lingraphica (apps and their SGDs)

9. My First AAC

10. Niki Talk

11. PAROL Mini

12. PictoMaker

13. SoundingBoard

14. Talking Mats

15. Talk to Me

16. Top Taps Speaks

17. Twinkl Symbols for AAC

18. Verbal Me

19. Visuals2Go

20. Voice4u

22. Wayword

23. Weave Chat

This website has a nice catalog of all (or at least most) of the various symbol sets. Most are not widely used. I think it's interesting to read the history behind how/why symbols were developed: https://talksense.weebly.com/symbol-what.html

It's important to keep in mind... Symbol sets are like any other feature in AAC. There isn't any "one size fits all" and to my knowledge there isn't any research supporting the idea that any particular symbol set is superior to another. This is especially true when considering symbols that meet specific needs, user preferences, culturally relevant, etc...

See this quote from PrAACtical AAC: "There is no empirical evidence that one type of symbol is superior to another for all AAC clients, but there may certainly be differences for a specific individual. That's why it is a best practice to evaluate the kind of symbol to use as part of an AAC assessment rather than picking one at random or using one based on our own convenience."
https://praacticalaac.org/praactical/using-multiple-aac-symbol-sets-and-systems-with-aac-learners-considerations-for-thoughtful-interventionists/
Update 11/21/22: See their new post: https://praacticalaac.org/praactical/praactical-questions-what-symbols-are-used-in-aac-apps-sgds/ (includes hyperlinks to info about the symbols)

And this post from NWACS:
https://www.nwacs.info/blog/2019/3/aac-and-symbol-selection
Looking for in-depth info about features AAC apps? Check out these resources:

* iOS Symbol-Based: https://bit.ly/SymbolBasedAACapps

* iOS Text-Based: https://bit.ly/TextBasedAACapps

* Visual Scenes & Video Visual Scenes: https://bit.ly/AACvsd

* AAC Feature Matching Resource Bundle (includes all three, save 10%): https://bit.ly/aacFeatureMatchingBundle. If you are looking to purchase resources for several staff / team members, take a look at the Multiple Licenses discount (saves 20%)

* Robust Android AAC Apps (Google Play & Amazon Fire): https://bit.ly/RobustAndroidAACappChart

* Affordable and Free AAC apps & AAC-Related Apps (iOS, Android, Amazon Fire, Windows & a few web-based options): https://bit.ly/BasicAffordableAACchart

Have a question? The best way to reach me with any questions is via messaging on the OMazing Kids Facebook page: https://www.facebook.com/OMazingKidsAAC/. That way AAC related messages don't get lost among the spam in my e-mail

Angela Moorad, MS, CCC-SLP, Founder of OMazing Kids, LLC, OMazing Kids AAC Consulting

* Teachers Pay Teachers Store: https://www.teacherspayteachers.com/Store/Omazing-Kids-Aac-Consulting

* YouTube: https://youtube.com/user/amoorad1

* Ko-Fi: https://ko-fi.com/omazingkidsaac

* OMazing Kids AAC Consulting Facebook Page: https://www.facebook.com/OMazingKidsAAC/

* AppPeeps Facebook Group: https://www.facebook.com/groups/OMazingKidsAppPeeps/

* GoTalk Now AAC & GoVisual Visual Scene Apps - Ideas and Sharing Facebook Group: https://bit.ly/GoTalkNowAACappGroup

* Instagram: https://www.instagram.com/omazingkidsaac

* Twitter: https://www.twitter.com/amoorad

* Pinterest: http://pinterest.com/OMazingKids/

* Linktree: https://linktr.ee/amoorad1

* LinkedIn: https://www.linkedin.com/in/angelamooradomazingkidsaac

* Blog: https://omazingkidsllc.com

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Most Widely Used AAC Symbols (updated 2/2/23)

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There was a post in the AAC for SLP Facebook group today where a member asked the following question: "Hi all! I'm not sure there is even an answer for this question, but I'm going to go for it anyway. 😉 Is there one symbol set that is most widely used?

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TALC's Guide to Selecting Vocab (with lots of forms)

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TALC's Guide to Selecting Vocab (with lots of forms)

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PrAACtical AAC Questions: What Should I Program on the AAC Device?

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PrAACtical AAC Questions: What Should I Program on the AAC Device?

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"My client has a new SGD and will begin bringing it to school. What words should I program on it?"
We are so fortunate to be practicing at a time when the high tech SGDs and robust AAC apps come pre-loaded with lots of vocabulary. Still, when you sit down to prepare the device for an actual client, it can be hard to determine what needs to be there right away and what can wait. You'll find lots of forms and checklists floating around, some for children and some for adults. There are lots of right ways to do this. In making these decisions, I typically run through a mental checklist of a few categories, thinking both about single words and longer messages.
Single Words
Core Vocabulary: In most cases, we've selected an AAC tool that has ample core words to choose from. Use what you know about normal language development to guide your decision about which specific core words to include in the early stages of device use. Then, the question becomes "How much vocabulary should we start with?" Start with more than what the client currently knows. More than what you are teaching right at the moment. To move them forward, we have to go beyond what our clients have now and begin giving them experiences with new words. Not sure what your client knows? In general, it's better to overshoot than undershoot when determining how much vocabulary to provide.

Fringe Vocabulary: Unlike core vocabulary, these are generally nouns that are highly specific to the individual learner. It usually includes things like:

Names of family members, teachers, friends, therapists, and pets

Places they frequent

Favorite things they do or like

Phrases and Sentences
Participation Messages: Participation messages are those things that a learner needs to say to participate in their daily environments. Looking at what peers say is the best source of information. Get specific. "What do students in Ms. Herrera's class need to say in order to fit in?" It could be things like The Pledge of Allegiance, the Morning Message Chant, names of classroom jobs, etc. It could also be silly or annoying (but totally age-appropriate) messages like "Yer mom!" or "Shake it off!"

Time-sensitive Messages: These are things that need to be expressed quickly, like requests for the bathroom, indications of pain, or signals that a seizure is approaching. This category also includes social messages (e.g., "Hey! How's it going?" "Did you do the homework?"), repair messages (e.g., "That's not what I meant." "Can you explain?"), transaction messages (e.g., "I have something to say, but it's not in my device." "Ask me a yes/no question about it."), and academic activity messages (e.g., "I know that one!" "Will you be my partner?").

Independence Messages: This category includes anything that the learner needs help with (e.g., "Can you get my book out of my backpack?" "My lunch card is in my pocket." "I need my food chopped, please.") and things that build self-advocacy skills (e.g., "Can I have a turn?" "That doesn't seem fair." "I don't agree." "I can't see from here.").

Once we have messages in each of those areas I do a few more "checks." One is for communicative functions. I try to look to see if I've included enough messages in each category of communicative functions (e.g., comments, greeting/leave-taking, asking, showing off, protesting, answering, attention-seeking, requesting). I also try to run through our areas of communicative competence: linguistic, social, strategic, and operational. Did I overlook messages for any of these areas? This is the time for fine-tuning.
Finally, a reminder that vocabulary selection is a team sport. We don't know these learners half as well as their teachers and aides do, let alone their families. Get input from all of them right from the start. Why? Because they know things that we don't. Plus, they will be our allies in implementation. Don't we all have more 'buy-in' when we are included in the decision-making as opposed to when someone just hands us something and tells us to do it? We can't fly solo on something this important, so reach out and get help from families and colleagues. It's the prAACtical thing to do.
This post was written by Carole Zangari

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PrAACtical Questions: "What Should I Program on the AAC Device?"

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"My client has a new SGD and will begin bringing it to school. What words should I program on it?" We are so fortunate to be practicing at a time when the high tech SGDs and robust AAC apps come pr...

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Bridge School's Ecological Vocab Inventory

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Bridge School's Ecological Vocab Inventory

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Spectronics - Inclusive Learning Technologies

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Target Audience

Colour

Number

Comments

Software Association

Copyright Information

Where

Commercially Available Symbol Sets

Picture Communication Symbols™ (PCS) are simple images that represent everything from single words to full messages.

They were originally designed for developing communication aids. They can be used in a variety of environments including classrooms/educational facilities, clinical settings and at home.

The original PCS are most often used with children, young students, and adults who have grown accustomed to the familiar style.

Colour and B&W

Approx. 11,000

4,500 in the core library and the rest are available as addendums

These are often referred to as Boardmaker Symbols. Developed in USA but localised for many countries including Aus & NZ. There are also many country specific libraries. You can also request new symbols via their website.

Boardmaker (for creating printed resources); Boardmaker Plus; Boardmaker with SD Pro; Boardmaker Studio(for creating printed and interactive resources)

Also available as an add on for Clicker 7

Available as a symbol set in the DynaVox range of devices.

Permission is usually granted as long as the symbols are acknowledged,

More information

Spectronics

Resources and ideas:
Boardmaker Community

Developed by Mayer-Johnson as an alternative to the PCS Classic symbols. These were developed for use primarily with the newly released Boardmaker Studio to give a new fresh alternative to the classic library and also to be able to be manipulated easily within the new platform.

The new and growing collection of PCS ThinLine symbols use a more precise style that is often helpful for conveying academic topics. The look of these symbols is more detailed and the symbols are organised according to categories e.g. School, People, Feelings, Actions, Leisure etc.

Colour and B&W

Each of these 20 collections contain approximately 300 symbols.

These were developed in the USA and have been localised with Australian terms.

Boardmaker (for creating printed resources); Boardmaker Plus; Boardmaker with SD Pro; Boardmaker Studio(for creating printed and interactive resources)

Permission is usually granted as long as the symbols are acknowledged,

More information

Spectronics

Boardmaker Community

Developed in the UK and previously known as Rebus Symbols and the Widgit Literacy Symbols. They were developed to support literacy and to help make information accessible to those struggling with traditional orthography. They are a rule based symbol set and have a schematic structure which makes learning easier once the rules are known.

Used by all ages but perhaps more to support curriculum of school students and used by adults more.

Colour and B&W

Over 11,000 symbols covering a core library of over 35,000 words

Commonly used in Australia as an alternative to PCS. Many people have used them in the Writing with Symbols Program, especially in special school s and adult services to develop resources with Symbol Supported Text.

Available as the primary symbol set in the Widgit software applications SymWriter and InPrint.

Also available as an add-on for programs such as Boardmaker; Clicker 7. Can also purchase the metafiles for use in many other third party software programs.

Dependent on software licensing and distribution intention. More information

Spectronics

Designed for use with children and adults as a:

Stand-alone system; as a back up to high tech devices;

As a way of transitioning from low tech to high tech.

Colour

Over 1,800.

This symbol set was designed to assist Minspeak users (or potential Minspeak users) to learn the unique language generating system through low-tech symbols.

These symbols are available in bitmap and in Boardmaker format. This means they can be imported into Boardmaker.

Contact

Liberator

These symbols were developed for communication and literacy in print and digital formats for use with communication devices and displays.

The illustration are appropriate for any age.

Colour

4,000.

You can purchase the book which is organised by category. The book can be photocopied. You can also purchase the DVD which includes a PDF of the book and high resolution jpegs of each symbol with a search utility.

Royalty-free

Spectronics

Crick Picture Library

The Crick Picture Library was developed specifically for use with the Crick range of software including Clicker.

Designed for use with children and adults for literacy support.

Colour

Over 1800 in both libraries and an additional 150 Australian and New Zealand Symbols available.

The picture library is divided into curriculum related folders.

The Crick Picture Library is only available through the Clicker Software. It is not available for any other software. For free downloadable activities that have been developed using Clicker see www.learninggrids.com

Contact

In Australia see www. spectronicsinoz .com For more information about the Crick Programs see the Crick Software Website

Target Audience

Colour

Number

Comments

Software Association

Copyright Information

Where

FREE Symbol Sets

ARASAAC Pictograms

ARASAAC stands for the Aragonese Portal of Augmentative and Alternative Communication. It is a Spanish website which offers graphic resources such as a colour and black and white symbol set to facilitate communication. The Portal website is also available in English, French and Portuguese - Just click on 'Welcome' at the top to set the language to English.

Colour and B&W

10,960 Colour and 8,993 B&W symbols. Also available are 1,442 photos.

Symbols can be downloaded individually from the website as needed. The entire library of colour and black and white symbols can be downloaded from the ARASAAC Website in 10 language packages including English.

Free for non-profit use with attribution. More information

ARASAAC

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The most complete and current symbol set gives teachers special education resources to easily create quick, interactive communication.

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This page describes the Design to Learn Tangible Symbol Systems.

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For more than 30 years, Tobii Dynavox Picture Communication Symbols® (PCS) have been used by millions of students and adults to understand and structure the world around them, communicate their thoughts, and learn to read and write. Symbol-based visual supports have been proven to help people with communication, behavior and learning challenges succeed in school and life and amaze their peers, families, therapists and teachers.

With a history supporting learners with unique education needs, PCS has been used in thousands of settings across the world to assist with access to information and augment communication. From our very own Tobii Dynavox communication software, to labeling items in nursery settings, and supporting daily schedules of adult with learning disabilities, PCS symbols have long been the standard in supporting the success of your students and clients.

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Picture Communication Symbols Picture Communication Symbols Over 40,000 Symbols and Growing For more than 30 years, Tobii Dynavox Picture Communication Symbols® (PCS) have been used by millions of students and adults to understand and structure the world around them, communicate their thoughts, and learn to read and wr

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We're excited to announce a name change from Semantic Compaction Systems to Minspeak® Academy. This new name captures our continued commitment to providing high quality education on Minspeak-based systems in AAC.

Our upcoming courses can now be found on AAC Learning Journey!

View AAC Learning Journey

A Minspeak® system replaces barriers to language via a unique system of pictures, called icons.

If you show people a picture of something simple, like an apple, they will naturally associate more than one idea with that picture.
People usually say the most obvious idea first - "apple" - but then they start associating more ideas - "fruit," "red," "eat," "bite," and "hungry."
Minspeak systems take advantage of this natural tendency by using a small set of pictures to represent a large number of words in a communication device.

Only God Could Hear Me

Starring and narrated by Chris Klein and Jennifer Lowe, 'Only God Could Hear Me' offers a portrait of the lives and souls of 'non-speakers,' looking beyond just how they communicate, into why they are driven to do so.

How Minspeak® Allows for Independent Communication by Giving Anyone Access to Core Vocabulary

In order to understand how Minspeak® allows for independent communication, it is important to understand what is meant by core vocabulary and how everyone uses it, no matter their age or activity.

Beyond Boundaries: Minspeak® wins Emmy®

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We're excited to announce a name change from Semantic Compaction Systems to Minspeak® Academy. This new name captures our continued commitment to providing high quality education on Minspeak-based systems in AAC. Our upcoming courses can now be found on AAC Learning Journey!

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At Adaptive Design we provide the Standardized Tactile Augmentative Communication Symbols Kit for American Printing House. We also customize cards on a case-by-case basis.

Get inspired by our past symbol cards or create your own request to fit your needs.

Project Gallery

The order form includes dozens of commonly requested symbol cards and a full range of holders, displays, and choice boards.

Build on Stories: Storytime Card Sets

Parents and teachers everywhere use visual aids to enhance story-time and to encourage children to engage with the story. For children with low vision or blindness, tactile aids serve the same function.

​For the story Wheels on the Bus, a series of seven Tangible Symbol Cues have been designed and fabricated to represent items or scenes in the book. A tiny bottle, for example, represents "The baby on the bus..."

​

The set of cues comes in a customized storage container -- shaped like a bus. One side of the bus has strips of loop fabric to which three cues at a time can adhere. The storybook itself has its own pocket in the front.

Other Favorites

I Know an Old Lady Who Swallowed a Fly

If You Give a Mouse a Cookie

Storybook sets are made to order. Please email info@adaptivedesign.org if you are interested in collaborating to create a custom storybook set for your child or classroom.

Standardized Tactile Augmentative Communication Symbols Kit by American Printing House

Tactile symbol systems are valuable tools that aid learners with conversations about people, places, events, and ideas. STACS: Standardized Tactile Augmentative Communication Symbols Kit helps learning partners (teachers, parents, peers, etc.) teach a beginning standardized vocabulary. Teachers then introduce additional individualized symbols as needed.

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Tangible symbols are appropriate for use as a receptive form of communication with any learner who is deafblind and as an expressive form of communication for learners who have a predictable motor, behavioral, or communicative response that the communication partner can interpret.

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Adaptations | Adaptive Design Association Inc.

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We create custom adaptive equipment to increase, maintain or improve the functional capabilities of children and adults with disabilities. Get inspired by our past projects to create an adaptation that would fit your own needs.

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Stress-free resource creation platform that saves time and frustration Fall in love with creating new custom resources for kids that are engaging and effective. Sped Teachers Parents

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AAC Symbols and shared resources - ARASAAC

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Thousands of open source AAC symbols and shared resources for families and professionals

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STACS: Standardized Tactile Augmentative Communication Symbols Kit

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STACS: Standardized Tactile Augmentative Communication Symbols Kit

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Product Description

Tactile symbol systems are valuable tools that aid learners with conversations about people, places, events, and ideas. STACS: Standardized Tactile Augmentative Communication Symbols Kit helps learning partners (teachers, parents, peers, etc.) teach a beginning standardized vocabulary. Teachers then introduce additional individualized symbols as needed. The STACS instruction manual and included online videos show learning partners how to implement symbols effectively as a part of their learner's communication system.

Tangible symbols are appropriate for use as a receptive form of communication with any learner who is deafblind and as an expressive form of communication for learners who have a predictable motor, behavioral, or communicative response that the communication partner can interpret.

The instructional manual and the accompanying materials will improve partner understanding of the use of tactile symbols and provide a jumping off point from which to develop personal communication systems. STACS will open the doors of communication and enrich the lives of children and adults.

25 tactile symbol cards (basic vocabulary)

Two blank cards for making individual tactile symbol cards for learners

Large Print Guidebook with assessments and accessible CD-ROM (braille guidebook available separately)

Three online training videos

Electronic (online) assessment forms

Optional and Replacement Items

Manuals & Downloads

Manuals

STACS, CD-ROM Content (ZIP)
Size: 6.50 MB, Uploaded:
Catalog Number: 1-08815-00

STACS legacy CD-ROM Content (.brf, .epub, .html, .txt). Extract the contents of the .zip file after downloading.

Contact Customer Service to discuss your warranty options.

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STACS: Standardized Tactile Augmentative Communication Symbols Kit | American Printing House

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Teach vocabulary to learners who have no means of formal communication.

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Project Core Vocabulary – 3D Symbol Format

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Project Core Vocabulary – 3D Symbol Format

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[version 4, updated January 2020]

The 3D Universal Core Vocabulary Symbols by The Center for Literacy and Disability Studies are licensed under a Creative Commons Attribution 4.0 International License.

Description:

We have created a set of three-dimensional (3D) symbols to represent the 36 words in the Universal Core vocabulary. Each tactual symbol is printed on a base that has a shape, texture and color that mark the word category. Each also includes a unique raised element, the printed word and braille to make the individual word. The table below details the rules for the base shapes.

In the current version of all of the symbols, you'll find a hole through the center of the shape instead of a loop handle, changes to the texture around the outside of several shapes to eliminate sharp edges, and improved braille.

Instructions:

1. Download the STL (STereoLithography) files.
2. Send to a 3D printer.

How to get started:

We start by introducing three of the 3D symbols: GO, NOT, LIKE

These three words are very flexible and offer endless opportunities for teaching and learning across partners and contexts. Just start by printing these three symbols.

How do I teach students to use the 3D symbols?

We start by identifying activities that involve movement (GO), student enjoyment (LIKE), or student refusal or displeasure (NOT).

Each time one of these opportunities occurs, we place the 3D symbol for GO, LIKE or NOT in the student's hand and say (or sign if the student also has hearing impairments) the word. When the opportunity is complete, we remove the symbol.

For example, each time the student is going to move, use the opportunity to teach GO. Some examples of movement include:

Moving around the school - Lets GO to media.

Moving from one position to another - Let's GO into your stander.

Moving from one place to another - Let's GO to group.

We look for any signs of pleasure to teach LIKE. For example, when the student smiles in response to a song, we teach LIKE ( I think you LIKE that song). Other examples include:

Laughing while swinging in PT - I hear you laughing. You LIKE to swing.

Smiling while tasting ice cream - I see that smile. You LIKE ice cream.

Increased breathing rate after hearing a favorite adult's voice - You hear Ms. M? You LIKE Ms. M.

We look for signs of refusal or displeasure and use them to teach NOT. For example, when the student vocalizes in protest to a new position, we teach NOT ( You do NOT like this). Other examples include:

Turning head to refuse a drink - You do NOT want a drink.

Scrunching up face in response to an odor - That does NOT smell good.

Fussing when getting ready to go home - You do NOT like this.

When do I introduce the other 3D symbols?

We do not begin to introduce additional symbols until the student is beginning to reach for or otherwise indicate some beginning understanding that the three initial symbols have meaning. This does not mean that the student has to use or identify them independently, but we want them to show some emerging understandings before we start to introduce more. When we do go beyond the first three, we must have some system for organizing them so that students can begin to find a desired symbol and adults can continue to model and support learning at the rate that is possible with a focus on the first three.

Some basic rules to consider before going beyond the first three:

1. Are adults in the environment consistently using GO, LIKE, and NOT throughout the entire school day? Until students are getting dozens of opportunities to learn and use these three words every day, don't add new symbols.

2. Is the student demonstrating emergent understanding that the symbols GO, LIKE, and NOT carry meaning? If the student is not demonstrating some expressive understanding and use, don't add new symbols.

When you are ready to add new symbols, have a plan to organize and teach them every day. Symbols that are not used dozens of times each day, can't be learned. Unlike children with vision, students who are using the 3D symbols don't have incidental opportunities to learn the symbols just by looking for a known symbol on a communication board. Students with significant visual impairments and significant cognitive impairments are dependent on us to provide opportunities to learn.

Additional Symbol Download Links

When you are ready to add more symbols, here are the rest for download in STL file format:

All BLUE 3D Symbol (STL, 6.7 MB)

Can RED 3D Symbol (STL, 5.6 MB)

Different BLUE 3D Symbol (STL, 2.1 MB)

Do RED 3D Symbol (STL, 5.6 KB)

Finished BLUE 3D Symbol (STL, 1.7 MB)

Get RED 3D Symbol (STL, 6 MB)

Good BLUE 3D Symbol (STL, 1.2 MB)

He WHITE 3D Symbol (STL, 571 KB)

Help RED 3D Symbol (STL, 6.8 MB)

Here YELLOW 3D Symbol (STL, 3 MB)

I WHITE 3D Symbol (STL, 360 KB)

In GREEN 3D Symbol (STL, 21.4 MB)

It WHITE 3D Symbol (STL, 624 KB)

Look RED 3D Symbol (STL, 5.9 MB)

Make RED 3D Symbol (STL, 6.9 MB)

More YELLOW 3D Symbol (STL, 3.4 MB)

On GREEN 3D Symbol (STL, 21.3 MB)

Open RED 3D Symbol (STL, 6.3 MB)

Put RED 3D Symbol (STL, 5.9 MB)

Same BLUE 3D Symbol (STL, 758 KB)

She WHITE 3D Symbol (STL, 829 KB)

Some YELLOW 3D Symbol (STL, 9.6 MB)

Stop RED 3D Symbol (STL, 7.1 MB)

That WHITE 3D Symbol (STL, 1.1 MB)

Turn RED 3D Symbol (STL, 6 MB)

Up GREEN 3D Symbol (STL, 21.3 MB)

Want RED 3D Symbol (STL, 6 KB)

What YELLOW 3D Symbol (STL, 3.1 MB)

When YELLOW 3D Symbol (STL, 3.1 MB)

Where YELLOW 3D Symbol (STL, 3.4 MB)

Who YELLOW 3D Symbol (STL, 3 MB)

Why YELLOW 3D Symbol (STL, 3.1 MB)

You WHITE 3D Symbol (STL, 1.2 MB)

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Universal Core Vocabulary - 3D Symbol Format

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version 4, updated January 2020] The 3D Universal Core Vocabulary Symbols by The Center for Literacy and Disability Studies are licensed under a Creative Commons Attribution 4.0 International License. We have created a set of three-dimensional (3D) symbols to represent the 36 words in the Universal Core vocabulary.

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A communication system for students that combines tactile symbols with voice output

Product Features:

Helps with communication and literacy practice

Provides tangible symbols organized on sheets for overlays

Overlays correspond with prepared pages in the GoTalk NOW App

Includes GoTalk NOW App, TactileTalk in-app Communication Book, 30 pre-made overlays, and the TactileTalk Guidebook

** Compatible with 9.7 inch and 10.2 inch iPads only **

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Product Features: Helps with communication and literacy practice Provides tangible symbols organized on sheets for overlays Overlays correspond with prepared pages in the GoTalk NOW App Includes GoTalk NOW App, TactileTalk in-app Communication Book, 30 pre-made overlays, and the TactileTalk Guidebook ** Compatible with 9.7 inch and 10.2 inch iPads only **

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Whether we're working on a project, cooking with new ingredients, or doing something crafty, one of the things we find most helpful is examples. Seeing how other people have approached a situation can be informative and inspiring. Making communication displays for people who use AAC is no different. Most of us appreciate the opportunity to see what our colleagues have done.

We provided a number of examples of communication boards and books that are rich in core language in some of our earlier posts. Here are some of them, just in case you missed those posts.

1. Kate Ahern's Core Vocabulary in 3 Symbol Types (and Core Word Learning Book) via SlideShare

2. Core language board with 20 PCS and 12 PCS by Yvonne Green via SET-BC

3. PCS communication book (core and fringe) from the AT4All Wiki/Barbara Cannon

4. PCS communication book pages in Boardmaker and PDF format by Polk County Public Schools FDLRS/ESE

5. PCS Tabbed communication book by Deanna Wagner

6. PCS tabbed communication book (young children), for elementary school-aged children, and HS students in PDF format by Jefferson Parish Public Schools

7. Pixon Board by Gail Van Tatenhove

8. Tri-fold PCS book from the AT Team at Orange County Public Schools (Florida)

Some of you also asked us for our own boards to show how we arranged the 12, 24, and 36 core words we chose to use as examples in our April strategy posts. These sample boards are in PDF format.

These boards were made with EnableMart SymPrint from Claro Software. Do you have favorite core word displays? We'd love to hear about them.

Filed under: PrAACtical Thinking

Tagged With: communication boards, core vocabulary, examples, free download, resources

This post was written by Carole Zangari

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Whether we're working on a project, cooking with new ingredients, or doing something crafty, one of the things we find most helpful is examples. Seeing how other people have approached a situation can be informative and inspiring. Making communication displays for people who use AAC is no different.

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Blissymbols

Script type

1949 to the present

Direction

Varies

Languages

Blissymbols

ISO 15924

Blis (550), ​Blissymbols

Blissymbols or Blissymbolics is a constructed language conceived as an ideographic writing system called Semantography consisting of several hundred basic symbols, each representing a concept, which can be composed together to generate new symbols that represent new concepts. Blissymbols differ from most of the world's major writing systems in that the characters do not correspond at all to the sounds of any spoken language.

Semantography was published by Charles K. Bliss in 1949 and found use in the education of people with communication difficulties.

Semantography was invented by Charles K. Bliss (1897-1985), born Karl Kasiel Blitz to a Jewish family in Chernivtsi (then Czernowitz, Austria-Hungary), which had a mixture of different nationalities that "hated each other, mainly because they spoke and thought in different languages."

Bliss graduated as a chemical engineer at the Vienna University of Technology, and joined an electronics company. After the Nazi annexation of Austria in 1938, Bliss was sent to concentration camps but his German wife Claire managed to get him released, and they finally became exiles in Shanghai, where Bliss had a cousin.

Bliss devised the symbols while a refugee at the Shanghai Ghetto and Sydney, from 1942 to 1949. He wanted to create an easy-to-learn international auxiliary language to allow communication between different linguistic communities. He was inspired by Chinese characters, with which he became familiar at Shanghai.

Bliss published his system in Semantography (1949, exp. 2nd ed. 1965, 3rd ed. 1978.) It had several names:

In 1942 I named my symbols World Writing, then chose in 1947 an international scientific term Semantography (from Greek semanticos significant meaning, and graphein to write) ... My friends argued that is customary to name new writing systems after the inventors ... Blissymbolics, or Blissymbols, or simply Bliss (1965, p. 8)

As the "tourist explosion" took place in the 1960s, a number of researchers were looking for new standard symbols to be used at roads, stations, airports, etc. Bliss then adopted the name Blissymbolics in order that no researcher could plagiarize his system of symbols.

Since the 1960s/1970s, Blissymbols have become popular as a method to teach disabled people to communicate. In 1971 Shirley McNaughton started a pioneer program at the Ontario Crippled Children's Centre (OCCC), aimed at children with cerebral palsy, from the approach of augmentative and alternative communication (AAC). According to Arika Okrent, Bliss used to complain about the way the teachers at the OCCC were using the symbols, in relation with the proportions of the symbols and other questions: for example, they used "fancy" terms like "nouns" and "verbs", to describe what Bliss called "things" and "actions". (2009, p. 173-4). The ultimate objective of the OCCC program was to use Blissymbols as a practical way to teach the children to express themselves in their mother tongue, since the Blissymbols provided visual keys to understand the meaning of the English words, especially the abstract words.

In Semantography Bliss had not provided a systematic set of definitions for his symbols (there was a provisional vocabulary index instead (1965, pp. 827-67)), so McNaughton's team might often interpret a certain symbol in a way that Bliss would later criticize as a "misinterpretation". For example, they might interpret a tomato as a vegetable -according to the English definition of tomato- even though the ideal Blissymbol of vegetable was restricted by Bliss to just vegetables growing underground. Eventually the OCCC staff modified and adapted Bliss's system in order to make it serve as a bridge to English. (2009, p. 189) Bliss' complaints about his symbols "being abused" by the OCCC became so intense that the director of the OCCC told Bliss, on his 1974 visit, never to come back. In spite of this, in 1975 Bliss granted an exclusive world license, for use with disabled children, to the new Blissymbolics Communication Foundation directed by Shirley McNaughton (later called Blissymbolics Communication International, BCI). Nevertheless, in 1977 Bliss claimed that this agreement was violated so that he was deprived of effective control of his symbol system.

According to Okrent (2009, p. 190), there was a final period of conflict, as Bliss would make continuous criticisms to McNaughton often followed by apologies. Bliss finally brought his lawyers back to the OCCC, reaching a settlement:

In 1982, the OCCC got an exclusive, noncancelable, and perpetual license to use Blissymbolics, and he [Bliss] got $160,000. Easter Seals, the charitable foundation .... paid the settlement. .... Bliss spent the money on a big publication run of his own Blissymbols teaching manual. (2009, pp. 192-4)

Blissymbolic Communication International now claims an exclusive license from Bliss, for the use and publication of Blissymbols for persons with communication, language, and learning difficulties.

The Blissymbol method has been used in Canada, Sweden, and a few other countries. Practitioners of Blissymbolics (that is, speech and language therapists and users) maintain that some users who have learned to communicate with Blissymbolics find it easier to learn to read and write traditional orthography in the local spoken language than do users who did not know Blissymbolics.

Unlike similar constructed languages like aUI, Blissymbolics was conceived as a written language with no phonology, on the premise that "interlinguistic communication is mainly carried on by reading and writing". Nevertheless, Bliss suggested that a set of international words could be adopted, so that "a kind of spoken language could be established - as a travelling aid only". (1965, p. 89-90).

Whether Blissymbolics constitutes an unspoken language is a controversial question, whatever its practical utility may be. Some linguists, such as John DeFrancis and J. Marshall Unger have argued that genuine ideographic writing systems with the same capacities as natural languages do not exist.

Bliss' concern about semantics finds an early referent in John Locke, whose Essay Concerning Human Understanding prevented people from those "vague and insignificant forms of speech" that may give the impression of being deep learning.

Another vital referent is Gottfried Wilhelm Leibniz's project of an ideographic language " characteristica universalis", based on the principles of Chinese characters. It would contain small figures representing "visible things by their lines, and the invisible, by the visible which accompany them", adding "certain additional marks, suitable to make understood the flexions and the particles." Bliss stated that his own work was an attempt to take up the thread of Leibniz's project.

Finally there is a strong influence by The Meaning of Meaning (1923) by C. K. Ogden and I. A. Richards, which was considered a standard work on semantics. Bliss found especially useful their "triangle of reference": the physical thing or "referent" that we perceive would be represented at the right vertex; the meaning that we know by experience (our implicit definition of the thing), at the top vertex; and the physical word that we speak or symbol we write, at the left vertex. The reversed process would happen when we read or listen to words: from the words, we recall meanings, related to referents which may be real things or unreal "fictions". Bliss was particularly concerned with political propaganda, whose discourses would tend to contain words that correspond to unreal or ambiguous referents.[citation needed ]

The grammar of Blissymbols is based on a certain interpretation of nature, dividing it into matter (material things), energy (actions), and human values (mental evaluations). In a natural language, these would give place respectively to nouns, verbs, and adjectives. In Blissymbols, they are marked respectively by a small square symbol, a small cone symbol, and a small V or inverted cone. These symbols may be placed above any other symbol, turning it respectively into a "thing", an "action", and an "evaluation":

The main manifestations of our world can be classified into matter, energy, and...mind force. Matter is symbolised by a square to indicate that the structure of matter is not chaotic...The symbol for energy indicates...the primeval [first age] action of our planet, the throwing-up of volcano cones...The symbol for human evaluation...suggests a cone standing on its point, a position which in physics is termed [likely to fall, unstable]....All words relating to things and actions refer to something real, which exists outside of our brain. But human evaluations...depend upon the mind of each individual. (1965, p. 42-43)

When a symbol is not marked by any of the three grammar symbols (square, cone, inverted cone), it may refer to a non-material thing, a grammatical particle, etc.

The preceding symbol represents the expression "world language", which was a first tentative name for Blissymbols. It combines the symbol for "writing tool" or "pen" (a line inclined, as a pen being used) with the symbol for "world", which in its turn combines "ground" or "earth" (a horizontal line below) and its counterpart derivate "sky" (a horizontal line above). Thus the world would be seen as "what is among the ground and the sky", and "Blissymbols" would be seen as "the writing tool to express the world". This is clearly distinct from the symbol of "language", which is a combination of "mouth" and "ear". Thus natural languages are mainly oral, while Blissymbols is just a writing system dealing with semantics, not phonetics.

The 900 individual symbols of the system are called "Bliss-characters"; these may be " ideographic" - representing abstract concepts, " pictographic" - a direct representation of objects, or "composite" - in which two or more existing Bliss-characters are superimposed to represent a new meaning. Size, orientation and relation to the "skyline" and "earthline" affects the meaning of each symbol. A single concept is called a "Bliss-word", which can consist of one or more Bliss-characters. In multiple-character Bliss-words, the main character is called the "classifier" which "indicates the semantic or grammatical category to which the Bliss-word belongs". To this can be added Bliss-characters as prefixes or suffixes called "modifiers" which amend the meaning of the first symbol. A further symbol called an "indicator" can be added above one of the characters in the Bliss-word (typically the classifier); these are used as "grammatical and/or semantic markers."

"I want to go to the theatre." in Blissymbols

Sentence on the right means "I want to go to the cinema.", showing several features of Blissymbolics:

The pronoun "I" is formed of the Bliss-character for "person" and the number 1 (the first person). Using the number 2 would give the symbol for singular "You"; adding the plural indicator (a small cross at the top) would produce the pronouns "We" and plural "You".

The Bliss-word for "to want" contains the heart which symbolizes "feeling" (the classifier), plus the serpentine line which symbolizes "fire" (the modifier), and the verb (called "action") indicator at the top.

The Bliss-word for "to go" is composed of the Bliss-character for "leg" and the verb indicator.

The Bliss-word for "cinema" is composed of the Bliss-character for "house" (the classifier), and "film" (the modifier); "film" is a composite character composed of "camera" and the arrow indicating movement.

Blissymbolics was used in 1971 to help children at the Ontario Crippled Children's Centre (OCCC, now the Holland Bloorview Kids Rehabilitation Hospital) in Toronto, Ontario, Canada. Since it was important that the children see consistent pictures, OCCC had a draftsman named Jim Grice draw the symbols. Both Charles K. Bliss and Margrit Beesley at the OCCC worked with Grice to ensure consistency. In 1975, a new organization named Blissymbolics Communication Foundation directed by Shirley McNaughton led this effort. Over the years, this organization changed its name to Blissymbolics Communication Institute, Easter Seal Communication Institute, and ultimately to Blissymbolics Communication International (BCI).

BCI is an international group of people who act as an authority regarding the standardization of the Blissymbolics language. It has taken responsibility for any extensions of the Blissymbolics language as well as any maintenance needed for the language. BCI has coordinated usage of the language since 1971 for augmentative and alternative communication. BCI received a licence and copyright through legal agreements with Charles K. Bliss in 1975 and 1982. Limiting the count of Bliss-characters (there are currently about 900) is very useful in order to help the user community. It also helps when implementing Blissymbolics using technology such as computers.

In 1991, BCI published a reference guide containing 2300 vocabulary items and detailed rules for the graphic design of additional characters, so they settled a first set of approved Bliss-words for general use. The Standards Council of Canada then sponsored, on January 21, 1993, the registration of an encoded character set for use in ISO/IEC 2022, in the ISO-IR international registry of coded character sets. After many years of requests, the Blissymbolic language was finally approved as an encoded language, with code zbl, into the ISO 639-2 and ISO 639-3 standards.

A proposal was posted by Michael Everson for the Blissymbolics script to be included in the Universal Character Set (UCS) and encoded for use with the ISO/IEC 10646 and Unicode standards. BCI would cooperate with the Unicode Technical Committee (UTC) and the ISO Working Group. The proposed encoding does not use the lexical encoding model used in the existing ISO-IR/169 registered character set, but instead applies the Unicode and ISO character-glyph model to the Bliss-character model already adopted by BCI, since this would significantly reduce the number of needed characters.[citation needed ] Bliss-characters can now be used in a creative way to create many new arbitrary concepts, by surrounding the invented words with special Bliss indicators (similar to punctuation)[citation needed ], something which was not possible in the ISO-IR/169 encoding.

However, by the end of 2009, the Blissymbolic script was not encoded in the UCS. Some questions are still unanswered, such as the inclusion in the BCI repertoire of some characters (currently about 24) that are already encoded in the UCS (like digits, punctuation signs, spaces and some markers), but whose unification may cause problems due to the very strict graphical layouts required by the published Bliss reference guides.[citation needed ] In addition, the character metrics use a specific layout where the usual baseline is not used, and the ideographic em-square is not relevant for Bliss character designs that use additional "earth line" and "sky line" to define the composition square. Some fonts supporting the BCI repertoire are available and usable with texts encoded with private-use assignments (PUA) within the UCS. But only the private BCI encoding based on ISO-IR/169 registration is available for text interchange.

1. ^ Grant Stott (1997). A Great Australian. The Inventor of Semantography (Blissymbolics). Retrieved 18 October 2011.

2. Bliss, C. K. (1949). ^ Semantography, a non-alphabetical symbol writing, readable in all languages; a practical tool for general international communication, especially in science, industry, commerce, traffic, etc., and for semantical education, based on the principles of ideographic writing and chemical symbolism. Sydney: Institute for Semantography. OCoLC: 26684585.

3. ^ Bliss, C. K. (1965). Semantography (Blissymbolics). 2d enlarged edition. A simple system of 100 logical pictorial symbols, which can be operated and read like 1+2=3 in all languages (...) Archived October 4, 2011, at the Wayback Machine. Sydney: Semantography (Blissymbolics) Publications. OCoLC: 1014476.

4. ^ Okrent, Arika (2009), In the land of invented languages. New York : Spiegel & Grau. pp. 175-6. ISBN 978-0-385-52788-0.

5. ^ Unger, J. Marshall (2004). Ideogram: Chinese characters and the myth of disembodied meaning. University of Hawaii Press. pp. 14, 16, 26. ISBN 978-0-8248-2760-1.

6. Locke, J. (1690). ^ An Essay Concerning Human Understanding. London.

7. C. K. Ogden & I. A. Richard (1923). ^ The meaning of meaning; a study of the influence of language upon thought and of the science of symbolism. London: K. Paul, Trench, Trubner & co., ltd; New York, Harcourt, Brace & company, inc. LC: 23009064.

8. ^ "The Fundamental Rules of Blissymbolics: creating new Blissymbolics characters and vocabulary" (PDF). Blissymbolics.org. Blissymbolics Communication International (BCI). September 28, 2004. (pp. 7-9)

9. ^ Everson, Michael (1998). Encoding Blissymbolics in Plane 1 of the UCS. Retrieved 19 October 2011.

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Blissymbols Script type 1949 to the present Direction Varies Languages Blissymbols ISO 15924 Blis (550), ​Blissymbols Blissymbols or Blissymbolics is a constructed language conceived as an ideographic writing system called Semantography consisting of several hundred basic symbols, each representing a concept, which can be composed together to generate new symbols that represent new concepts.

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I have been asked to share my thoughts and experiences on some frequently-posed questions regarding standardization of tactile symbols. I am hoping that this post will launch some online conversation about the use of both standardized and non-standardized tactile symbols with individuals who have visual and multiple impairments. As you read this post, please consider and respond to these questions.

Have you used tactile symbols with your students or children?

What kind of symbols have you used (Individualized, Standardized, both)?

What has your experience been in using tactile symbols (calendars, communication boards, speech generating devices, labeling systems)?

Would a standardized system be appropriate for the students you work with now?

Would it be feasible to produce standardized symbols in your setting?

What has been your experience with the APH or other commercially-produced symbols systems?

Do you envision the symbols being used as a long-term communication support for your students?

What suggestions do you have for improving the standardized systems?

Tactile symbols are representations, often parts of objects, attached to backgrounds, which are used by people who are blind and do not read braille. For some, they are stepping stones to braille, for others the symbols are alternatives to braille. Representationally, they are similar to pictures for sighted people. I was involved in the standardization of a tactile symbol system used at Texas School for the Blind and Visually Impaired and previously wrote an article describing the system and its uses and limitations (Hagood, https://www.tsbvi.edu/seehear/archive/tactile.html). Since that time, I have witnessed the commercial production of commercially-manufactured standardized systems (APH, STACS system, Adaptive Designs Tangible Symbol Sets).

TSBVI Standard Tactile Symbols

APH Tactile Symbols

Since the TSBVI system was developed in the 1990s, there has been considerable discussion about its use. Most proponents of tangible symbol usage for students with visual and multiple impairments suggest that symbols should be individualized, based on student interest and object use, and that the tangible symbols bear a concrete resemblance to the objects or actions which they represent (Blaha, 2001; Rowland and Schweigert, 2000; Smith, 2012).

Individualized Symbols ("Tangible Symbols")

I support this perspective on individualizing symbols as a beginning step, and would like to respond to it by describing my personal journey toward accepting (and even embracing!) standardization of the system used at TSBVI.

In the early 1990s, I worked as a speech language pathologist in the program for students with deafblindness and visual and multiple impairments at Texas School for the Blind and Visually Impaired. This was a program that had a strong developmental philosophy-we believed in taking our students through a step-by-step process toward becoming symbolic language users before introducing print and braille. The process of developing symbolic thinking is described here:

1. Build a meaningful activity with recognizable and consistent objects, e.g. making juice, in which the same pitcher or juicer was used every time.

2. Begin to use the object within the activity to cue the student just before beginning the activity, and look for responses that suggest understanding (e.g. when presented with the pitcher, the student searches visually or tactually for the cup.

3. Present the object from a few feet away, and see if the student still recognizes it out of context (travels to snack table, or searches for basket on counter that contains other objects used in juice routine.

4. Present the object (pitcher) at the student's object calendar area, looking to be sure that s/he demonstrates recognition (e.g. "pours" with pitcher, travels to area, or locates basket with associated objects)

5. Present a set of objects (pitcher, cup, big spoon used for stirring, oranges and knife) and engage the child in a pantomime type "conversation" about the upcoming activity. Watch for signs that s/he recognizes the relationship between the objects presented (e.g. initiates "cutting" with the knife and orange, "pouring" with cup and juice")

6. Present a different object from the "discussion box" described in step 5 at the calendar (e.g. the orange or the cup) at the student's calendar. See if he recognizes it as indicated by acting on it appropriately, selecting correct sets of associated objects, or traveling to area.

7. Use a part of an object glued on a card as a more symbolic tactile representation for the activity (e.g. orange peel, part of a paper cup that is used only in the juice activity).

Another criteria for using symbols was communicative intent. This included the following:

persisting and altering communicative behaviors. Example: The student extends foot for help with putting on shoe. If the adult doesn't respond immediately, the student vocalizes, searches for the adult and extends foot again.

performing communication behaviors in multiple contexts. Example: The student guides adult's hands or offers objects to request at snack time, on the playground and at bath time. S/he does this with multiple partners.

orienting toward the partner. Example: the child without vision may vocalize to initiate, and continue, changing orientation in response to adult voice; the child with usable vision orients body toward partner, or extends juice cup to partner (different from banging the cup on the table without orientation to adult).

When students have learned to show communicative intent in these ways, using objects, concrete symbols, and natural signals or gestures, symbols can be added to their repertoire of communicative forms.

I was hesitant when a group of teachers proposed standardizing the tactile symbols used in our program. We had always had a highly individualized approach, as described above. We wanted to be sure that we were building meaningful connections between symbols and activities, from the child's perspective. I was reluctant to modify this approach, but the teachers had some good reasons for wanting more standardization.

One teacher described her situation:

Danny goes home every weekend. Our symbol for going home is a piece of his grandmother's tablecloth-this card means "weekend" to this student. Well, his grandmother's tablecloth has disappeared, and now I don't have a way to represent the weekend for him any more. I wish I had made a hundred weekend symbols for him....could he understand if we just gave him a more abstract symbol for the weekend?

Other teachers discussed challenges in terms of representing concepts that were not necessarily tied to specific objects-they wanted to provide concrete representations for more abstract concepts: What can we use to represent "morning," "afternoon," emotion vocabulary, actions, modifiers like fast and slow, loud and quiet?

Other problems I noticed with the individualized symbols included the following:

The parts of objects glued on cards didn't always fit neatly into the experience books we were introducing as a way to talk about the past and the future. The books were so unwieldy that they barely resembled a book at all.

The part-of-object symbols supported recognition of the activity as a whole, but not the individual object or action vocabulary I was hoping to model in the activities. We relied on the object sets in the discussion boxes to expand our calendar conversations about objects.

The bulky symbols didn't fit on communication devices which we were beginning to use with our students.

Our population was changing-the parts of symbol representations were just a starting place for some of our students who had functional language, but lacked reading and writing skills. The new population of students we were serving were those with visual and multiple impairments, including cerebral/cortical visual impairment, optic nerve hypoplasia, and visual impairment and autism or other developmental disabilities. Teachers needed a "next step" for these students. It was a large developmental leap from these individual parts of object symbols to the introduction of print or braille, and we had no "in between" step.

Given these considerations, I dove into the project of developing this symbol system with the teachers who suggested it. Thanks to the encouragement and energy of Patty and Garner Vogt and the other teachers who piloted the system, the project was completed over the course of a summer. We developed a language-based system, in which parts of speech were coded by background shape and texture, gluing the materials to large sheets of posterboard, and cutting the shapes with a die cutter.

Actions were placed on felt triangle backgrounds,

Objects on ovals,

Places on needlepoint squares,

People on bumpy wallpaper circles,

Emotions on heart shaped backgrounds,

Time Concepts were diamonds with net backgrounds used for days of the week and foil backgrounds for months.

We selected vocabulary based on the most common activities we had engaged in with students in the program, and on words which we wanted students to use and understand. In selecting items ("doo dads") to glue on the cards for specific words, our criteria were-to use a part of a real object and make the symbols concrete in that way whenever possible (e.g. a bread tie for the word "bread"), and to use materials which could be easily and inexpensively located and replicated. Sometimes, the "doo dads" were more abstract, such as the crossed paperclips on a green felt triangle to represent "work", with a more concrete item paired with it to represent the type of work (e.g. a piece of towel for towel folding job, a coffee bean to represent work in the coffee shop). A symbol for "music" might be modified by adding a symbol representing a specific song or instrument. Teachers and other staff were asked to create their own individualized name symbols and to wear them when getting to know students. The items we chose to glue on the backgrounds were either recyclable objects like milk bottle tops or tabs from soda cans, or they were easy to purchase in discount stores throughout the state. A directory to the symbols currently used at TSBVI is available at http://www.tsbvi.edu/tactile-symbols. Excellent video discussions of the symbol system by David Wiley and Carol Bittinger are available on the TSBVI website at http://library.tsbvi.edu/Browse/Category/15.

A special room was set up for symbol construction, and the "doo dads" were organized alphabetically in small drawers and baggies. The background shapes were created in a large scale operation, and Velcro was attached to the back of each one. Symbol "directories" with examples of the symbols by category were posted on the walls, and a list of standardized symbols was created. If a teacher needed a specific symbol, s/he could go to the symbol room, reference the list, and use the glue gun to glue the doo dad on the corresponding background shape. If a new symbol was added to the set, the teacher could create a sample and add it to the list on the wall and the written directory. The symbol directory was reviewed by committee on regular bases to determine whether there was tactile confusion between newly added symbols.

I left TSBVI and returned after many years. I was amazed to see that this system had remained in its original form, sustained through the efforts of the staff there, and had grown to be a source of pride for the TSBVI teachers and residential staff. I saw the symbols used

A beautiful example of a teacher using tactile symbols to converse at a daily calendar is shown here. Note the organization of the symbols in a book, on a daily strip and a monthly calendar, and the excellent use of hand-under-hand signing and pacing of adult input, with responsiveness to the student's initiations.

to label locations and items in the environment,

as illustrations in experience stories,

on sentence strips to expand children's single word utterances,

as a way to help break up echolalic language patterns by moving "words" around or replacing them in a memorized phrase (e.g. "ashes ashes we all jump up/ spin around/ fall down" " Wednesday we go swimming with Todd" can also be said in a different way: "Todd swims with us on Wednesday")

to introduce braille, with a set of symbols from different meaning categories in the "c" box or the "c" book (cafeteria, cooking, car, can opener, cat, crazy)

to provide a concrete system for asking and answering questions

It seemed that the system had become almost a cultural phenomenon, one which the TSBVI staff associated with their communication with students, and a system which had the right amount of structure to grown and change with the times. The staff there were clearly proud of the system, and it pulled people together to create these "artifacts" - concrete evidence of their commitment to teaching communication skills to their hard-to-teach students. I was puzzled and impressed.

As a speech language pathologist who focuses primarily on teaching function over form, I had to re-evaluate my thinking. This system had helped teachers become more aware of the language they are using and expecting from their students, had helped them organize their vocabulary and given them tangible support for moving students beyond the single word level. Even more fascinating-it had brought the staff together to create concrete supports for language, and helped some non-language oriented teachers to appreciate the structure of the language we wanted our students to learn. It had found a new function in supporting language growth for students with CVI and additional disabilities-students who had basic spoken or sign language skills and had difficulty reading either print or braille. For these students, the system seemed to help organize their spoken language, and the staff began to experiment in modifying background colors and increasing visual contrast.

Conceptually and developmentally this system lies somewhere between the totally individualized concept of Tangible Symbols suggested by Rowland and Schweigert (2000) and the mass-produced systems marketed by APH and Adaptive Designs. The chart below shows the developmental progression of symbol use for students who are visual and tactual learners.

Individualized System -> Standardized System

BRAILLE (tactual learners)

PRINT (visual learners)

Alternate objects

Alternate objects

Parts of objects / Individualized symbols

* Parts of objects /
* Individualized symbols
* Clear concrete photos (of calendar objects, people)

Standard tactile symbols

* Line drawn pictures
* Tracings of objects
* Photos (more complex, representing actions, alternate objects, highlighted activities)

APH Symbols / other commercially produced symbols

Boardmaker pictures / other commercially produced picture systems

Now that I have worked in "the real world" of public schools for at least as many years as I spent at TSBVI, I have a new set of concerns about the ways these and other standardized tactile symbols are being used.

They should only be used with students who demonstrate symbolic capabilities and intentional communication. If they are used with students who are presymbolic and preintentional, the students may quickly reach a plateau of comprehension, using any symbol to request snack, or learning only symbols which are presented frequently in the context of a predictable daily schedule. If this is the case, a more individualized or object-based symbol system is recommended.

Teachers in school districts may not have the time or motivation to create and expand systems for just one or two students in a district. The background shapes and textures take a lot of time to create, initially, although some ambitious TVIs have managed to replicate the system.

The symbols are often used only as cues or directions for student actions, not to support conversation or communication. If this is the function for the symbols, it is not necessary to embrace the whole system.

Teachers need to recognize that tactile symbols are only one of many forms for supporting communication-objects and touch cues are always available, and all of us use a variety of forms.

Some students might be better candidates for Braille or print instruction, and do not need teachers to invest in this labor intensive system for communication.

The most interesting benefit of this system, as I have seen it, is to help adults realize the value of expanding topics (activities) and vocabulary (objects, people, actions, feelings, places) used as contexts for teaching. In my consultation with teachers of students with multiple disabilities, the first issue that arises is often "What does he have to talk about?" Tactile symbols, presented in books, on wall displays and calendars, do provide teachers with a tangible reminder to increase the variety of motivating and interesting topics and vocabulary available for communication presented by responsive partners.

Though communicative form is just one component of communication, it is the most obvious one. The commitment of the staff at TSBVI to sustaining and growing this system is remarkable. The evolving system shows the rare and valuable benefits of having a united approach to supporting alternative forms of communication and literacy.

Blaha, R. (2001). Calendars for students with multiple impairments including deafblindness. Austin: TSBVI.

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The Question of Symbol Standardization: An Invitation to Discussion - Paths to Literacy

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Paths to Literacy The Question of Symbol Standardization: An Invitation to Discussion. For teachers, families, and others interested in literacy for children and youth with visual impairments