| We all know people who can speak volumes
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| | board so that you can show me the picture
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| without ever opening their mouths. They
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| | next time!"
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| use their hands, their body language,
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| | #2 - Ideas & Feelings
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| their facial expressions. Experts tell us
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| | 7. Augmentative Communication Boards -
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| that when we talk with each other, only
| |
| | These devices come in an amazing array of
|
| 7% of our message is communicated by the
| |
| | shapes & sizes (& prices) and can really
|
| actual words we speak. Now that we know
| |
| | allow your child to communicate an
|
| that communication is not really about
| |
| | awesome variety of messages both
|
| words -- it may be a little easier to
| |
| | practical & more abstract. If you feel
|
| look beyond words when we communicate
| |
| | like your child is ready for this level
|
| with our kids who don't use words to
| |
| | of device (a good clue is when they
|
| "talk". Our tips today are divided into 2
| |
| | frequently seem to have things to say
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| groups -- #1) communicating their basic
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| | that they just can't communicate
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| needs & the stuff in their environment &
| |
| | effectively) then there are several
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| #2) sharing their ideas, feelings, &
| |
| | things you need to do: X Find a good
|
| comments on life. So where do we start.
| |
| | speech language pathologist to assist
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| Our words of wisdom:
| |
| | you. X Have your SLP do a full
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| #1 - Needs & Stuff
| |
| | assessment to determine what type of
|
| 1. Start with yes & no - By starting with
| |
| | messages your child needs or wants to
|
| yes & no you give your child the ability
| |
| | send & what types of devices they can
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| to answer two very important questions:
| |
| | operate or learn to operate
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| X Are you (tired, hungry, thirsty,
| |
| | independently. X Work with your SLP to
|
| etc)? X Do you want (a snack, your red
| |
| | narrow down the number of possible
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| shirt, to go to the park)? Another
| |
| | devices to just 2 or 3. If possible try
|
| advantage of starting with yes/no is that
| |
| | to borrow the devices for an in home
|
| it can be done in a variety of ways from
| |
| | trial period from a state technology
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| the standard head nod to virtually any
| |
| | lending library or the actual company
|
| combination of motor responses. For
| |
| | that sells the device. X Try to
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| example, twitching the left hand can mean
| |
| | anticipate all of your technology needs
|
| yes & a head jerk can mean no. The key is
| |
| | up front. Who will train your child to
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| to find something your child has good
| |
| | use the device? Who will program the
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| control of & to use the system
| |
| | device, both now & as your child's needs
|
| consistently.
| |
| | change? Who will train your family &
|
| 2. Choice making - The next logical step
| |
| | other support people in how to use the
|
| from yes/no is usually a point response.
| |
| | device? Who will repair the device if it
|
| This allows you to offer your child a
| |
| | breaks down? Will you need help to fund
|
| wider range of options. Instead of doing
| |
| | the device? If so, what do you need to do
|
| the time consuming one at a time choice
| |
| | now to obtain the funding ? This sounds
|
| you can offer your child a 2-3 choices at
| |
| | like a lot of effort & it can be. But if
|
| a time. If a point response doesn't work
| |
| | your child truly can utilize a
|
| this can also be managed using head
| |
| | communication device to "find their
|
| movements to the right, left, & center.
| |
| | voice" everything you do will be worth
|
| Just be sure your child understands the
| |
| | it.
|
| choices & which item he/she is picking!
| |
| | 8. Teach typing - This may seem like an
|
| 3. Word Labels - If your child is mobile
| |
| | old fashioned suggestion, but give it
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| & has a fairly large vocabulary (or if
| |
| | some thought. Whether you use an actual
|
| you want to encourage more vocabulary)
| |
| | typewriter or teach them to type on a
|
| word labels may be a good choice for your
| |
| | computer keyboard you give them 1
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| family. Labeling involves typing the
| |
| | tremendous advantage -- free thought.
|
| names of frequently used objects in a
| |
| | Your child will be able to say virtually
|
| large type size, laminating the sign &
| |
| | anything (& they probably will!). This
|
| attaching it with velcro to the actual
| |
| | approach does not rely on anyone else to
|
| item. When your child wants the item they
| |
| | select pictures or program phrases. It's
|
| simply pull off the label & bring it to
| |
| | all their own creation. One advantage of
|
| you. This works really well if you start
| |
| | going with the computer keyboard -- there
|
| with your child's favorite items. In
| |
| | is software available that can anticipate
|
| addition to exposing your child regularly
| |
| | frequently used phrases. This saves
|
| to written words this also encourages
| |
| | valuable keystrokes for slow typists that
|
| your child to initiate requests rather
| |
| | may have lots to say!
|
| than wait on someone else to offer them
| |
| | 9. Comment Cards - A decided more low key
|
| something.
| |
| | approach is comment cards. These are
|
| 4. Touch Screens - Touch screens are a
| |
| | simply index cards with different
|
| wonderful invention! They allow your
| |
| | comments typed on them in a large size.
|
| child to experience the awesome sensation
| |
| | The cards can be color coded to help kids
|
| of being in control -- making things
| |
| | select the one they one quickly & easily.
|
| happen! In addition to this experience
| |
| | So, the red card says "I need a break" &
|
| with cause & effect they encourage kids
| |
| | the blue card says "I want a turn", etc.
|
| to get comfortable with the computer.
| |
| | Comment cards work well for kids who see
|
| Down the road that comfort & familiarity
| |
| | a lot of different people in the course
|
| will go a long way towards helping them
| |
| | of their day. Even folks they don't know
|
| adjust to more complicated assistive
| |
| | too well will understand a printed
|
| technology devices.
| |
| | message. Communication isn't so secure if
|
| 5. Request/schedule boards - Request
| |
| | they are relying on subtle body
|
| boards are simply photographs or black &
| |
| | movements.
|
| white drawings of objects & activities
| |
| | 10. Switch activated signals - These
|
| that your child enjoys or needs often.
| |
| | signals can be operated a variety of
|
| They can be easilly updated as your
| |
| | switches that can be geared to virtually
|
| child's favorites change & work well
| |
| | any controlled body movement. Signals
|
| velcroed to wheelchair trays for kids who
| |
| | usually consist of lights, sounds, or
|
| spend lots of time seated in a
| |
| | vibrations & work well if your child
|
| wheelchair. Even the pictures can be
| |
| | attends group activities where they need
|
| velcroed on if you have a really
| |
| | to communicate with the group leader.
|
| "changeable" child. This allows the child
| |
| | Common messages might be, "I'm done" or
|
| to select which pictures they want on
| |
| | "I need help with this". Although these
|
| their board at the beginning of the day.
| |
| | tips may seem simple we feel that most
|
| Picture boards also work well for school
| |
| | communication systems will actually use a
|
| or family schedules & can help kids who
| |
| | combination of approaches. What works at
|
| stress about change know what's coming up
| |
| | school, may not always be right for home
|
| next.
| |
| | & vice versa. The most important things
|
| 6. Show me - Perhaps the simpliest
| |
| | to shoot for when developing a
|
| communication strategy is the simple
| |
| | communication system: X Does your child
|
| "Show me what you need" response. This
| |
| | understand the system & can they use it
|
| can be a real frustration reliever when
| |
| | independently. X Is your family & other
|
| your child just can't get the words out
| |
| | people your child sees regularly
|
| or make their body cooperate. The only
| |
| | comfortable enough with the system to use
|
| drawback to this strategy is that kids
| |
| | it every day. X Is the system reliable
|
| rapidly become "sleeve tuggers" if you
| |
| | & useful enough that it is working & in
|
| use this method regularly. A good way to
| |
| | use more than it is broken or stuffed in
|
| prevent this is to build in step 2 right
| |
| | a closet.
|
| from the beginning. Once your child shows
| |
| | Hopefully some of these ideas will allow
|
| you the desired item, respond with "Oh
| |
| | you to open the wonderful world of
|
| you wanted your teddy bear! Great! Now,
| |
| | communication to your child! Happy
|
| let's add a picture of teddy to your
| |
| | chatting!
|
