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