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