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