E-kolegij: Level 1, Section: Developing Symbol Use

Main course pageMain course page

  • Level 1 - Fundamentals of AAC

    • Girl using a quicktalker in a sweet shop

    • This level introduces the concept of AAC and how symbols can help those with limited or no speech and language skills. 

      The following topics will help you:

      • Explore what we mean by AAC and consider why and how we use it. 
      • Discover how symbols are used on AAC devices and systems. 
      • Think about Low Tech Access and single message progressing to tablet use
      • Identify some AAC systems and devices
      • Develop steps to successful AAC Interactions.

    • url icon
      Poveznica
      AAC Glossary Poveznica

      Glossary items will continue to be added over time.  The list will include vocabulary linked to Assistive Technology, Speech, Language, Literacy and Augmentative and Alternative Communication (AAC)

    • Test your knowledge

    • Please work through the topics below in the order they are provided, unless you feel confident that you know the subject.  

      grey arrow headSelect individual arrows beside the topic heading or 'Open all'.  This action will show one long page of content. The arrows and titles work like a toggle to open and close sections. When you have finished a topic you may find it easier if you close that section before you move onto the next one. 

Ten Steps to successful AAC Interactions
Review your Learning

Developing Symbol Use

  • Developing Symbol Use

    • colourful toys

      Whilst we are thinking about encouraging interactions and communication we will be concentrating on the need for:

      • Consistency in AAC
      • Building communication charts for simple interactions
      • Activities for the AAC Journey


    • Consistency in AAC

      Three important things to remember :

      • Easy access to AAC systems at all times. It needs to be in easy reach and/or always in the same place depending on sensory and motor abilities.
      • Experiencing the AAC system being used by everyone around them to communicate real messages in real situations: MODELLING.
      • Symbols are found in the same position on board and under the same categories and in the same way whatever the system. 

      makaton gesture for moreFiona Age 2 needs the earliest type of communication chart for gaining attention, interaction and early requesting perhaps using words such as more/stop - Download Fiona as a Case Study to learn more about her (Word doc). more and stop symbols

      Let's see how these two symbols can be used and bear in mind they may be part of a larger chart where other symbols have been hidden.  This is called 'masking' and can be useful to prevent confusion but also allow quick access to more words such as those found in the top most often used words for AAC in any language.  The top 100 most frequently words in English have very few nouns! 


    • Try these strategies

      Using the word 'more' 
      Steps Technique Examples
      Prompt Physcial cue Move a hand to indicate what is wanted - points
      Verbal cue "let's play with the rattle"
      Gestural cue Makes a gesture of shaking the rattle
      Pause wait for child's reaction - eye contact, sound, gesture
      Model Gesture model Points to picture/symbol 'more'
      Verbal model Word is spoken / text to speech 'more' 
      Outcome Object / Activity provided  Child reacts positively, points, touches board or toy etc.
      Imitation Copy child's reaction and provide positive feedback
      Recast - repeat any error in a corrected and positive wat Say the word again 'more' and point to the chart and praise. 


    • Activity - Create a simple board

      Try out a free online chart creator Boardbuilder to develop your own simple chart for any activity with a wide choice of symbols rather than images. The chart can be printed out or downloaded as an open board format (obf) file to work on Cboard or Coughdrop communication apps.  Possible labels, based on core words in English can be used when searching for symbols.  These are seen in the table below and you can colour code by the parts of speech if you are aiming to support phrase or sentence building and later literacy skills.  The blanks represent places where other symbols can be added as more vocabulary is learnt - remember 'masking'. 

      table of early words

      The finished board when used in Cboard online

      cboard with symbols

    • Language Acquisition through Motor Planning (LAMP)

      This is an approach to building language with the use of symbols that encourages consistency of motor patterns to help with finding required words as quickly as possible. This is called "LAMP" and is developed by PRC-Saltillo. LAMP is based upon:
      • Readiness to Learn – Potential user has the ability
      • Joint Engagement – communication partners 
      • Consistent and Unique Motor Patterns – develop automaticity 
      • Single Words – words to make up sentences rather than being give completed phrases
      • Auditory Signals – symbol choice is spoken 
      • Natural Consequences – linked outcome as a result of choosing a symbol – apple – they see/eat the apple

      In the example below you can see we have kept the original positions of the early choice of words and simply added more with some categories for charts that will be on the layers below the home board in a communication book or on a tablet. 

      core words and colour coding

      The colour coding can be downloaded as a Word document and may be designed in many ways with higher contrast and different coloured borders rather than a fill - learn more about Goosens' et al or the Fitzgerald Key from the PrAACtical AAC blog.

    • Activity - Further Case Studies

      thought bubble

      You have met Fiona, now meet Yola, Milo, Petra and Frederick who are our other Case Studies - Each one comes with a Strategic, Linguistic, Operational and Social Goal that guide you to the next stages of vocabulary building. To learn more about these goals download Pathways for Core First (browse online) from Tobii Dynavox.  We will be looking at the background research behind these goals later in the course. Use your reflective journal to jot down notes about the goals and whether you feel they will be useful in the future.  Pathways for Core First is also available as an app for iOS or Windows. 

    • AAC core word of the week

      New vocabulary is important!

      Finally watch this video to see how you can help to make a word for the week become part of a child's AAC journey. 

    • Summary 

      • Multisensory approach to symbol use on charts 
      • Core Words Building automaticity through position, recognition through colour 
      • Parts of speech – language building – sentence construction 
      • Provide multiple engaging ways of learning the same vocabulary


    • Further Reading 


    • Reflective Journal 

    • journal icon
      Journal
      Reflective Journal

    • Presentation slides

    • url icon
      Poveznica
      Building Boards 1 Poveznica
    • url icon
      Poveznica
      Building Boards 2 Poveznica
    • url icon
      Poveznica
      Building Boards 3 Poveznica
Ten Steps to successful AAC Interactions
Review your Learning