Курс: Level 1, Section: Symbol Use

Main course page

Level 1 - Fundamentals of AAC
- 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 (хипервръзка)
  
  AAC Glossary URL
  
  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.
  
  Select 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.

Symbol Use

Symbol Use
- This topic includes:
  
  How symbols are used in early conversations
  
  Settings where AAC and symbols are used
  
  Getting started with AAC
  
  A few different AAC systems
  
  Planning for progression
  
  Much more detailed information will be provided in Level 2 and 3, this is just an introduction to the subject.
- Getting Started with AAC
  
  As you watch this video think about the number of ways Maya finds her Voice?
  
  When you ask a very young child a question and they are just learning to talk they may reply with a gesture, point or make an attempt to say a word. Hopefully you will give them support and enhance what they have said, possibly by gently saying the word or phrase in the correct way or elaborating on what has been said. You encourage their communication skills and enhance their language - the same is true for symbol users.
  
  In the Inroduction we mentioned the difference between communication and language? Add some notes about these two concepts to your reflective journal.
- Activity - Language and Communication
- Symbols in Early Conversations
  
  A vocabulary of frequently used symbols needs to be introduced across all communication environments, whether in the home, school or in other settings. This type of vocabulary has become known as a 'core vocabulary', thinking about personalisation and localisation.
  
  Select the hotspots to see how you can help encourage communication. In this image you see a little boy using a PicSeePal communication device
- Structured Approach
  
  PODD
  
  Video
  
  If a structured approach is needed for a few symbols being used in an interactive setting it might help to try the Picture Exchange Communication System, where symbols can be used to request an item. Training is provided to follow a set pattern of symbol use that allows a child to learn to make choices and communicate needs when in the past they have found it hard to initiate communication. It has been found to help those children who have been diagnosed on the autistic spectrum. However, it can be restrictive if the symbols are not to hand and it is not possible to provide a symbol immediately when a new idea comes to mind.
  
  It may help to use the Pragmatic Organisation Dynamic Display (PODD) using natural language stimulation, where symbols are used alongside verbal language. The PODD book is similar to a grid display and can be used with an online app. The principle is all about modelling but the communication partner initially guides the conversation and observes the AAC user for reactions, if they are unable to indicate the symbols they wish to choose. Any interaction is interpreted and the communication continues with page or screen turning occurring by the communication partner.
  
  A demonstration of PODD with Tasman and Regan
- Different AAC Systems - Visual Scene Displays
  
  Research has shown that when young chidren are working with pictures they may find Visual Scene Displays (VSDs) easier to use. These can be a photograph or picture on a tablet that has items for a conversation. It may be any scene such as a familiar room with favourite toys or the kitchen with food and drink, the car or outdoors with animals. You can see how hotspots can be used for text in the example below but usually you would record sounds and speech, labelling items or asking questions to encourage interaction.
- Activity - Getting started with VSD and Interaction
  
  Try taking a photograph and pick out points that could initiate a conversation - How many open ended questions can you ask and how would you encourage your young AAC user to interact?
  
  Did you find that the conversation tended to be initiated by you as a communication partner and the vocabulary was limited to what was available under your potential hotspots. Maybe you needed a collection of symbols to support the topic?
  
  So in order to expand vocabulary and generate more language it is time to move on to a grid format with various layouts that allow for a more flexible approach to vocabulary building. This does not mean topics are lost, but those frequently used words are easier to reach. These are often called Core Boards.
- Introduction to Core Vocabulary Communication Boards
  
  Core Vocabulary boards offer some of the building blocks around which early communication can be built
  This video provides a useful introduction to the topic of Core boards.
- Activity - Using a Core Vocabulary Board
  
  CoughDrop provides several free sample AAC charts including core boards. These are built on a grid system that can be used online in a web browser, as an app on portable technologies or as a print out for a paper based system.
  
  Try using this English core vocabulary symbol chart from CoughDrop
- AAC Progression
  
  It is important that multiple AAC systems are used in line with multimodal forms of communication or total communication. An electronic aid may be impossible to use in the bath and single communication board or small set of cards, such as a keyring of important symbols, may be more useful on occasions.
  
  Different types of communication boards can be developed for a range of tasks, settings and be personalised to suit the user, the linguistic structures of a language as well as the topics being discussed.
- Summary
  
  Remember we want the symbols chosen to enable AAC users to not only understand language but to also:
  
  Enhance language skills
  
  Express needs and wants
  
  Exchange information
  
  Experience social closeness
  
  Engage with different settings and generate language that will in turn aid possible literacy skill development.
  
  But communication activities do not need to be formal! Play, interactive games and having fun are key motivators for communication as you will find when you follow through the modules to come.
- Further Reading
  
  Assistiveware article on "Teaching with Core Words: Building Blocks for Communication and Curriculum" Practical ideas that work in any language and with any devices
- URL (хипервръзка)
  
  10 Tips for Starting AAC Therapy with Little Ones URL
- Reflective Journal
- Journal
  
  Activity - Reflective Journal - How are symbols used?
- Presentation slides
- URL (хипервръзка)
  
  How are Symbols used URL
- URL (хипервръзка)
  
  AAC Glossary (copy) URL

Курс: Level 1, Section: Symbol Use

Level 1 - Fundamentals of AAC

The following topics will help you:

Symbol Use

Symbol Use