Augmentative/Alternative Communication Tools-Low Tech
Augmentative communication is the use of communication methods to supplement
or replace expressive language for children or adults who have speech-language
impairments. These impairments can be a result of conditions such as cerebral palsy, Parkinson's disease, intellectual impairments, or autism. Although there are no specific prerequisites for augmentative communication, it should be used for anyone who struggles with expressive language and can benefit from this method. In order to find the appropriate tool the individual's motor, visual, cognitive, language and communication strengths and weaknesses must be assessed.
Low Tech communication tools are simple items that can help a student communicate. These items are inexpensive and can be easily made to accommodate the needs of any student. Two popular systems are the use of Communication Boards and PECS.
Low Tech communication tools are simple items that can help a student communicate. These items are inexpensive and can be easily made to accommodate the needs of any student. Two popular systems are the use of Communication Boards and PECS.
- Communication Boards: This is a system where the student points to various pictures or symbols located on a board or display in order to communicate wants, needs, comments, choices, etc. Many communication boards can be created, which are both context-specific and individual-specific depending on the student's needs. Communication boards can be organized based on the student's environment, for instance in a school setting the student can use boards that include activities associated with their daily routine and their typical communication needs. The pictures below show some visuals of communication boards.
- Boardmaker: One of the most popular methods to making a communication board is through the use of a software program called Boardmaker. Although Boardmaker requires a computer to operate making it a high tech device, it is important to note with the use of communication boards. Boardmaker offers various templates as well as thousands of of pictures and symbols to choose from. Boardmaker is highly adaptable to the student and can be used by teachers, specialists and parents alike to create social stories, behavior supports, activity schedules, reward charts, as well as boards for the student to communicate with. A link to the website is provided below.
- Picture Exchange Communication System (PECS): This is a specific program that requires training for both the student and adult participants. In essence, the student is taught to provide a picture of what they want in exchange for the item. This program includes a wide variety of adaptations to be made to meet the specific student’s individual needs as he or she continues through the training. The intent for this method of communication is for those with little to no expressive language. PECS promotes spontaneous requesting skills which later results in the functional use of expressive language. The video below provides some more information related to this communication system.
Both of these systems use images to assist with communication. It is important to note that the PECS System is often used with students who have autism with little to no expressive language capabilities. It requires intense training and consistent implementation in school, at home and anywhere the student may go. PECS is a precursor for those who cannot simply understand and utilize a communication board but its purpose is to help children get to the point where he or she can express their needs or wants through the use of a communication board.
Another low tech option that is important to note is the use of sign language. Many of the pictures used on a communication board include the sign language symbol for words or phrases. If a student is capable, he or she can be taught how to communicate using sign language with or without the additional help of a communication board.
Resources:
Assistive Technology in the Classroom by Amy g. Dell, Deborah A. Newton & Jerry G. Petroff
http://www.pecsusa.com/Brochures/ToPECSornottoPECS.pdf
http://en.wikipedia.org/wiki/Picture_exchange_communication_system
http://www.tacanow.org/family-resources/pecs/
http://www.pecs.com/
http://www.speechdisorder.co.uk/communication-boards.html
http://www.instructables.com/id/Communication-Board-for-Individuals-with-Disabilit/
http://www.lifeprint.com/
http://www.mayer-johnson.com/boardmaker-software-family?gclid=CN2Q1NXk7bcCFcqj4AodNHsAhA
Another low tech option that is important to note is the use of sign language. Many of the pictures used on a communication board include the sign language symbol for words or phrases. If a student is capable, he or she can be taught how to communicate using sign language with or without the additional help of a communication board.
Resources:
Assistive Technology in the Classroom by Amy g. Dell, Deborah A. Newton & Jerry G. Petroff
http://www.pecsusa.com/Brochures/ToPECSornottoPECS.pdf
http://en.wikipedia.org/wiki/Picture_exchange_communication_system
http://www.tacanow.org/family-resources/pecs/
http://www.pecs.com/
http://www.speechdisorder.co.uk/communication-boards.html
http://www.instructables.com/id/Communication-Board-for-Individuals-with-Disabilit/
http://www.lifeprint.com/
http://www.mayer-johnson.com/boardmaker-software-family?gclid=CN2Q1NXk7bcCFcqj4AodNHsAhA