1. Make & Take Visual Strategies April 4, 2008 Cindy Nankee OTR, ATP CESA #3 WATI Consultant cnankee@cesa3.k12.wi.us Lilly Rider SLP, MA CESA #4 WATI Consultant lrider@cesa4.k12.wi.us Karen Stindt OTR, MA, ATP CESA #6 WATI Consultant kstindt@cesa6.k12.wi.us

2. Agenda Intro/Materials Strategies for Success –Who/Why/Where ideas –Examples (symbol hierarchy) –Digital Photos- social stories/story starters/adapted books/tutorials –CCE Prompt Hierarchy –Assessment –Design Considerations Literacy –extension activities/vocabulary Using Boardmaker Extension activities Digital pictures Materials development

3. Who Sank the Boat Make and Take We will be using the Boardmaker software and digital photography to create visual strategies for communication and literacy. We will provide you with strategies to help you successfully use the materials you create.

4. Session Objective Support vocabulary building with low tech picture strategies Support reading with picture/word symbols Support functional communication through social stories/visual supports Support language acquisition (expansion activities) Support motor skills with adapted tools (expansion activities)

5. Using visual strategies as a vehicle for developing: expressive language receptive language literacy control over the environment communication initiation behavior management

6. Individuals Who Might Benefit from Visual Tools… –Communication Delays/Disorders –Attention Deficit Disorder –Learning Disabilities –Down Syndrome –Autism Spectrum Disorder –Developmental Delays –English Language Learners –Traumatic Brain Injury –Pre-Readers –Comprehension Problems –Communication partner

7. Why Use Visual Tools and Strategies… Give students information about their activities Prepare students for what will or will not happen Reduce the anxiety that comes from the unexpected, especially during transition times Help students understand the concept of “finished” Provide the structure for appropriate behavior and participation Support communication and conversation Hodgdon, 2002

8. Communication Symbol Hierarchy –REAL OBJECTS –TANGIBLE SYMBOLS –TOBIs (true object- based icons) –COLOR PHOTOS –BLACK & WHITE PHOTOS –LINE DRAWINGS –PICTURE COMMUNICATION SYMBOLS –TEXT W/ PICTURES –TEXT & LETTERS

9. Object Communication System www.adaptivation.com

10. Tangible Symbols Tangible symbols are objects or pictures that stand for or represent something about which we need to communicate.

11. A T.O.B.I. can be a line drawing, photograph etc. which is cut out in the actual shape of the item it represents

12. When Billy gets home from school…

13. Line Symbols

14. Picture Communication Symbols

15. Text with Pictures

16. Communication Board with words/letters/numbers

17. In Therapy In the Classroom In the Home In the Community Behavior Regulation

18. ™ Schedules and Calendars ™ Tools to Give Information ™ Tools to Make Choices and Requests ™ Tools for Protesting and Rejecting ™ Tools for Behavior Regulation ™ Tools for Literacy

20. Communication Boards http://www.ange lfire.com/pa5/as/ asteachersites.ht ml

21. Snack Time Boscobel ECH Lily Rider, Louise Hebel

22. Snack Time Boscobel ECH Lily Rider, Louise Hebel

23. School to home note Boscobel ECH Lily Rider, Louise Hebel

24. Schedule and Behavior Chart

25. Incentive Chart

27. Preposition Activity

29. Visual Strategies Using Digital Photos Social Stories Adapted Books –Photo Story3 for Windows – free download –http://www.microsoft.com/windowsxp/using/digitalphotography/ph otostory/default.mspxhttp://www.microsoft.com/windowsxp/using/digitalphotography/ph otostory/default.mspx Story Starters – Communication Motivators –www.animoto.comwww.animoto.com Tutorials –Video demonstrations

30. The following section from CCE Creating Communication Environments –Activities that focus on communication –Environment that’s conducive to communication by the child –Partner that knows how to prompt, model, elicit language, pause Communication Activity Environment Partner

31. Arrange the Environment to Increase the Likelihood of Communication Common Strategies….  Use motivating materials and activities  Materials should be in view but not accessible  Student should need assistance with some materials  Provide small or inadequate amounts of materials  Sabotage  Provide something the student doesn’t like/want  Use communication boards/devices & visual tools

32. Increase Communication by being a good communication Partner  Accept and respond to ANY communication attempt  Provide descriptive feedback instead of praise (“You wanted paint. Here’s more paint.”)  Be silent when appropriate  Be aware of use of figurative language (“take your seat” vs. “sit”)  Use a prompt hierarchy

33. Prompt Hierarchy Environmental Cue –PAUSE Open Question –PAUSE Prompt OR Request for Communication –PAUSE Full Model –PAUSE Incorporate descriptive feedback into each step

34. Prompt Hierarchy Step #1 Environmental Cue Set up the environment to signal to the student that an activity is about to begin. –Ringing bell –Lining up at the door –Art materials prepared but out of reach –Desired items visible but inaccessible –Cutting the pizza, e.g. After student responds, provide... Descriptive Feedback

35. Prompt Hierarchy--Pausing Pause after every step Focus your attention on the student (expect communication!) A N PAUSED After student responds, provide... Descriptive Feedback

36. Prompt Hierarchy Step #2 Open Question If the student does not respond to the pause by making a response: –Ask a WHAT, WHY, WHO, WHEN, WHERE, OR HOW Question “What do you want?” “Whose turn is it?” “Where does that go?” AND then…...PAUSE After student responds, provide... Descriptive Feedback

37. Prompt Hierarchy Step #3 Prompt or Request Communication Provide a prompt to students –Choices, carrier phrase, initial sound, visual cue OR Request Communication –“Tell me what you need.” –“Tell me what goes next.” AND then……PAUSE After student responds, provide... Descriptive Feedback

38. Prompt Hierarchy Step # 4 Full Model Provide a full model for student –Use student’s AAC device –Use developmentally appropriate model AND then…...PAUSE After student responds, provide... Descriptive Feedback

39. PAUSE Pause Pause Pause Pause Pause Pause Pause Pause Pause  Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause Pause ! In other words…PAUSE!

40. Prompt Hierarchy—WHY?  Gives student the necessary time to process information and to formulate a message to communicate  Provides a structure for adults that encourages communication  Can be customized for individual students  Organized least to most

41. CCE video Lilly’s student using a communication board Lilly using the prompt hierarchy

42. Planning –80/20 Rule –Design Considerations –Assessment Software –Boardmaker –PixWriter –Microsoft Word Table –www.imaginesymbols.comwww.imaginesymbols.com –http://www.symbolworld.orghttp://www.symbolworld.org

43. Design Considerations Physical considerations: –Size of symbols –Spacing between symbols –Physical access to all locations of board –Landscape vs. Portrait orientation

44. Design Considerations Language/Cognitive Considerations: –Type of message (single word vs. phrase) –Type of symbol (Photos, line drawings) –Amount of vocabulary to be displayed at a time –Organization Brandenburg, S., & Vanderheiden, g.C. (1988) The Vocally Impaired: Clinical Practice and Research pp. 84-135

45. Vocabulary should be: Reinforcing to the user Functional to the user Used frequently and regularly Flexible Include a wide range of communication functions Responsive to the changing needs and circumstances of the user

46. Color Coding will allow user and facilitator to locate symbols more easily www.aacintervention.comwww.aacintervention.com Tip of the month

47. Design Considerations Visual considerations: –Color vs. black/white –Color background –Size & spacing Assessment: –TASP –EVALUWARE –STAGES –ASNAT

48. 1.Like 2.Again 3.Show me 4.Whole 5.Past 6.Fast 7.Correct 8.Short 9.Tomorrow 10.Word 11.Communication 12.That’s crazy! Keep in mind the communication partner

49. Assessment Evaluware –Computerized assessment –Assesses size/spacing/visual preferences/auditory preferences TASP –Hard copy assessment –An easy-to-use tool for assessing symbolic skills, –Design communication boards –Help select Aug Communication device –Set appropriate AAC goals –Serves as a tool to benchmark progress in aided communication performance. ASNAT –www.wati.orgwww.wati.org Communication Matrix –http://www.communicationmatrix.orghttp://www.communicationmatrix.org

51. Planning is Ongoing Continue to Adjust Variables Expand vocabulary Increase size & array of symbols Increase settings: home/community/other people/times in a day Differ communication: requests/labeling/commenting/questions Multi symbol utterances Accessible/portable Bridge up/down hierarchy

52. Summary of Ideas Calendars Schedules Vocabulary Worksheets/Quizzes (matching/fill in) Math/Reading/ Science/SS Social Stories Community Picture supported story/newsletter Literacy board Weather Board Snack placemats Games (bingo) Certificates Greeting Cards

53. Boardmaker Software Picture communication symbols used to create communication boards, device overlays, worksheets, picture schedules Teacher Tool www.mayer-johnson.com $299.00

54. Boardmaker Plus Software This is Boardmaker plus voice Create interactive Activities Minus SDP bells and whistles Student/classroom Tool www.mayer-johnson.com $399.00

55. Boardmaker with Speaking Dynamically Pro Software SDP is a speech output program Use to create dynamic, talking, multilevel communication boards Teacher Tool Individual Student Tool www.mayer-johnson.com $649.00

56. Resources Gttp://www.cesa4.k12.wi.us/programs- services/special/resources/boardmakerresources.ht m http://www.specialed.us/autism/index2.htm Susan Stokes CESA 7 Autism: Interventions and Strategies for Successhttp://www.specialed.us/autism/index2.htm www.cesa3at.wikispaces.com resource materials from today's session are stored online under AT for Communicationwww.cesa3at.wikispaces.com www.widgit.com resources on symbols usewww.widgit.com

57. References American Speech-Language-Hearing Association website: www.asha.orgwww.asha.org Burkhart, L. 1993, Total Augmentative Communication in the Early Childhood Classroom, p.38 Binger, C. & Kent-Walsh, J. (2005). Evidence-Based Language Supports for Children Using AAC: Increasing Expressive Communication. Closing the Gap conference, Oct. 2005, Minneapolis, MN. Casey, K. & Kornfeld S. (2004). Developing language-rich light tech AAC systems for young children. Closing the Gap, October/November 2004, 23 (4). CESA 4 & 5 Cumley, J. and Pallaske, M., CESA 1 & 2 Weingarten, M. and Gierach, J., Creating Communication Environments training, 2005 DynaVox educational specialist Whitfield, K., Planning for and supporting Meaningful Participation and Learning for children and Adults Using AAC

58. References Hodgdon, L., Visual Strategies For Improving Communication: Solving Behavior Problems in Autism: Improving Communication with Visual Strategies, QuirkRoberts Publishing, www.usevisualstrategies.com P.O. Box 71 Troy, MI 48099-0071www.usevisualstrategies.com Hodgdon, L., Solving Behavior Problems in Autism: Improving Communication with Visual Strategies, QuirkRoberts Publishing, www.usevisualstrategies.com P.O. Box 71 Troy, MI 48099-0071www.usevisualstrategies.com Karlan, George. Environmental Communication Teaching Training. Field-Initiated Research Grant Award No. H023C9005 from the Office of Special Education, U.S. Department of Education. Lafayette, Indiana: Purdue University. Quill, Kathleen, Do-Watch-Listen-Say, Paul H. Brookes Publishing, 2000 Raising a Reader, Raising a Writer: How Parents Can Help. Washington DC: National Association for the Education of Young Children (NAEYC) #530 Teaching Our Youngest: A Guide for Preschool Teachers, Child Care & Family Providers, U.S. Department of Education