Commercial Tangible Systems
Creating Tangible systems can be time consuming. Often teams are creating each item individually rather than thinking of each item/word as a message in a larger language system. There are several tang...
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Collection Tangible Symbol Systems
Date Created: 1/16/2018
Posts: 13
A Series of Posts on Tangible Symbol Systems. Awareness to information on them. Access to sites about them. Recognize their use and their limitations.
Kelly is a self-employed consultant and trainer in assistive & educational technology. She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com In addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.
Commercial Tangible/Object Symbol Systems can save time and add consistency
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Make sure to progress through Tangible Symbols
Tangible Symbols Instruction: Sam's progress
Here you can see Sam's progress in learning to use tangible symbols. He began with 3-dimensional symbols, first selecting a toy that he wanted, and then selecting the corresponding symbols (a comprehe...
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Tangible Symbols can be used receptively, not just expressively
Using tangible symbols receptively
Here you see 2 examples of teachers using a student's tangible symbol system to communicate TO the student (receptive communication). This helps learners understand how their own system is used; it a...
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Acquisition of speech by children who learned to use 2- and 3-dimensional symbols
Data on Effect of AAC on Speech Development
Kelly Fonner has provided a link to a very useful web site that provides information about the effect of learning to use an AAC system on developing speech. I attach an article on tangible symbol syst...
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Organizing Tangible Symbol Systems
Organizing Tangible Systems
Putting together a tangible symbol system for a student can be an overwhelming task. It is not as simple as just pulling out two or three objects from a bag or off of a board and putting them in front...
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Object Systems aren't always a whole item
Object Representation Systems
It is often very time consuming creating object representation systems. Whether using objects for visual, cognitive or language purposes, it is important to take into consideration during your assessm...
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Intentional Communication can happen with Tangibles
Indicators of Intentional Communication and Meaningful Use of Symbols
Sometimes it's difficult to determine whether potentially communicative behavior is intentional or not. Here are some indicators of communicative intent related to either pre-symbolic or symbolic beha...
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Student uses Tangibles as a Reminder System
Using Tangible Symbols to Inform Yourself
Sarah is completely blind and uses 3-dimensional symbols to communicate to other people. This video shows how she also uses them to remind herself of what she needs.
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Determining what type of Tangible to use
Determining What Type of Tangible Symbol to Begin With
In this short video Dr. Charity Rowland discusses the "Tangible Symbols Pre-test", a format for helping to decide what type of symbols to use first for the learner who doesn't understand abstract symb...
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Finding Tangibles to act as Symbols
Tangible symbols- Where
The constant search for tangible symbols is real. What do you do after you visit all of the Dollar Stores, hobby shops, carnival supply stores, key chain suppliers, doll house suppliers, etc., and sti...
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Core Vocabulary with Tangible and 3D symbols
Core Vocabulary with Tangible Symbols
Through the Center for Literacy and Disability Studies at the University of North Carolina's Project Core - comes 6 different examples of Universal Core Boards including instructions for Making 13 - 3...
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Tactiles on an iPad
Tactile Talk Toolkit for GoTalk Now App
There is an in-app purchase available for the GoTalk Now iPad AAC App by Dr. Betsy Flener, Vision Specialist, in collaboration with Joni Nygard, AAC expert available from the Attainment Company. The t...
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Communication Resources for Students who have Deaf Blindness
There is a recent post on PrAACtical AAC (if you are unfamiliar with this site - please check it out - link below) that pulls together much of the information produced by the Texas School for the Blin...
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Statement A
My child doesn't seem to have real control over his body yet.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
Does this statement describe your child?
How to score your child
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
Mastered
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
Emerging
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Tips on Communication Devices
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
