USING
SYMBOLS
Identifying children with speech and Language
Difficulties
SYMBOL-BASED
COMMUNICATION
Symbol based communication is the
“alternative” in augmentative and
alternative communication (AAC).
Taking a closer look at the elements of
AAC allows us to see where symbol-
based communication fits within this
context:
Taking a closer look at the elements of AAC
allows us to see where symbol-based
communication fits within this context:
Augment Alternative Communication
·means replacement or ·means to send and receive
means to add to or to substitute. An alternative to messages with at least one
enhance. Almost all speakers speech includes pointing or other person.
and non-speakers augment gazing to symbols, signing or
speech by using eye spelling.
pointing, vocalizations,
gestures and body language.
Symbol-based communication is often used by
individuals who are unable to communicate using
speech alone and who have not yet developed, or
have difficulty developing literacy skills. Symbols
offer a visual representation of a word or idea.
“The immediate goal is NOT for students to use all
of the symbols we’ve introduced functionally in
their own communication but for them to interact
with others who are modelling symbol-based
approaches to communication.”
Which students would benefit
from symbol-based
communication?
·slow to develop
·difficult to understand
very limited or non-existent
How can students benefit from symbol-
based communication?
Students who are provided authentic and meaningful
opportunities to communicate using a symbol-based system
across learning and living environments benefit in a multitude
of ways including:
·development of language skills
·development of literacy skills
·having more to say to more people
·building relationships and connectedness and belonging
·decreasing frustration/behaviours
·developing a better understanding of the world around them
·making personally meaningful requests, choices and decisions
·increasing participation across environments
·building creativity and self-expression
Communication boards make language visible and
accessible. Core vocabulary is intended to be used
across all environments and levels of language
competence
A flip book is a communication book with tabs for
easy navigation. Vocabulary is arranged by
categories, which are indicated on the tabs.
Eye-gaze (also known as eye-pointing) is the act of
using one’s eyes to direct or redirect the attention
of another person. Effective eye-gaze requires
participation of both the student and the
communication partner. The student fixes their
gaze in the direction of the intended message. For
example, if a student wants to go outside, they may
set their gaze on the door.
An e-tran, or an eye gaze communication board, is
a vertically held/mounted board, made of plexiglass
or sturdy paper with a window cut in the middle,
that enables students to communicate by focusing
their gaze on selected items displayed on the
board. Items can be displayed in any configuration
and can be encoded to provide more choices on
each board. Students access the ETran via Partner
Assisted Scanning.
This pragmatically based communication page set
is specifically made to help eye gaze users hold
simple conversations around a variety of topics and
needs.
An iPad communication app allows the user to
directly select symbols that are arranged to
support a specific topic or serve a communicative
function. For example, this page is a list of verbs in
alphabetical order- find, fly, give, help. The pages on
many apps are dynamic, meaning once the user
selects a message, the app will jump to the next
logical page.