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Using Pictures for Communication and Classroom Activities

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'Communication systems are only for young children. ... New technology is always being developed to help children with disabilities communicate. ... – PowerPoint PPT presentation

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Title: Using Pictures for Communication and Classroom Activities


1
Using Pictures for Communication and Classroom
Activities
  • Robyn Leap
  • Laura Moss
  • January 30, 2010

2
Introductions
  • Before we begin, we want to tell you why were so
    interested in assistive technology.
  • Why did you pick this session?
  • What do you hope to get out of it?
  • Raise your hand if you are a.

3
What is Assistive Technology?
  • Definition of AT
  • Assistive technology (AT) can be defined as any
    item, piece of equipment, or product system,
    whether acquired commercially off the shelf,
    modified, or customized, that is used to
    increase, maintain, or improve the functional
    capabilities of individuals with disabilities.
    (29 U.S.C. Sec 2202(2)).

4
Low Tech to High Tech
  • High Tech
  • High cost equipment
  • Use electricity or batteries
  • Often contain microcomputer components
  • Examples
  • Video cameras
  • Computers
  • Adaptive hardware
  • Complex voice output devices Dynavox
  • Speech recognition software
  • Low Tech
  • Less complicated
  • Usually smaller and lighter weight in size
  • Low cost
  • Easy to use
  • Examples
  • Writing grips
  • Adapted scissors
  • Picture symbols/photographs
  • Feeding equipment
  • Velcro

5
How does assistive technology benefit students
with disabilities?
  • Improves learning for all age groups
  • Benefits social-emotional development, memory,
    organization, problem solving, and all other
    academic areas
  • Students with mild disabilities use AT to support
    learning and living socio-emotional - ex
    Educational Software
  • Students with more severe disabilities use AT to
    support learning and participating in the
    community (Lee and Templeton, 2008, p. 215). Ex
    Augmentative Communication
  • Collaboration is key to the appropriate use of
    assistive technology

6
How would you communicate if you could not speak?
  • Point or bring an adult over to an item
  • Tantrum until someone deciphers reason
  • Be taught to use
  • Picture symbols/Photographs
  • Sign language
  • Assistive Technology Devices
  • Dynamic Display Device (example Dynavox,
    SpringBoard Lite)

7
What is communication?
  • An action by one person directed toward another
    person who, in turn, responds with a relevant
    reward or feedback.

8
What is Communication?
  • Communication
  • is intentional and purposeful
  • requires initiation
  • produces a social interaction
  • is used to gain access to a reward through
    another person

9
Why use pictures to communicate?
  • Pictures and Communication Symbols
  • convey a message
  • are understood by non readers and across
    languages
  • can be paired with objects and actions
  • are inexpensive, portable, easy to create, and
    available everywhere
  • facilitate speech development

10
Common Myths about Picture Communication
  • My child is non-verbal, if he uses pictures to
    communicate, he will never talk.
  • Communication systems are only for young
    children.
  • Communication systems are only for people with
    autism.
  • We have already tried this and it didnt work!

11
How do I start using pictures with students for
communication?
  • Begin with requests for a HIGHLY preferred
    item/activity
  • Use what is available photos, communication
    symbols (i.e., Boardmaker), product logos
  • Have another adult be the physical prompter
  • Arrange 2 on 1 teaching situations

12
Step 1- Picture Communication Training
  • Goal Initiating a Request
  • Objective- The student will
  • pick up a picture of a desired item
  • extend his/her hand toward the person with the
    desired item
  • release the picture into that persons hand

13
Step 1 Know the Details
  • Have several HIGHLY desired items
  • WAIT for students initiation
  • No verbal prompting at any time
  • Prompter does not interact with student or
    communicator
  • Be ready and observant!
  • Prompter quickly facilitates exchange after
    initiation
  • Communicator praises as soon as the student
    touches the picture/photo, and provides immediate
    reinforcement

14
Responsibilities
  • Communicative Partner
  • Entices the child without speaking
  • Vocally reacts to student touching the picture.
  • Initial and periodic assessing for most powerful
    reinforcer let child choose.
  • Times the open hand appropriately.
  • Immediately provides the requested item.
  • Provides verbal praise, and/or labels the item,
    as you present the item.

15
Responsibilities
  • From behind, the physical prompter
  • Waits and watches for students initiation
  • Assists AS SOON AS the child reaches for the
    picture OR the actual item.
  • Uses hand over hand (HOH) to direct the students
    hand to pick up the picture and hand it to the
    communicator.
  • DOES NOT interact with the student.
  • Steadily fades physical prompting from HOH to
    partial physical prompt at elbow.

16
Aiden
  • Setting Speech room, start teaching w/ minimal
    distractions
  • Offer free item
  • Quick and continuous trials with full physical
    prompting.
  • Communication partner praises AS SOON AS the
    childs hand touches the picture.
  • Reduce physical prompt from HOH to prompt from
    elbow for reaching.
  • End with SUCCESS!

17
Josh
  • Setting Speech Room, structured training session
  • Fade non verbal prompts
  • Switch open hand placement
  • Hold hand closer to body to prompt further and
    deliberate reaching
  • Avoid having student see you replace the picture
  • Slightly move book further away from student
    and/or off to one side.
  • Begin to back away and have prompter nudge
    student out of seat to walk toward communicator.

18
Colbys been practicing!
  • Setting Speech Room
  • Tempt nonverbally
  • Reduce non verbal prompts
  • -Look away from student
  • -Look away from pictures
  • -Provide wait time
  • Replace picture in a different spot than previous
    trial
  • END WITH SUCCESS and give extra treat
  • Store pictures in book

19
Reuben
  • Setting Snack time in classroom, at table with
    peers.
  • Use of a personal communication book to request
    preferred snack items at table with verbal peers.
  • Purposeful, spontaneous, and independent picture
    exchange.
  • Child initiated social interaction, complete with
    eye contact and expectation of adults response.

20
Step 2 Traveling
  • Goal Initiating a Request
  • Objective- The student will
  • walk over to communication book
  • pick up a picture of a desired item
  • walk over to communication partner
  • give the retrieved picture to the partner

21
More of Reuben!
  • Setting Sensory Room Move away from table
    training!
  • Student walks to book to retrieve picture
  • Student hands picture to the
  • person who will grant his request.
  • Student tolerates some delay in receiving
    reward as he has come to trust the power of
    picture communication.

22
Kellan
  • Setting Media room morning
  • free/facilitated play
  • 2 people available for training
  • Make it fun disguise it as play
  • Increase distance between book, student and/or
    communication partner as consistency increases
  • Prompter provides partial physical prompting as
    needed
  • Move around the room Student should be looking
    for you

23
Ask for a Helping Hand
  • next to doors
  • in bathroom
  • on cubby
  • on hard to open bins/
  • containers

24
Step 3 Picture Discrimination
  • Goal Reliably choose a
  • desired picture from a field.
  • Objective- The student will
  • scan increasing field of pictures (including
    foils) and choose a desired item.
  • exchange the picture.
  • take requested item when presented with a field
    (comprehension check).

25
Kellans Moving Up!
  • Setting Media Room
  • Probing for picture discrimination.
  • Two pictures on book.
  • After picture exchange, hold up 2 items to test
    reliability of request.
  • Rearrange pictures after each successful trial.

26
Caleb
  • Setting Speech Room
  • Offer 1 known reinforcer
  • and 1 non-preferred item.
  • Then offer 2 preferred
  • items, and check for
  • reliability by offering the
  • items after the exchange.
  • Ensure the student takes
  • the correct item.
  • Rearrange pictures on
  • book after each
  • successful trial.

27
Step 4 Constructing Sentences
  • Goal Combine 2 or more pictures to request or
    describe.
  • Objective The student will
  • 1.Add a preferred item after the I want symbol
    on the removable sentence strip.
  • 2. Remove the sentence strip and hand it to
    communication partner.
  • 3.Point to each picture/symbol as the
    communication partner reads aloud.

28
Sentences in Functional Activities
  • P.E. Warm-ups

29
  • Table Work Activity

30
Snack Time
Table Work
31
Faith
  • Setting Speech Room
  • Student places 2
  • pictures on sentence
  • strip and hands to
  • partner
  • Student points to
  • pictures while partner
  • reads aloud
  • Create requests and
  • comments (i.e., I seeI hear)

32
Pictures on your Fridge.
33
and on your Cabinets!
34
Picture Communication in the Preschool Classroom
  • Look for opportunities to fit picture
    communication lessons into the day.

Circle Time Routines.
35
Sensory breaks
Reward choices Play Time
36
Picture Communication in the Intermediate
Classroom
  • Assistive Technology used with an interactive
    whiteboard (ex SMARTBoard)
  • Picture symbols paired with communication and
    academic activities
  • Low tech and high tech used depending on the
    students needs
  • Activity components modified for students
  • Use software that is designed for students with
    special needs (BoardMaker Plus!, Clicker 5).
  • Pair activity with assistive technology

37
Picture Symbol Schedules
38
Picture Symbols for Academic Tasks
39
SmartBoard and Picture Symbols
  • Pair SmartBoard activities with picture symbols
    by providing students with Velcro binder jobs.

40
Assistive Technology in the Community
41
Expand Communication Voice Output Devices
Step-by-Step
  • Battery powered devices provide student with the
    ability to communicate a message with a voice.
  • Easy to program and fairly inexpensive
  • Student must understand how to differentiate
    between two pictures before using a device with
    multiple pictures

Tech-Talk 8
Tech-Talk 32
42
Logan Prox-Talker
  • New device takes communicating with pictures a
    step further
  • Prox-talker For users who are not yet ready for
    a dynamic screen device.

www.proxtalker.com
43
The Prox-Talker in Action
  • Setting
  • Preschool Classroom
  • ActivityMorning Circle
  • The ProxTalker Allows students to have a voice
    when using pictures to communicate
  • Provides student with a way to catch attention
    of communication partner

44
Voice Output Device in Action
  • Setting Intermediate Classroom
  • Initiation needs to be purposeful
  • A few words on prompting

45
Augmentative Communication Devices
  • More symbols allow student to communicate various
    messages.

46
Voice Output Across Environments
  • Classroom Activities
  • Specials Gym, Music, Art, Library
  • At home
  • In the Cafeteria

47
Example videos
48
How would you pair assistive technology with an
interactive whiteboard?
  • Share 1 idea from each group.
  • Examples of Activities
  • Cooking activities
  • Vocabulary building activities
  • Counting activities
  • Writing activities

Break Out Session Split into groups of 5 and
write down a few ideas on the paper provided. You
have 5 minutes to complete this activity.
49
Benefits of Using an Interactive Whiteboard
  • Its interactive!!!
  • Students are more engaged in the activity if it
    involves manipulation of objects
  • Can be used with the internet and any other
    program on the computer
  • Music and video - Any type of media file can be
    paired with an activity
  • Specialized software allows teacher to create
    activities
  • Pre-made activities can be downloaded for free
    and can be modified
  • Activities can be printed and used for
    assessment, data collection, and practice of
    skills taught

50
Example Dirt Pudding
Tech-Talk 8
  • SMARTBoard
  • Software (BoardMaker Plus!)

Prox-Talker
Tech-Talk 32
DynaVox
51
Interactive Whiteboard Intermediate Classroom
  • Setting
  • Intermediate (Middle School) Classroom
  • Activity
  • CookingDirt Pudding

52
Interactive WhiteboardPreschool (ECI) Classroom
  • Setting
  • Preschool (ECI) Classroom
  • Activity
  • Morning Circle

53
In Conclusion
  • The interactive whiteboard adds to the richness
    of an activity.
  • With the use of pictures for communication
    students can learn to improve their skills while
    also imitating and learning how to communicate
    wants and needs appropriately.
  • New technology is always being developed to help
    children with disabilities communicate.
  • Check out the Prox-Talker and try using the
    interactive whiteboard with your students!!! ?

54
References
  • Bondy, A. Frost, L. (2002). The Picture
    Exchange Communication System Training Manual
    (2nd ed.). Newark, DE Pyramid Educational
    Products, Inc.
  • Lee, H. Templeton, R. (2008). Ensuring Equal
    Access to Technology Providing Assistive
    Technology for Students With Disabilities.
    Theory Into Practice, 47(3), 212-219.

55
Handouts/Questions?
  • Contact Information
  • Robyn Leap Rbludgus_at_aacps.org
  • Laura Moss
  • lmoss_at_aacps.org
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