Title: Using Pictures for Communication and Classroom Activities
1Using Pictures for Communication and Classroom
Activities
- Robyn Leap
- Laura Moss
- January 30, 2010
2Introductions
- 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.
3What 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)).
4Low 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
5How 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
6How 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)
7What is communication?
- An action by one person directed toward another
person who, in turn, responds with a relevant
reward or feedback.
8What is Communication?
- Communication
- is intentional and purposeful
- requires initiation
- produces a social interaction
- is used to gain access to a reward through
another person
9Why 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
10Common 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!
11How 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
12Step 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
13Step 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
14Responsibilities
- 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.
15Responsibilities
- 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.
16Aiden
- 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!
17Josh
- 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.
18Colbys 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
-
19Reuben
- 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.
20Step 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
21More 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.
22Kellan
- 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 -
23Ask for a Helping Hand
- next to doors
- in bathroom
- on cubby
- on hard to open bins/
- containers
24Step 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).
25Kellans 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.
26Caleb
- 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.
27Step 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.
28Sentences in Functional Activities
29 30Snack Time
Table Work
31Faith
- 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)
32Pictures on your Fridge.
33and on your Cabinets!
34Picture Communication in the Preschool Classroom
- Look for opportunities to fit picture
communication lessons into the day.
Circle Time Routines.
35Sensory breaks
Reward choices Play Time
36Picture 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
37Picture Symbol Schedules
38Picture Symbols for Academic Tasks
39SmartBoard and Picture Symbols
- Pair SmartBoard activities with picture symbols
by providing students with Velcro binder jobs.
40Assistive Technology in the Community
41Expand 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
42Logan 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
43The 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
44Voice Output Device in Action
- Setting Intermediate Classroom
- Initiation needs to be purposeful
- A few words on prompting
45Augmentative Communication Devices
- More symbols allow student to communicate various
messages.
46Voice Output Across Environments
- Classroom Activities
- Specials Gym, Music, Art, Library
- At home
- In the Cafeteria
47Example videos
48How 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.
49Benefits 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
50Example Dirt Pudding
Tech-Talk 8
- SMARTBoard
- Software (BoardMaker Plus!)
Prox-Talker
Tech-Talk 32
DynaVox
51Interactive Whiteboard Intermediate Classroom
- Setting
- Intermediate (Middle School) Classroom
- Activity
- CookingDirt Pudding
52Interactive WhiteboardPreschool (ECI) Classroom
- Setting
- Preschool (ECI) Classroom
- Activity
- Morning Circle
53In 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!!! ?
54References
- 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.
55Handouts/Questions?
- Contact Information
- Robyn Leap Rbludgus_at_aacps.org
- Laura Moss
- lmoss_at_aacps.org