Modifications for AAC
Post by Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate As we discussed in our previous Communication Collection (CVI 101 and also 102… https://communicationmatrix.or... ), more patient...
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Collection Clinical Practice Application for Children with CVI
Date Created: 5/14/2018
Posts: 6
The following blog post will discuss beneficial strategies to use with children with CVI to best support their visual engagement and promote carry-over of learning. Intervention ideas and how-to instructions are also included for DIY projects!
This collection is the work of Deirdre McLaughlin CF-SLP, Denee Kroeger OTR/L, and Kayley McDonald OTD doctoral candidate
General strategies for modifying AAC or the environment to best support kids with CVI
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Easy strategies to support children with CVI related to the characteristic of high contrast that eliminates visual "clutter" and encourages them to visually attend to the intended object/symbol.
High Contrast
By Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate The impact and importance of using high contrast for visual attention and object identification is an important feature to consider when...
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The property of movement attracts the visual attention of children with CVI - this post describes a few strategies on how to incorporate motion into AAC intervention.
Movement - Attracting Visual Attention with CVI
Post by Kayley McDonald, OTD doctoral candidate, and Deirdre McLaughlin, CF-SLP The final characteristic of CVI is the idea of movement - children with CVI tend to be more visually attracted or drawn...
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It is common for children with CVI to be drawn towards lights, which can be observed in staring at overhead lights on the ceiling or at bright windows. This post describes how to use the attraction to light to promote functional use of vision - with instructions on a DIY light box as well!
DIY Light Box - Light to Increase Visual Attention
Post by Kayley McDonald, OTD Doctoral Candidate A key characteristic of children with cortical visual impairment (CVI), especially in the early phases, is the need or draw toward light. Being aware ...
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Have you ever looked at an Eye-Spy book and found yourself overwhelmed by the visual array and colorful objects when searching for the object? What about visually searching for Waldo in a Where’s Waldo book? Those are both examples of visual complexity.
Reducing Complexity
By Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate Have you ever looked at an Eye-Spy book and found yourself overwhelmed by the visual array and colorful objects when searching for the o...
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Every student has a bright highlighter in their school backpack to bring the most important terms and words to the forefront of their visual attention using the bright, colorful markers. Highlighting with colors (using pipe cleaner, highlight features on device, bright highlight color on image or paper) is a useful strategy to use when working with children with CVI.
The Power of Highlighting
Every student has a bright highlighter in their school backpack to bring the most important terms and words to the forefront of their visual attention using the bright, colorful markers. Highlighting ...
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Many teachers require their college students in communication disorders or child development classes to complete a Communication Matrix online. Please have your students use the Test Drive site for this purpose. You may ask them to print out the Profile and Communication Skills List as proof of their work.
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
