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The Power of Highlighting
Deirdre Galvin-McLaughlin
5/14/2018 10:17 PM
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.
Red/Yellow tend to be more universally attractive colors for children with CVI and can be powerful tool for supporting visual access in a communication system.
Here are some simple ideas to include highlighting strategy in AAC intervention. Note: important to have black background and black handle to not distract for subject of visual attention.
Visual highlighting tools: Make a visual highlighting tool using pipe cleaners to draw the student’s visual attention to the symbol (object, photograph, picture) you are focusing on. Incorporate red/yellow as highlighting color. Sparkly highlighters is even better to capture attention!
You can also use highlighting features in many speech generating devices to serve the same function of a visual highlighter. Several popular devices/apps are included with directions on how to turn on this feature. Please see picture of how highlighting can be used for visual scene displays.
Visual Behavior,Speech-Language Pathologist,Parent/Family Member,Occupational Therapist,Other,Intervention Strategies
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Teachers:
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