4 likes
9299 views
Deirdre Galvin-McLaughlin
12/3/2018 7:21 PM
The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have. There are sets available online for purchase however the vocabulary contained in such sets may be lack for luster depending on your target patient, client, or population.
To make this project more do- able, I’ve created a list of materials and tools to do it yourself from when I created a set for one of my clients.This set cost ~$15 to create. Tangible object sets retail at ~$200 online
1. Plan your vocabulary set and targeted words in collaboration with client, family, and other team members. In the example I’ve included we were making a tangible object schedule to support transitions for a young toddler with hearing and vision difficulties.
2. Make a material list of items you will need in addition to the object symbols:
- high contrast board: black poster/foam board, cardboard with black insert. This will increase contrast and will support individuals with vision difficulties
- duct tape/electrical tape: this will protect the edges of the cardboard backing of the symbol
- zip ties: used to attach objects
- x-acto knife: used to cut poster board into rectangles and put holes in board for zip ties
- label maker: used to print text labels for communication partners
- Velcro: used to attach symbols to another surface in order to display
- puffy paint/glitter glue: used to create core vocabulary symbols.
3. Go to a dollar store: The dollar store is a magical place for tangible object symbols and other supplies and is generally a one stop shop. I was able to get all my materials in my list for about $15.
4. Assemble the symbols
- Measure and trace rectangles on high contrast that are likely large enough to mount your tangible symbols. Generally my symbol was 5 x 7 or 4 x 6 inches
- Use x-acto knife to cut out rectangles
- To protect edges from wear and tear, place black duct tape or electrical tape on the edges of the rectangle
- Secure object to board using 1-2 zip ties. Puncture holes in board in 2-4 spots and weave through. Cut the remaining plastic off after. Cover zip tie connection with duct tape to prevent wear and tear
General considerations when making:
Vocabulary decisions: It is easier to represent nouns with tangible objects than other core vocabulary function or action words. Trying to make abstract words 3-D and tangible is challenging and may require a combination of puffy paint foam and bright colors. If you are a lucky enough individual to have access to a 3D printer, the lovely people at project core (UNC) have open source code to 3D print tangible objects for core vocabulary words. This can be found at: 3D printed tangible object symbols.
Whenever possible include supports for vision:
- High contrast board with items that have color preference
- Reflective shiny objects
- Borders with preferred colors
To learn more about supports for CVI and other vision impairments. Refer to previous collection: AAC adaptations for CVI
How are the symbols going to be presented and stored:
Lack of Portability is one of the main reasons AAC devices and systems are abandoned.
- Reduce need to travel to different settings when possible: Instead of sending entire sets of symbols from school to home and vice versa. A set could be made for each location.
- Display that is also tangible: Tangible objects are hard to represent for clients who may have tactile sensation as their most reliable sensory input. When assembling consider how a person might differentiate one object from another by touch not only with textures but with positioning the items on the board. How will you display choices in a way that can be differentiated by your client. Field of 1 and scan through? On a velcro board in left and right visual field? Will there be a boarder in between choices? etc.
- Consistent storage location: independently accessing symbols when possible is the goal of any one supporting an individual with complex communication needs. Making the storage location consistent and when possible accessible and teaching your client this location as an operational competence will increase their overall independence when communicating wants, needs, and ideas.
These are just a few thoughts! Please share other things that have worked in the past!
This post is part of the collection
0 likes
1 replies
Thank you for this! I am going to start working as a Communication Specialist with a Deaf Blind gentleman with Intellectual Disabilities--these are the perfect start for me, I am especially intriqued by the 3-D printer vocabulary! Keep it coming!
KathyTaylor - 10/16/2019
© 2024 Charity Rowland, Ph.D.
Site by State33 and Smith & Connors
Write a note about why you chose this post to appear in your collection.
Please wait while we process the matrix ...
Your information will not be saved unless you register. You may register for free at anytime throughout the tryout by clicking the orange button bottom right.
The information you enter in the assessment is completely secure and cannot be identified. When you use this free service, we ask you to provide some very basic information about the individual you are assessing (gender, age, ethnic background, country of residence, disability and specific impairments) and your relationship to that person. However, we have no way of indentifying who has used this service.
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.
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?
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?
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
Does this statement describe 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
– 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
– 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.
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
You’re welcome! Happy to share resources anytime :)
Deirdre Galvin-McLaughlin - 10/25/2019