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These are a few of my favorite things! All the things you need for DIY low tech!
Deirdre Galvin-McLaughlin
12/5/2018 3:10 AM
These are a few of my favorite things...cue the sound of music! Materials that are so handy when crafting low tech systems of all kinds! People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!
Secure pages of symbols of communication books together:
Air craft cable rings: Unlike binder rings which can become misaligned and lose pages and zip ties which don’t allow you to add pages after they are secured, these rings have twist closures. They can be found at all kinds of retailers including Amazon: Aircraft cable keychain rings
Binding machine: Binding machines allow you to quickly punch pages and bind a book together. This type of binding may also last longer.
Support visual and motor access:
Glitter glue gun sticks: Use red sparkly glue gun sticks to highlight distinctive features on symbols. I’ve known people to purchase at dollar tree! See image below to see what highlighting with glitter glue could look like.
Pom poms: Make page turning easier by using different sized Pom poms at the corners of the page. Larger pom poms will increase spacing between pages and will increase participation and/or independence during page turning. This is great for creating symbol-adapted or adapted books.
Pipe cleaners: The benefit of using a visual highlighting tool to increase visual attention to symbols or to features of symbols cannot be emphasized enough. Red/yellow pipe cleaners and better yet red and gold glitter pipe cleaners are your best friends. See picture below of a visual highlighting tool.
Matte lamination sheets (5 mm): Non-reflective sheets prevent distraction of reflection of light off sheet. This is particularly useful with supporting vision in individuals who have CVI.
Soft gel-paint adhesives: Put over symbol to increase dimensionality or create border and edges. A less expensive and potentially more durable version of puffy paint.
Display symbols
Tri-fold poster board: Fold into wedge to display symbols on one of three sides or open up to support visual attention to symbols in center by reducing visual complexity.
Velcro dots: Quick and easy way to secure symbols! Different sizes and strengths and no more sticky scissors!
Aprons: This is so great for group based activities with AAC users (circle time, story telling) and leaves you with your hands free by placing symbols on an Apron.
Binders: Organizing symbols in binder is so portable and symbols can be displayed on front or within binder. Check out this organization below in picture for storage and display. The symbols are stored within the binder and displayed for choice making on the front using a felt backing.
SGD/Communication device,2-dimensional symbols,3-dimensional symbols,Level 5. Concrete Symbols,Level 6. Abstract Symbols,Level 7. Language,Speech-Language Pathologist,Educator,Parent/Family Member,Occupational Therapist,Physical Therapist,Researcher,Developer Vendor,Intervention Strategies
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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