check this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
Amy Parker - 2/23/2016
Are you sure you want to delete this post?
Remove
Cancel
Internet Explorer is no longer a supported browser for the Communication Matrix so features may be missing. Please switch to a different browser, such as Firefox or Chrome.
1 likes
1306 views
Examples of Tactile/Tangible Symbols
Communication Matrix Team
10/9/2015 9:40 AM
Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
3-dimensional symbols,Level 5. Concrete Symbols,Educator,Parent/Family Member,Speech-Language Pathologist,tangible symbols instruction,tactile symbols
This post is part of the collection
7 Replies
0 likes
0 replies
- 0 likes
- 1 replies
I work with students with CVI who could benefit from 3 dimensional symbols like these. However, I don't have access to thermoform or a machine. I seeking suggestions as to where I can find other similar materials to make life skills books. Any ideas?
Venita SPOT - 2/22/2016
- 0 likes
- 0 replies
We're not certain what you mean by "Exchange Cues"; but briefly, the way to get someone to start using any sort of symbol is to make the symbol the gateway to something he or she really, really wants! For instance, figure out what the individual wants right now and provide a choice of two symbols and see if she or he chooses the one associated with what is wanted. If not, show the correct symbol and start over again: don't provide the desired item (why bother to learn what each symbol means if you eventually get what you want anyway?). You need to establish consistent routines that occur frequently every day to offer enough practice to figure out what symbols are used for. And you want to make sure the individual doesn't just randomly pick a symbol because all the symbols are associated with desirable things. So you might want to offer choices of symbols that include the symbol for the desired item plus at least one symbol for something you know the individual doesn't like. Then it's important for him or her to pay attention and learn what each symbol means!
For a little more information go to this quick primer on using tangible symbols:
http://www.designtolearn.com/uploaded/pdf/Tangible-Symbols-Primer-07-09x.pdf
Communication Matrix Team - 10/19/2015
- 0 likes
- 0 replies
Thank you for this information. I'm preparing for teaching and the creativity people come up with for communication is amazing! I can't wait to share this with my mentor teacher. Can you help me understand how and when to use the exchange cues?
48307mom - 10/19/2015
- 0 likes
- 0 replies
You can also cover bits of real objects with gorilla glue to have that iconicity or shape and color that the child can associate. Yes, it is not as fancy as the thermoform... but sometimes you can really keep that touch likeness in place. I also used to go to Home Depot and get those free, pre-cut countertop samples to use as exchange cues with tactile objects. They were sturdy and already smoothed down. They could hold the objects well and also I could use braille labels on them for extra exposure to words.
Amy Parker - 10/14/2015
- 0 likes
- 0 replies
Generally agencies that serve the blind have thermoform machines and you might be able to "borrow" one to make some symbols.
Communication Matrix Team - 10/9/2015
- 0 likes
- 0 replies
That is awesome! I'm assuming a thermoform machine is expensive. I'm wondering if there is a place where you can have 'object pieces' ordered from a place that has this machine? I know my son has books made with these kind of 'pictures' at school and he loves them. It's great to see them in used for symbols for communication!
'
Sandy - 10/9/2015
© 2025 Charity Rowland, Ph.D.
Site by State33 and Smith & Connors
Add this post to
Write a note about why you chose this post to appear in your collection.
Try the Matrix
Please select a statement below that describes the type of matrix administration that you would like to begin.
Please wait while we process the matrix ...
You are about to TRY the Matrix Assessment tool.
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.
Your information is private.
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.
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