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Lori W
1/13/2017 5:52 PM
I have gone back and forth on this and would like to get a concrete answer if possible. When a student is capable of using a single Boardmaker or other icon based symbol that graphically or pictorially looks like the object they represent (ex: BM icon of "dog" or "pencil" or "apple") on a Speech Generating Device, would that score as a Level 5 (Concrete Symbol) or Level 6 (Abstract Symbol) behavior? The definition of "concrete symbol" (Level 5) as provided within the Cx Matrix description states "Concrete symbols PHYSICALLY resemble what they represent. They include PICTURES (is this PHOTOS only?), objects, "iconic" gestures, and sounds. It states nothing about ICONS that graphically or pictorially represent an object. If so, then is it safe to assume that those BM symbols such as "want", "go", etc, that are more abstract in reference would be scored as Level 6, Abstract Symbols, for a student who utilizes a SGD? It would be great to get a consensus on this issue as I have seen different places score it differently. Thanks!
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I believe a boardmaker symbol/icon that looks like the object it is representing is a concrete symbol. An abstract symbol would be a written word, such as "dog," or a tactile representation, such as some soft fabric to represent a dog.
KatieBrandt - 1/25/2017
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Good question! It all depends on how iconic the symbol is and whether the user is just randomly indicating the one symbol presented or whether s/he actually seems to to understand the meaning.
You are right, some icons are abstract, such as want, go, yes, no, help, please, thank you, etc. You just have to memorize what they mean: so we would use Level 6 abstract symbols for those, counting them as abstract 2-dimensional symbols.
Concrete 2-dimensional symbols (that are physically similar to what they represent) would include all kinds of pictures/photos, as well as icons such as a generic drawing of a dog that represents "dog".
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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
