Using Objects for Communication

Goal: To use communication aids and other assistive devices successfully, a meaningful and appropriate access mode must be chosen. Normal development shows a natural progression from the concrete to the abstract (object, photo, picture, text). This progression must be kept in mind when establishing access modalities for individuals using assistive technology. This and the following two recipes will demonstrate this progression for a single concept (drink). Please keep in mind that a person could be at a different point in this progression for each concept being taught. It is very important to remember that even though a student may be able to use an overlay picture functionally for one concept, he or she still may be at the object level for others. In other words, learning to use a picture to represent one concept does not guarantee that this skill will generalize to other concepts being introduced.

Materials:
Voice Pal
Taction Pad
Glass

Steps:

Program the VoicePal according to directions.

Attach the Taction Pad to a highly visible and easily accessible area of the glass. You may wish to place a piece of tape over the cord about an inch behind the point where it connects to the Taction Pad. This will transfer any tension to the cord rather than the connection, adding to the durability of Taction Pad.

Attach the cable of the Taction Pad to the appropriate jack on the VoicePal.

Record the message “Drink, please” or other appropriate message.

Message length is a variable that must be considered for each individual. It is important that the length of the message matches the comprehension abilities of the person using the device.

Place the glass within reach of the intended user. Whenever the message is activated it should be followed by the individual actually receiving a drink. This is crucial in order to associate meaning with the object. I can be extremely helpful to present the glass during appropriate times of the day such as meal times, snack times, break time, etc. Generalization of skills is often a problem. You cannot assume that if you present the cup only a breakfast that the skill will automatically be transferred to lunch or snack time.

The time it takes for the individual to associate meaning with the object is extremely variable. For some it may take only a few presentations. For others it may take weeks, months, even years of repeated presentations before an association between object and outcome is made. Once it is felt that the individual has placed consistent meaning with the object the transition to photos can begin.

Remember to change only one variable at a time while progressing from concrete to symbolic and when adding additional messages. If too many variables are changed at one time it may become very difficult to determine which one might be causing confusion and limiting success.

Keeping data, such as the number of times presented, time of day, where, and success ratio, is also an important factor in this transition process. Your recorded data will ensure consistency in presentation and help detail the individual’s progress.

Activity Variations

The recipe outlined above involves only one object. This same procedure can be used when presenting multiple objects. When initially presenting two objects it is suggested that the objects be unrelated. For example, in the above activity you could present a cup (drink, please) and a ball (let’s play). If the ball is activated when the target is actually the cup, there is no reinforcer. Gradually the number of objects can be increased and several objects relating to the same activity may be presented together.

A photo of the glass itself, cropped to remove the background, can be placed under the Taction Pad that is to be attached to the glass. This will familiarize the user with the photo. This can also be useful when beginning the transition to a photo as a visual cue.

For addtional information: Adaptivation

Permission granted: 1-14-03

Special Education Services Plano Independent School District

Using Objects for Communication

Special Education Services
Plano Independent School District