An example of one possibility for organization and layout of a communication tool that uses partner-assisted auditory scanning.
A script is a generalized representation of a familiar event or routine that reflects an established order for the elements in the series (McCormick, 2003). A script is the knowledge one has about sequences of events that occur routinely (e.g., what happens at a birthday party and when it typically happens, or the events within the bedtime routine). A communication script is a sequential set of messages designed for a specific interaction, context, or activity to support a student’s ability to communicate within the routine. Scripted communication tools provide structured communication opportunities for beginning communicators. For students with a context-dependent profile, scripted communication tools can help students build and expand their understanding of various scripts as well as provide the language needed to express personalized scripts. Helpful information on ‘co-planned sequenced social scripts’ is available here:
Musselwhite, C. & Burkhart, L. (2001) Co-Planned Sequenced Social Scripts
A student releases the first message in a classroom social script (to call out to a teacher to get her attention) during a language arts routine. The sequence of scripted messages helps to support his active participation in the routine.
Here a student uses his SGD to release a set of scripted messages to announce the beginning of Writer’s Workshop.
Visual scenes are displays that show representations of concepts in a contextualized scene (photos or illustrations, similar to a story book). For very young children, there is some evidence that this format is particularly salient and promotes faster learning of concepts (Drager, et al, 2004). When concepts are embedded within scenes, facilitators can provide rich language input by describing relationships between different elements of the scene. Visual scenes may be photos of an actual scene that the student is familiar with (e.g., a picture of their toy shelf, classroom, inside of their lunchbox, etc.), generic VSD photos that capture the desired vocabulary/concepts (e.g., a picture of the produce section of a grocery store), illustrations or cartoons, or any combination of the above.
This low-tech picture symbol board is a hybrid vocabulary display. Some of the concepts are represented in a generic visual scene depicting a family preparing to take a trip & getting gas at the gas station. The board also contains generic and personalized individual picture and photograph symbols on the same topic: places we go/ transportation
A photograph caption book or “talking photo album” is a communication tool that contains photographs of students participating in favorite activities with their family and friends at school, at home and in the community. At The Bridge School, we often begin to develop this tool as soon as a student is admitted. Photograph picture communication books often become a favorite communication tool for our students. We ask parents to write in captions for the pictures emphasizing the aspects of the experiences most interesting to the student. The photo album becomes a communication tool when students use it to produce messages to share stories, re-tell personal experiences, and talk about important people, places and events.
Drager, K. and Light, J. (2006). Designing dynamic display AAC systems for young children with complex communication needs. Perspectives on Augmentative and Alternative Communication, 15(1), 3-7.
Drager, K., Light, J., Carlson, R., D’Silva, K., Larsson, B., Pitkin, L., & Stopper, G. (2004). Learning of dynamic display AAC technologies by typically developing 3-year-olds: Effect of different layouts and menu approaches. Journal of Speech, Language, and Hearing Research (47), 1133-1148.
McCormick, L. Language intervention and support. In supporting children with communication difficulties in inclusive settings. McCormick, L., Loeb, D., & Schiefelbusch, R. (2003). Boston: Pearson. pp 273-274.
Musselwhite, C. & Burkhart, L. (2001) Co-Planned Sequenced Social Scripts, electronic document. https://docs.google.com/document/d/1CxTeTgfFo_mzJ3aSWzYZl6upAs0eVw59XwgGMgPVwOI/edit.