Tangible Object Communication Activities
When beginning communication instruction with use of tangible objects paired with activities and literacy…
When initiating communication activities for any child with significant disabilities, we must first look at their receptive skills to see what is understood with regards to people, places, objects and specific core vocabulary words. Using activities that incorporate words that are familiar to the student helps reinforce attention and engagement. Core vocabulary are the 250+ words that form the basis of about 80% of everything we say, allowing us to engage within multiple contexts about an infinite number of topics.
To help get this process started, I have attached a core word skills checklist that contains the first 50 words learned by children by 24-36 months of age. It is not a standardized form, but rather a means of identifying the target words the child may already comprehend. Observations made throughout the day as the child engages with different activities will provide the greatest insight. Mark each word according to the support required and make notes to guide the use of each.
Project-Core is a program of UNC-Chapel Hill that offers tutorials and printable resources for introducing core vocabulary words for beginner communicators. If the parents and any related school staff who work with her directly are willing to watch the short training videos, it would help immensely with carryover of implementation.
When we start with card and object-based instruction, using a single-message device like a Big Mack or ProxPad can be beneficial.
NOTE: Insurance companies will often purchase a ProxPad as DME (durable medical equipment), but the team must first conduct a full AAC assessment and be prepared to describe successful use before making this recommendation. If a device is purchased through insurance as DME, the student cannot have another communication system for five years.
Most schools have access to basic single-message systems such as the Big Mack, which costs about $135.
The standard ProxPad package retails for $1,395.
NOTE: If you will send an email to Amanda Cheong at the National AT Discount Program, she can get you a quote for purchasing at a reduced cost Amanda@atdiscount.net
The videos below will show you how a simple voice output system such as the ProxPad can be used for students needing object-based supports.
Literacy activities and games are often the single best way to engage a student with significant challenges and impaired communication skills. It’s helpful if those closest to the student can identify preferred characters, programs, music, etc. that can be used.
Paths to Literacy is a terrific site designed to support reading and language skills development for kids with blindness. There are ideas and resources here that are helpful for implementing an object-based plan of communication.
Consider adding page fluffers to allow some engagement with the book. Place the book on a flat surface (preferably a tray or tabletop that allows the arm to rest near the body) and encourage the student to slide his/her hand between the pages to help turn the page. If the child is unable to actively move the hand to turn the page, place your hand under theirs and assist in turning the pages (referred to as hand-under-hand guidance).
Also, popular children’s books that incorporate repetitive lines are great for speech and language learning as they allow recording of a single, repetitive line or chorus on a voice output device. Create a visual card (attach object if needed) that best represents the book and place in/under the child’s hand. During shared reading activities the student can be encouraged to “say their part” by moving the object in such a way that voice output is activated. Single message devices such as the Big Mack may be of use with this since you’re only recording one thing. This is also appropriate for sing-along activities during circle or center time activities.
The handout featuring ‘fun books’ might help spur your creativity for adapting the literacy activities, especially if he/she enjoys the sensory input. When possible, infuse meaningful objects into the reading activities, especially if it allows the child to make a choice or indicate understanding.
Our AT Center hosts a great Pinterest page full of assistive technology and OT resources and ideas addressing multiple topics (such as core vocabulary use, deaf-blindness instruction, creating task boxes, etc.) where you might find some great ideas.
