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USE OF TACTILE AND 3D SYMBOLS FOR

COMMUNICATION SUPPORTMeredith Laverdure, MS CCC-SLP

DISCLOSURES AND RECOGNITIONS

⦿Nonfinancial: Member of ASHA and SIG 12, employee of Riverside Rehab Hospital, student of Old Dominion University

⦿ Financial: None

⦿ Thanks to Jaime Lawson, MS CCC-SLP and Melonie Melton, MS CCC-SLP for contributions

⦿ Describe at least three critical elements for core and fringe vocabulary principles

⦿ Develop at least five treatment considerations using 3D tactile symbols to augment communication modalities across communication settings

⦿ Identify at least two varied patient populations that may benefit from exposure to 3D tactile symbols

LEARNING OBJECTIVES COMMUNICATION LEVELS

I. Pre-IntentionalII. Intentional BehaviorsIII. Unconventional CommunicationIV. Conventional CommunicationV. Concrete SymbolsVI. Abstract SymbolsVII. Language

Geist, Erickson, Hatch, & Erwin-Davidson, 2016

LANGUAGE

⦿ Socially shared rules that include:⦿What a word means⦿ How to make new words⦿ How to put words together⦿What word combinations are best in what situations

ASHA, 2016

COMMUNICATION BILL OF RIGHTS

Brady et al., 2016

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WHAT ARE THE LIMITATIONS? VOCABULARY RESEARCH

⦿Marvin, Beukelman, & Bilyeu, 1994o Surveyed the language of 10 nondisabled preschoolers

at home and at preschoolo Detected similar vocabulary-use patterns at home and at

preschool⦿ Banajee, DiCarlo, & Stricklin, 2003o Researchers studied the vocabulary of 50 toddlers

between the ages of 2-3 years old.o 26 core words made up 96.3% of everything produced

by the children included in this study.⦿ Balandin & Iacono, 1999o Surveyed the language of 34 non-disabled adultso 347 core words made up 78% of the language sample

VOCABULARY RESEARCH

⦿ Boenisch & Soto, 2015o Core vocabulary is the same between monolingual and

bilingual English speakers.

⦿ Robillard, Mayer-Crittendan, Minor-Corriveau, & Bélanger, 2014o Core vocabulary is the same between monolingual and

bilingual French speakers.⦿ Snodgrass, Stoner, & Angell, 2013

o Conceptually referenced vocabulary can be taught to individuals with intellectual disabilities in initial AAC.

Characteristic Core Vocabulary Fringe Vocabulary

Number of Words Small number of words Very large number of words

Frequency of Use High frequency Low frequency, occur infrequently

Applicability Across Environments

Applicable to all environments Applicable to limited environments, lack versatility

Applicability Across Topics

Applicable to all topics Applicable to limited topics

Types of Words Includes a variety of parts of

speech

Includes mostly proper names

and other nouns

Usefulness in a Single Message

Approximately 80% of the

words in a 100-word sample will be core, but many core words will be used repeatedly, so the number of different words is

small.

Approximately 20% of the

words in a 100-word sample will be fringe. Number of different words will be large, as fringe words are repeated with much

lower frequency than core words.

Nevers, 2010

THE FIRST 36

Project Core, n.d.a

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COMMUNICATION EXPECTATIONS

Requesting Commenting Terminating Greeting

Refuting Negating Asking questions

Answering questions

Labeling Gaining attention

Providing personal

informationExpressing

feelings

Vicker, 2008

MODES OF COMMUNICATION

Verbalization

Gestures, body language, facial expression, and eye gaze

Sign language

Objects

Symbols, pictures, and no/lite-tech communication systems

Low/mid-tech communication systems

High-tech communication systems

Icommunicate, n.d.

MODES OF COMMUNICATION

Verbalization

Gestures, body language, facial expression, and eye gaze

Sign language

Objects

Symbols, pictures, and no/lite-tech communication systems

Low/mid-tech communication systems

High-tech communication systems

Icommunicate, n.d.

⦿ Consider for individuals with and without visual impairment

⦿ Sensory processingo Haptic – sequentialo Visual - simultaneous

Gual, Puyuelo, & Lloveras, 2014Roche et al., 2014

TACTILE SYMBOLS

TACTILE SYMBOLS

⦿ Decreases demands on memory and representational abilities than more abstract symbols

⦿ Relationshipso Whole objects – direct relationshipo Partial object – associated relationship

Trief, Bruce, Cascella, & Ivy, 2009Lund & Troha, 2007

TACTILE SYMBOLS

⦿ Use auditory cueso Noisily presenting the itemo Continuous use results in dependency on the auditory cue

⦿ Symbols are held, given, or placed ⦿ History of correspondence between the symbol

and its referent

Lund & Troha, 2007Rowland & Schweigert, 2000

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TACTILE SYMBOLS

Targeted Word Symbol

Dismissal Seatbelt strap

Bathroom Tile

Music Bells

Outside Zipper

Nurse Band-aid

Trief, Bruce, Cascella, & Ivy, 2009

TACTILE SYMBOLS

⦿ Variables to considero Coloro Backgroundo Borderso Shapeo Patterno Textureo Sizeo Positiono Movement/animation

Light & Drager, 2007

TACTILE SYMBOLS

⦿ Risk of being lost and can’t be exactly matched⦿ Choking hazard⦿ Limited to the “here and now”

Project Core, n.d.bRowland & Schweigert, 2000

STANDARDIZING TACTILE SYMBOLS

⦿ Continuity, quality, and durability⦿ Reduces the need for reteaching⦿ Lack of standardization limits communication

partners

Trief, Bruce, Cascella, & Ivy, 2009Isaacson, 2012

⦿ High variety of modalities used one at a time⦿ Limited beyond single-subject designo Lack of systematic review

⦿ Studies focused on requesting⦿>50% made ‘progress’o Learning one tangible symbol for communicative purposes

Sigafoos et al., 2008Roche et al., 2014

TACTILE SYMBOLS RESEARCH

STACS: Standardized Tactile Augmentative Communication Symbols Kit

STANDARDIZED TACTILE AUGMENTATIVE COMMUNICATION SYMBOLS KIT

⦿ Teach beginning vocabulary

⦿ Activity-based vocabulary

American Printing House for the Blind, 2014

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TOBIS (TRUE OBJECT-BASED ICONS)

⦿ A photograph or line drawing cut in the shape of the item it represents

⦿ User can see and feel the symbol shapeo Aids in understanding of a 2-D picture system⦿ Interim stage between objects and picture symbols⦿ Printed word should accompany the picture, but

not in a manner that alters the shape of the symbol

Bell, 2013ATConsiderations, n.d.

TOBIS (TRUE OBJECT-BASED ICONS)

⦿ Large directory of symbolso https://www.tsbvi.edu/tactile-symbols⦿ Designed for the intentional and purposeful

communicator⦿ Purposeo Alternate form of communicationo Organize a routineo Label to orient and identifyo “Concrete support while learning speech or sign

language”

TEXAS SCHOOL FOR THE BLIND AND VISUALLY IMPAIRED (TSBVI)

Texas School for the Blind and Visually Impaired, n.d.

TEXAS SCHOOL FOR THE BLIND AND VISUALLY IMPAIRED (TSBVI)

Meaning/Category Symbol/Shape Background/Texture

Objects Oval Laminated plain posterboard

Locations Square Needlepoint backing (vinyl grid)

Actions Triangle Felt

People Circle Textured wall paper (bumpy)

Time - Days of week and Months

Diamond Net foil

Emotions Heart Plain poster board

Function/Miscellaneous Trapezoid Lined Braille paper

Hagood, L., n.d.

3D TACTUAL SYMBOLS FROM UNIVERSAL CORE

⦿ Symbol, printed word, and Brailleo Symbol paired with TSBVI⦿ Consistent

Geist, Erickson, Hatch, & Erwin-Davidson, 2016

3D TACTUAL SYMBOLS FROM UNIVERSAL CORE

Part of Speech DescriptionVerbs Red triangles with quarter-like ridges

Prepositions Green squares with diagonal ridges

Adverbs Yellow circles with bumps

Adjectives Blue hearts with smooth edge

Pronouns White hexagons with cross-hatched pattern

Project Core, n.d.b

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3D TACTUAL SYMBOLS FROM UNIVERSAL CORE

⦿ Begin with go, like, or not⦿ “The Sandwich”⦿When the opportunity occurs, place symbol in dominant

hand.⦿ Place loop by the fingers with Braille facing up.⦿ Say the word or sign hand-under-nondominant hand.⦿ Remove symbol.⦿ Repeat steps.

Project Core, 2017

3D TACTUAL SYMBOLS FROM UNIVERSAL CORE

⦿ Tap 2x under student’s wrist.⦿ Student can independently touch 3D symbol or

place symbol in his/her hand.

Project Core, 2017

3D TACTUAL SYMBOLS FROM UNIVERSAL CORE

⦿ Introduce more symbols when student begins understanding go, like, and not

⦿Organize symbols to maximize exposures

Project Core, 2017

3D TACTUAL SYMBOLS FROM UNIVERSAL CORE

3D TACTUAL SYMBOLS FROM UNIVERSAL CORE CONCLUSION

⦿ If you have any questions, ideas, or thoughts to share, please contact me at Meredith.Laverdure@gmail.com

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REFERENCESAmerican Printing House for the Blind. (2014). STACS: Standardized Tactile Augmentative Communication Symbols

Kit. Retrieved from http://shop.aph.org/webapp/wcs/stores/servlet/Product_STACS:%20Standardized%20Tactile%20Augmentative%20Communication%20Symbols%20Kit_1-08815-00P_10001_11051

American Speech-Language-Hearing Association (ASHA). (2016). What is language? What is speech? Retrieved from http://www.asha.org/public/speech/development/language_speech/

ATConsiderations (n.d.). Visual Representation Systems. Retrieved from https;//atconsiderations-asd.wikispaces.com/Visual+Representation+Systems

Balandin, S. & Iacono, T. (1999). Crews, wusses, and whoppas: Core and fringe vocabularies of Australian meal-break conversations in the workplace. Augmentative and Alternative Communication, 15, 95-109.

Banajee, M., Dicarlo, C., & Stricklin, S.B. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19, 67-73.

Bell, Ian (2013). Providing a total communication approach. Retrieved from https://ianpbell.files.wordpress.com/2011/08/article-22.pdf

Boenisch, J., & Soto, G. (2015). The oral core vocabulary of typically developing English-speaking school-aged children: Implications for AAC practice. Augmentative and Alternative Communication, 31(1), 77-84

Brady, N.C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B.T., Paul, D., Romski, M., Sevcik, R., Siegel, E., Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121-138.

REFERENCES

Hagood, L. (n.d.). A standard tactile symbol system: Graphic language for individuals who are blind and unable to learn Braille. Retrieved from http://www.tsbvi.edu/seehear/archive/tactile.html

Geist, L., Erickson, K., Hatch, P., & Erwin-Davidson, L. (2016). Classroom-based core vocabulary instruction for students with significant cognitive disabilities & complex communication needs. Presented at American Speech-Language-Hearing Annual Convention, Philadelphia, Pennsylvania.

Gual, J., Puyuelo, M., & Lloveras, J. (2014). Three-dimensional tactile symbols produced by 3D Printing: Improving the process of memorizing a tactile map key. The British Journal of Visual Impairment, 32(3), 263-278.

Icommunicate (n.d.) Total communication. Retrieved from www.icommunicatetherapy.com/adult-communication-difficulties-2/adult-learning-difficulties-intellectual-disability/total-communication/

Isaacson, M. (2012). An examination of the potential for Blissymbols to serve as the foundation for a tactile symbol system. (Doctor of Philosophy in Special Education), Purdue University, West Lafayette, Indiana.

Light, J.C. & Drager, K.D.R. (AAC technologies for young children with complex communication needs: State of the science and future directions. Augmentative and Alternative Communication, 23(3), 204-216.

Lund, S.K. & Troha, J.M. (2008). Teaching young people who are blind and have Autism to make requests using a variation on the Picture Exchange Communication System with tactile symbols: A preliminary investigation. Journal of Autism and Developmental Disorders, 38(4), 719-730.

Marvin, C. A., Beukelman, D. R., & Bilyeu, D. (1994). Vocabulary-use patterns in preschool children: Effects of context and time sampling. Augmentative and Alternative Communication, 10, 224-236.

REFERENCES

Nevers, M. (2010, December). Getting started with core vocabulary. Retrieved fromhttp://www.uvm.edu/~cdci/at/webinars/core_vocab_12-15-2010/files/core_vocab_full_page_slides.pdf

Project Core (n.d.a) 36 Location Universal Core Communication Communication Board. Retrieved from http://www.project-core.com/36-location/

Project Core (n.d.b). Frequently Asked Questions (FAQs). Retrieved from http://www.project-core.com/frequently-asked-questions-faqs/

Project Core (2017). 3D Symbol Core Sandwich. The Center for Literacy and Disability Studies. University of North Carolina at Chapel Hill.

Robillard, M., Mayer-Crittenden, C., Minor-Corriveau, M., & Bélanger, R. (2014). Monolingual and bilingual children with and without primary language impairment: Core vocabulary comparison. Augmentative and Alternative Communication, 30(3), 267-278.

Roche, L., Sigafoos, J., Lancioni, G.E., O’Reilly, M.F., Green, V.A., Sutherland, D., Van der Meer, L., Schlosser, R.W., Marschik, P.B., & Edrisinha, C.D. (2014). Tangible symbols as an AAC option for individuals with developmental disabilities: A systematic review of intervention studies. Augmentative and Alternative Communication, 30(1), 28-39.

Rowland, C. & Schweigert, P. (2000). Tangible symbols, tangible outcomes. Augmentative and Alternative Communication, 16, 61-78.

Sigafoos, J., DIdden, R., Schlosser, R., Green, V.A., O’Reilly, M.D., & Lancioni, G.E. (2008). A review of intervention studies teaching AAC to individuals who are deaf and blind. Journal of Developmental and Physical Disabilities, 20(1), 71-99.

REFERENCES

Snodgrass, M. R., Stoner, J. B., & Angell, M. E. (2013). Teaching conceptually referenced core vocabulary for initial augmentative and alternative communication. Augmentative and Alternative Communication, 29(4), 322-333

Texas School for the Blind and Visually Impaired. (n.d.). Tactile Symbols. Retrieved from https://www.tsbvi.edu/tactile-symbols

Trief, E., Bruce, S.M., Cascella, P.W., & Ivy, S. (2009). The development of a universal tangible symbol system. Journal of Visual Impairment and Blindness, 103(7), 425-430.

Vicker, B. (2008). Communicative functions or purposes of communication. The Reporter, 14(1), 13-17.