Tech devices KT

Problem:

The students I teach have extremely low language skills, with multiple disabilities. Sign language has helped in many situations, however, the need has risen for the use of other modes of communication. These children also have autism, cri du chat, and CHARGE syndrome. Sign can be a big distraction to these students. These students have severe communication delays and do no have the cognitive ability yet to write down what they need. Therefore, picture communication boards and higher end technology devices are incorporated throughout the school day to supplement/substitute and enhance communication.

Solution:

Because not all the students were “taking off” with sign language, we read articles and arranged consultation visits to help us find better ways for our students to communicate. We invited an autism consultant and a consultant from INFINITECH to observe our classroom. In return, they sent us a written list of “suggestions”. These suggestions involved starting with low-end technology and moving upward.

They suggested we start with basic communication boards. When the student “outgrows” these communication boards —that is when his/her vocabulary exceeded what could be put on communication boards—then move to higher-end technology. At that point, we made several communication boards and placed them around the room so they were easily accessible to the student. We had boards with the following words for:

·  seat work—(placed at his desk)hello, help, please, I want, I don’t want, cushion, bathroom, vest, markers, paper, yes, no, scissors, etc.

·  snack time—(placed on the board by his desk) I want, I don’t want, crackers, fruit snacks, (other food itmes) please, thank you, yummy, yes, no, etc.

·  lunch time—(placed in the lunch room) basically the same words as snack time

·  computer—(placed by the computer) I want, I don’t want, computer, please, (a listing of all the computer game choices)

·  chalkboard and dry erase boards—(placed by the dry erase and chalkboards)I want, I don’t want, draw, (shapes), please, (colors), erase, wrong, no, yes, etc.

·  T.V.—(placed on the T.V.) I want, I don’t want, (various movie choices), please, I like this, I don’t like this, that’s funny, that’s sad, etc

·  Home—(made a home visit and came up with several boards to be used at home)

Once the student became more familiar with the boards and understood what they were used for, we saw a lessening of behavior problems due to simply being able to communicate his needs and wants. We then took all the boards and placed them in a binder. We put a strap on the binder and he now carries that binder with him everywhere he goes. All the boards are inside the binder. When he wants to communicate, he opens the binder to the correct communication board and communicates by pointing to each picture.

This is a picture of the student using the communication board binder to ask for a snack. He said, “I want crackers please” and “I want juice please”.

This is a close up of the communication board he is using above. I took it out of the binder to get a better picture.

One of the student’s already had a Dynamyte. His family purchased it a few years before I came to this school. He only uses it when he has a lot of information to relay. Otherwise, he does use sign language. However, I use the Dynamyte several times throughout the day so all the students are aware of how to use the device. This helps them get familiar with it. It also helps us decide what device would be a good option for which student.

This student uses the Dynamyte—a smaller version of the Dynavox—to tell us his morning news. We also use it daily during calendar time and in our center rotation. (language, speech, and math) He is currently involved in a research study with regular education peers. The Dynamyte is used I the regular education setting every Friday afternoon for a 30 minute social time.

This is a picture of the student telling his morning news. His mom programs a sentence about what they did the night/weekend before. He then shares it with the class.

This is a close up of his morning news screen. The dynamyte is a touch screen/mini computer. It has the ability to load several screens. Each screen can pertain to something different. This screen has his news, bathroom, calendar, centers, personal information, colors, numbers, etc. on it. You can program the individual buttons to “pop open” to a different screen—to expand on that idea.

My third student was seen by the Illinois State University speech and hearing clinic. They performed a communication assessment on him last spring. The results lead us to move past basic communication boards into a higher-end device called the Tech Speak. This device has the ability to hold six different communication boards. Each board can hold 32 “words”. However, each button is a voice output. When he touches the button, the programmed voice speaks what is written or pictured. For example, If he pushes the button that says hello, you will hear a voice say, “hello”.

This device is much less expensive than the dynamite, but more expensive than basic communication boards. Once the student’s vocabulary moves past the information available on the six different boards, a higher end device will be needed.

This is a picture of the student using the Tech Speak to say “hello” to his bus driver. It was the end of the day and it was time to get ready to go home.

Below are pictures of the Tech Speak with one communication board in it. You can see the size of each square. They are 1” by 1” squares. The picture on the left was the board we started out with first. It had the printed word and a picture to go with each square. As the student progressed in his ability to identify print, we moved to a board with only print—no picture representation. He has done wonderfully on it! He actually prefers only print now.

Here is a close up of part of the print with picture board.

Impact:

The reaction from the students was great! We saw less behavior problems due to the simle fact that they were able to communicate more easily. The studentswant to communicate. They take personal ownership and are becoming more and more responsible with their communication devices. They understand that each device is a means of getting what they want and/or being understood. The language level of these students has skyrocketed!

Contact Information:

Any questions, concerns, or comments? I can be contacted at the following email address:

Kathy Taylor

Teacher of Special Needs/Hearing Impaired

Thomas Metcalf Lab School—ISU

Normal, IL 61790-7000