Assistive Technology

Designing Low Tech Communication Boards

Low-tech communication boards are very versatile and can be used in a wide variety of settings. They may be used in a classroom, home, or clinic to introduce a very young child to the world of augmentative/alternative communication. They may also be used to replace a more complex device that is in the shop for repair. Another frequent use is to substitute for an electronic device in the lunchroom or at an outdoor or swimming activity, or to be used in any setting where a very light weight, portable communication aid is desirable.

Before constructing a communication board, it is necessary to consider several of the following design features. A well thought-out answer to each of these questions will help determine the final product and will lead to the creation of a board that is functional.

How will the board be used?

Will the child have one board that will be used in multiple settings and activities throughout the day, or will the child have several boards that are specific to individual activities? Will the boards be used with family members and teachers who are very familiar with the child, or will the child be going into situations where s/he is not well known? Will the student use the board to initiate conversation or only to respond to questions which are posed to him/her?

How frequently will the board be used?

Will the child be using the board constantly throughout the day, or will it be used only in selective situations? The answer to this question will provide important information about how durable the board will need to be. A board that is used very frequently will need to be laminated or enclosed in plastic so that it will hold up over time and will not need to be recreated.

Where will the board be used?

Will the child be taking the board outside into the elements? Will the board be used in a cooking or gardening activity? Will the board be used during swimming or bathing activities? Answers to these questions will help determine what materials would be appropriate for construction of the board. Size and weight of the board should also be considered. If the student will be taking the board along with them to several activities, a small, lightweight board will be easier to transport.

Will it be used by a group or by an individual?

A board may be designed for use as a circletime or language activity in a preschool or primary classroom. In a secondary classroom, a board may be used for a group of students during cooking or laundry activities. Boards designed for group activities will be more specific to the activity and less specific to individual needs. Language can be selected for specific activities or can be selected to be general, allowing for use in a wider variety of settings. When designing a board for a particular student more focus can be given to specific features appropriate to that child. For example, an individual board may include names of a student’s friends and family members, or may include special access features.

How will the board be organized?

Most frequently used responses should be located in the place easiest for the student to access. For example, if the student will be choosing yes/no responses most often, they should be located where they can be reached with the least effort and fatigue. If the student will be developing more complex responses the board should be organized for easy flow of responses for both the board user and the receiver of the communication.

Take into consideration any motor or visual impairment the student may have. A student with fine motor difficulties may require larger areas of access. Students with visual impairments may require tactile definition between the items, which could be accomplished by use of puff paint or glue. Color can be used to draw attention to items.

What symbol system will be used?

The symbol system used may be words, letters, line drawings, photographs, or actual objects. This will be determined by the cognitive and literacy skills of the board user. It will also be important to consider whom the child will be communicating with. If they are not familiar with the symbols the student is using it could lead to a frustrating experience for everyone involved.

For further information about the use of communication boards you may be interested in T-TAC’s November 19^th workshop – "Engineering the Classroom Environment for Augmentative & Alternative Communication." Mary Wilds will present this long distance training opportunity. (See enclosed flyer for registration information.)

Additional assistance may be requested from Julia Notarianni, M.S., CCC-SLP. Julia has recently joined the T-TAC staff as the Technical Assistance Specialist in Assistive Technology. She has over 15 years of experience in the area of Augmentative and Alternative Communication with low tech to high tech manual systems and electronic devices, as well as switch applications and environmental control systems. Ages served are from birth to geriatrics with special interests in Mental Retardation and Cerebral Palsy.

Resources

Burkhart, L. J., (1993). Total Augmentative Communication in the Early Childhood Classroom. Eldersburg, MD: Linda J. Burkhart.