Teach Symbols

Find and Use Meaningful “Symbols”

What are Symbols?

• Symbols represent meaning
  • For example, picture of remote control & recorded word “TV” represent same message

• Symbols “stand for” something else – Examples:

Objects TV remote = activity of watching show

Parts of objects keys = go for ride

Textures/Fabrics soft fabric of blanket = sleep

Gestures/Signs pantomime throwing = play ball

Pictures photo of Grandma = Grandma

Sounds “meow” = cat

Spoken names “Grandma” = Grandma

• Symbols should be very concrete at first
  • Look exactly like (or very similar to) the object/activity they represent

Symbol Types

Example Visual Scene Displays of the zoo.

• Depend on person’s vision, motor skills, & learning/understanding
• Depend on environment (partners, setting, culture)

• Visual Scene Displays
  • Whole views, in-context
  • New research – may be more effective for certain people

Assessing Symbol Types

• Use functional items/pictures to find out what type of symbol makes sense to the person. Use a variety of types to “represent” the same message.
  • Read more under “Considering AAC: What to do First.” This district has posted a wonderful resource called “Screening for Symbol Representation” that will help your team explore different types of pictures.
  • You can also construct your own Functional Symbol Kit. Click here to download printable pictures, words, etc. to explore symbol types.

Teach Symbolic Communication

• Goal is increasing “Conventional” signals the person uses (and understands)

Recognize

• Recognize and respond to all communicative behaviors (even “non-symbolic”)
• Be aware and notice all the ways the person communicates
• Acknowledge to the message, NOT the form

Respond

• Assume competence
  • When in doubt, OVER-estimate
• “As if” principle
  • When we act as if a behavior means something, over time it will take on that meaning
  • FIRST
    • infant is hungry –> he cries –> partner feeds him
    • infant notices that crying results in feeding
    • infant learns that crying communicates “I’m hungry”
  • LATER
    • people learn that talking communicates wants/needs
      • Like saying “cookie” to pick out specific snack (instead of just “I’m hungry”)

Repeat

• Choose an existing behavior
• Assign functional meaning to it
• Respond consistently to help person pair (their action = this meaning)
  • Document so that response is same across settings, partners
  • Record new communication symbols using the above “Communication Profile”

• Example: Marc taps his chest
  • Interpret this gesture as “please”
    • When Marc taps his chest, respond as if he requested “please”
  • Repeat across settings and partners
  • Begin to wait until Marc gestures before responding

“Sabotage” the Environment

• Requires the person to communicate more
• Gives him more practice with successful interactions

• Example:
  • Set a timer to turn off TV after a few minutes (knowing that person will want to watch more)
  • Wait (and watch) for person to use a symbol to continue the activity
    • Reach toward remote, Look at picture of remote, OR Press button to play recorded “more” message
  • Repeat!

Offer Options & Opportunities for Choice-Making

• Offer preferred & non-preferred choices
  • Hold up 2 Symbols (objects, pictures, voice-output devices, etc)
    • Favorite cookie vs. non-favorite carrot stick
  • Person receives whichever one she selects
    • Even if non-preferred
    • Reinforces her ability to choose

• What If…
  • If she selects an item she does not truly want
  • Give it to her for a brief (20-30 second) period
  • Remove it and offer her 2 options again
    • This is NOT a punishment

• Expand Vocabulary
  • Start with 1-3 familiar symbols or messages
  • Wait until person understands & reliably makes choices from these options
  • Slowly add more vocabulary/options
    • Still only offer 2-3 at a time