Embedded Files
CPS 50 cell Manual Core Communication Board with Fringe Vocabulary strip
CPS 112 Manual Core Communication Board
Manual Communication Boards
Manual Communication Boards
No-tech AAC
Usually paper based
Laminated
Grids organized by parts of speech
Increases a student's opportunity to interact and engage in multiple contexts and environments
Increases a student's opportunity to interact and engage in multiple contexts and environments
Manual Core Communication Boards are used to introduce Core vocabulary through modeling and as a paper-lite backup to a voice output AAC system.
Manual Core Communication Boards are used to introduce Core vocabulary through modeling and as a paper-lite backup to a voice output AAC system.
Considerations in creation of a manual communication board
Considerations in creation of a manual communication board
1. Types of manual communication boards
a. Activity based manual communication boards were common in the recent past. These boards were created for individual activities in order to allow a student to make choices and comment. For example, take a look at this board which was created specifically for a transportation activity:
Though a activity specific board seems to be a good option to have a student participate in classroom activities, these boards limit language development. The student can only experience the exact words that appear on the display and for a specific activity. These words cannot be used for other activities and provide no way for a student to create unique, spontaneous utterances. In addition, also consider the following limitations of activity based communication boards:
Time consuming to develop and make since a board needs to be created for every activity
An obstacle to learning and prevents automaticity since the student has to relearn word placement on each board. This creates a higher cognitive load on the student which can be exhausting and annoying
b. Core Vocabulary based manual communication boards - In recent years, AAC has moved towards communication boards composed of predominantly symbols for Core Vocabulary words. There are many benefits to using Core Vocabulary based boards:
Allows a student to create spontaneous, unique, and novel utterances for a variety of communication purposes and in multiple settings
Provides access to vocabulary which can be used by the AAC user with multiple partners and across environments
Promotes motor learning since location of the words do not change
Take time to look at the following Core Vocabulary Communication Board and create these sentences:
I feel good.
I don't like trouble.
What is that stuff?
Wait, I am not finished.
NOW, try it yourself. Think of a topic or situation and use the board to create your utterance.
Further considerations in developing a communication board:
Further considerations in developing a communication board:
2. Type of Symbols - there are multiple symbol sets available on the market, but in CPS the following symbol sets are consistently used in a variety of AAC systems:
Picture Communication Symbols (PCS) were originally developed by Mayer Johnson and are used in CPS for lite and mid tech AAC systems. In addition, PCS symbols are used in the Tobii Dynavox Corporation high tech AAC systems.
Symbol Stix were created by N2Y and are used in the News-2-You and Unique curriculum which are implemented in a number of CPS schools. In addition, Symbol Stix are the default symbol for the Saltillo Corporation high tech AAC systems.
MinSpeak and Unity were created by Bruce Baker and Prenkte Romich Corporation (PRC) and use a limited number of icons to represent an extensive vocabulary. This symbol system is used in the PRC high tech AAC systems. Students using a PRC system will need a paper-lite backup composed of Minspeak/Unity symbols.
When introducing symbols to a new AAC user it is important to keep symbols consistent across the environment in order to minimize confusion and aid learning. Be aware there are variants in how each symbol set represents a common word. For example:
Unity symbol
A student learning Unity symbols may become confused if PCS symbols are also emphasized.
PCS symbol
3. Organization of the vocabulary on a Core board should:
Be consistent so the student can learn placement of words
Organized into grammatical and/or semantic groups to aid sentence building
4. When determining the number of symbols on a board keep in mind the adage, "More is better." Giving a student access to vocabulary will aid language development. Rather than starting with a minimal number of symbols consider masking a board with a large number of symbols. This will provide consistent placement of symbols which can be unmasked as the student progresses.
5. When adding words to a student's board the team needs to make research based decisions. The following link provides a list of 100 research based high frequency Core words.
6. Color Coding -there is no research which supports whether or not color coding helps a student locate specific words quickly and efficiently on a Core communication board, but anecdotal evidence suggests color coding helps the communication partner model target vocabulary on the communication board. The CPS Core boards are color coded using the modified Fitzgerald Key.
7. Fringe Vocabulary and Individualized Vocabulary should be selected based upon student's needs. The CPS Core Communication book comes with some pre-made symbols for common Vocabulary in the academic setting in a booklet format. This booklet is attached to the top of the Communication Board with metal rings. The CPS Core Communication book template can be opened in Boardmaker Studio and allows the educator to create Fringe and Individual Vocabulary strips. These strips can be added to the booklet or individual strips can be attached with Velcro to the top of the Core Communication board.
Resources
Resources
A short video explaining manual Core Communication boards.
Click the buttons for print version of CPS 50 and 112 Manual Core Communication boards masked and unmasked, portable and wall size 220 Core board and Project Core's First 36 Core board.
This board provides 220 Core Vocabulary words including word endings + s, + ed, + ing, + er, + est.
This board is made from printing 10 separate legal size pages, laminating each sheet, and assembling.
Students with visual impairment should have access to high contrast symbols. Best practice would be collaboration between the classroom teacher, speech language pathologist, and student's teacher of the visually impaired to determine modifications to the curriculum and AAC.
Click on the button to see an example of a high contrast board.
Click the button matching a student's high tech AAC system to find a variety of manual communication boards to print and use as a paper-lite backup.
Click the button matching a student's high tech AAC system to find a variety of manual communication boards to print and use as a paper-lite backup.
Link to article discussing color coding: Considerations in Color Coding Communication boards
Link to article discussing color coding: Considerations in Color Coding Communication boards
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