Level of Representation

Level of representation

On the left is a screenshot of the symbol consideration table from Every Move Counts, Clicks and Chats, with the example of the word "dog". It shows the less demanding symbol (object) to more demanding symbol (written word)

What level of representation does your student understand?

- If you don’t know, don’t assume that your student will understand Boardmaker symbols (or any other symbol set) you have available in your room
- Identifying the symbol system the child understands best (objects, photographs, line drawings, gestures, signs, spoken word, written word) is important for communicating with the student and for the student to communicate what they want and think
- After identifying the student’s representational level we need to introduce, model and teach that symbol set in the child’s activities so they see that symbol and anticipate what is coming (make the association with the symbol) before expecting the student to demonstrate the ability to use it in expressive communication to say what they want or use it to show what they know.
- If student seems to not understand the symbol level you are using, you may want to utilize symbol representational level assessment below to further analyze best supports for visual supports and communication systems.

Copy of 12Level of Representation Assessment.doc.pdf

Level of Representation Assessment

- Use this as a guide to help determine what level of representation is easiest for the student to understand
- If you aren't sure how many symbols a student can visually or physically handle at once you can always start with 2. At this point you are just trying to determine what symbol the student understands the most.
- To download a printable Level of Representation Assessment click here

Tips & Tricks for Giving the Level of Representation Assessment

Present the array of "symbols" to the student
Prompt the student to "find the ___"
Student responds (by pointing, giving symbol, touch, eye gaze, etc)
Record the student response
- "+" = correct, "-"= incorrect or no response

Record the % correct:

If the student scores 70% or lower, consider doing the following:

Change the activity to something more preferred
Reduce the number of symbols presented at once (i.e. present only 2 symbols at once)
Change the time of assessment, assessor, and/or setting
Repeat with a more concrete level of representation

Watch 3 videos (use the link provided by presenters to get to your participant resource folder)

In the videos you will see a teacher presenting different levels of representation to a student. The student has a hearing impairment (that is why she is signing as well as giving the direction verbally).

1st video: Teacher presents Boardmaker symbols and asks the student to find the item.

2nd video: Teacher presents objects and asks the student to find the item.

Stop & Think:

Which type of symbols did he find most efficiently? Which type of symbols did he find on the first try more often? Which type of symbols was he most independent in finding? What type of prompt did the teacher use on the symbol set he wasn't as successful with? What number of symbols did he do best with? What level of representation do you think the student understands best?

3rd video: Teacher is reading a book with the student using the determined level of representation he understands best.

Consider the student's learning needs

Vision/visual processing (collaborate with your Teacher of the Visually Impaired)
- "Vision isn't a single sense but a combination of complex senses. Different parts of the brain are involved in distance vision; recognition of faces, objects, colors, contrast and movement; coordination of visually directed movements; and, perceptions of directionality and depth. Visual acuity (near and far sighted), visual field (preferred vision areas) and cortical vision (the brain's interpretation of what the eye sees) are important in any discussion about visual perception". (EMC manual pg 29) Students with cortical or cerebral vision impairment may not be able to see the symbols presented. They may need their symbols presented in a different way, based on individual student preference, such as
  - - the level of representation that they understand
    - contrast
    - font
    - number of symbols presented at one time
    - size of symbol/overlay/screen
    - movement of symbol
    - presented at a certain distance
    - presented in a particular visual field/quadrant
    - paired with an audio cue

Learn more about CVI from the Pediatric Cortical Visual Impairment Society

https://pcvis.vision/what-is-cvi/the-10-characteristics-of-cvi/

Motor abilities

if the student can't reach out and touch the symbol what consistent motor pattern can they use to show you (ex. look at me when i point to the item then you proceed to point to each symbol and wait)

Wait time to allow for a student's visual processing or motor apraxia

Resources from Perkins School For the Blind

Click here to watch a video about the CVI AAC Matrix!

Click here to open a PDF of the matrix.

Read about the 5 steps to finding the best AAC system for a learner with CVI click here.

The video below is long and a great resource when you have the time to watch. It is free but you also have the choice to pay and receive credit.

To watch a video about the ability to identify two-dimensional images and explore the implications for assessment, accommodations and instruction cick here.

What level of representation does your student do best with or what do you anticipate they may understand the most? Think of 2 activities within your daily routine. How could you modify the activity so that it is in the level of representation your student understands best? What "symbols" need to be present for increased understanding during the activity?

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