When a student is an emergent communicator they may benefit from the use of tangible objects for developing symbolic understanding. This is especially true for students with visual impairments who are unable to reliably see picture based symbols. You can use objects to represent items, activities, people, or locations. These items can be placed on a small flat piece of plastic or wood and the student can develop greater understanding that it is a symbol for something else. 

Resources & Examples of Tangible/Object Symbols: 

• Tangible Symbols

• Tangible Symbols Video

• Autism Classroom Resources Website

• Paths to Literacy

As a student begins to develop basic symbolic understanding, the team may wish to start using picture symbols. There are multiple options when it comes to picture symbols. Some teams will choose to introduce single picture symbols for activities or preferred items, while others may wish to follow a core vocabulary approach. This decision should be based off the individualized needs and communicative motivation of the student. Core vocabulary has a broader array of communicative options for students, but there are some students for whom the icon for a core word is too abstract and needs more concrete/representable symbols. Here is a link to a list of the most commonly used core vocabulary words: 100 High Frequency Words. 

Symbol Sets:

Some teams may choose to use single picture symbols, while others may choose to use symbols from a specific symbol set. Here is information on a few different symbols sets : 

• SymbolStix (Used in ULS/News-2-You, TouchChat, & Proloquo2Go) - requires district subscription log in credentials

• PCS/Boardmaker (Used in TD Snap and Boardmaker software/resources) - district does not currently have a subscription to PCS/Boardmaker but you are welcome to purchase with your funds or consult your building administrator

• LessonPix - Some buildings have chosen to subscribe to the Lesson Pix symbols. It is a far less expensive option for staff to consider using their annual budget or having an administrator use their building budget. 

Picture Exchange Communication System:

For some students who need a more prescribed approach to communication development, the team may choose to use the Picture Exchange Communication System (PECS) approach. If your team is interested in having an official PECS book provided for your student, reach out to the AT Department. Here are some resources for learning more about PECS: 

• PECS Stages Description 

• Student Skills Checklist Through Stages 

PECS Stages Tutorial Videos:

1. Stage 1 

2. Stage 2 

3. Stage 3a  / Stage 3b 

4. Stage 4 

5. Stage 5 

6. Stage 6 

Often once students have shown success with picture icons, teams will consider using a communication board with multiple icons on a page. Here are some examples of some communication boards:

• TD Snap

• TouchChat

• Proloquo2Go

• LAMP

• AAC Language Lab

• Amy Speech Language Therapy Resources

For students with limited mobility or utilization of their arms and hands, the easiest communicative option may be to use eye gaze. This does not have to be a sophisticated set up and a simple e-tran frame (plastic/fiberglass eye gaze board with middle cut out-see pictures) can address basic communicative needs. You can use either object symbols or picture symbols. Many teams start with 2-3 choices spread out, and then move to more. If a student has demonstrated success with an e-tran frame then the team may wish to look at higher tech eye gaze options. 

The opportunity to express themselves out loud can be very motivating to many students. Often teams will choose to use a single message switch (AKA Big Mack or Big Talker). These switches can record a message and when tapped on will play the message. There is a multitude of activities that this can be used for and once a student begins to understand the concept, teams may choose to introduce multiple single message switches to provide the student with multiple options for expressive communication. Here is a link to some activities that can be done with single message switches: 

• 101 Ideas for Single Message Switches

• 5 Creative Ways to Use Big Mack

• 30 Ideas for Big Macks

When a student has shown that their expressive vocabulary is expanding they may benefit from transitioning to a higher level communication system. There are several different communication devices that provide access to multiple cells/icons and therefore increases a student's opportunity to express themselves for multiple communication functions (comment, request, answer questions, etc.). Some teams look at a multi-level communication devices where they can create communication overlays that can easily be changed out for various activities or settings throughout the day. The multi-level communication devices can be set up with various levels to provide the student with readily available communication options for that setting/activity.

Snap+Core First is a symbol based communication app that was created by Tobii Dynavox for individuals who benefit from symbol based support. It has a strong core vocabulary system with integrated grammatical aspects. It is a great communication app for students that benefit from the symbols support and for teams wanting to focus on core vocabulary. There are grid sizes ranging from the simplest 1x1 to a robust 8x10. An additional feature for this app is that staff can download a free version of the app that allows them to explore the system become more familiar with it (note: the free version does not have voice-output unless it is an SLP, who can unlock the voice-output function by linking it with their Tobii Dynavox account and ASHA number).

Training/Tutorial Resources:

• Tobii Dynavox Learning Hub

• How to: Edit a Button 

• How to: Hide Buttons

• How to: Edit the Message Bar 

TouchChat with Word Power is another strong core vocabulary app option. Within the Word Power vocabulary files there many different grid sizes, ranging from 20-108 with varying levels of complexity. TouchChat is a great core vocabulary app for students who don't necessarily need the ongoing  symbol support that is provided from Snap+Core First. There are a variety of personalization/customization options within the app. Similar to Snap+Core First, TouchChat with Word Power has embedded grammatical support which is great so students don't have to determine that on their own. Another nice feature is the use of the SymbolStix symbol set which is used in many of the center-based resource classrooms with the ULS curriculum.

Training/Tutorial Resources:

• How to: Initial Set Up / Copying a Vocab

• How to: Editing a Button 

• How to: Additional Editing a Button Options 

• How To: Create a New Page 

• How to: Adjusting Settings

• Additional Customization Tutorials 

• Word Power 60 Page Set Tutorial

• Chat Corner/WordPower Supports 

Proloquo2Go is a popular app and was one of the first iPad apps available. It has historically been a widely used app, which can be benefit for staff familiarity. The core vocabulary system is not as strong as Snap+Core First or TouchChat with Word Power, but for students who are using the iPad for basic communication or for repairing broken down communication exchanges it can be easily address their needs. It is very user friendly and is able to easily be customized for each student's needs. 

Training/Tutorial Resources:

• How to: Basic Customization Tutorial 

• Proloquo Website

• Overview Video

LAMP is short for Language Acquisition through Motor Planning and has a great language system. It is an app that is designed for the student as their vocabulary and language skills progress. Teams that have the most success with LAMP follow a slow, methodical approach to building vocabulary and language skills and often begin with focusing on a few words and hiding everything else. Once the student is able to use those words adequately then they add additional words until eventually the student has full access to the entire app. Similar to all AAC app, teams should not move the icons within core vocabulary and within the LAMP app. If you have a student that will be a long term AAC user this may be an app to consider since it is able to easily grow with the student. 

Training/Tutorial Resources:

• How to: Initial Setup / Copying a Vocab 

• How to: Creating a New Category/Folder 

• Tips/Tricks: Using Word Finder

• Tips/Tricks: Using Vocab Builder 

• LAMP Website

• Quick Reference Guide

• User Guide

For student's with limited vocabulary the GoTalk Now app is a great option. It is fully customized to each student and the team creates the entire AAC layout and icons. If the student's vocabulary could easily be put onto a few pages or categories then this would be an ideal option. If the student's vocabulary is growing then you might consider a different an option. 

Training/Tutorial Resources:

• App Tutorial Video

• User Guide

For students that have the ability to type and spell but have the need for a voice-output communication system, the Proloquo4Text app may be a good option to consider. This app allows students to type out a message and have the message read aloud. There is also the option to store commonly used phrases to save the student the time of having to type out the message each time. 

• Proloquo4Text Website

The district has great options for students who need access to an AAC system using eye gaze or head tracking. Our AT department will work with your team to determine the student's eye gaze or head tracking skills using low tech options and will then begin the process of determining the most appropriate higher tech eye gaze options. Here are a couple of options that might be considered:

• Surface Pro with Tobii Dynavox PC-Eye: This is a great option that can be used with the Snap+Core First or Communicator 5 AAC software. Data has shown that the PC-Eye is a strong option for picking up eye tracking and allows for appropriate mounting options as well. 

• iPad Pro: If a student is able to cognitively understand the concept of head tracking then the iPad Pro might be a good option. The TouchChat with Word Power app is compatible with the iPad Pro head tracking function. 

It is important to note that the skills of eye tracking and head tracking can be difficult and that it is a long process for student to develop and stay motivated. It can be frustrating for some students but for those that develop the ability to communicate it can be very fulfilling and empowering.