"They Want My Child To Use a Picture Communication System!!?"
Authors: Carolyn
Rouse, MAEd. CCC-SLP
and Katera Murphy, M.S. July 1999 "They want my child
to use a picture communication system!!?" "I'd like to try an
augmentative communication system with your child. That is, I want to try to
use pictures or maybe a communication device to help your child communicate
better." As a professional in the field, I've watched parent's faces as
they hear these words, and have wondered what they must be thinking. The first
discussion of whether or not to use augmentative communication usually takes
place at the child's IEP (Individual Education Plan) meeting at school. Because
of the educational focus, however, there is little discussion of how an augmentative
communication system might impact the family and the way the family currently
communicates with the child. Yet this is so crucial, because parental support
in using any augmentative communication system,whether it is simply using pictures
to communicate, or using a high tech speaking device can make the difference
between the child viewing augmentative communication as important or as a hindrance.
Children learn about the
world through their family routines and relationships. From the family, they
can learn communication skills that help them to feel secure as their world
grows. Without involvement by the family, the child may believe their picture
communication system is only good at school during a few routines, with only
a few people, such as his or her teacher or speech therapist. Consider the deaf
child who is taught sign language. Efforts are usually made to teach the child's
family sign language so the whole family can "speak the same language."
Likewise, families need to be trained so they can use the child's picture communication
system . Here are some things to
think about when decisions are being made about using an alternate communication
system with your child. Does your child need
a better way to communicate with others?
Families are quite resourceful, and usually find ways to communicate in some
manner with their youngster. The child may simply make noises, gesture, or pull
the listener to the item they want. Because the family has learned what these
communication signals mean, the child is able to function at home. However,
there are usually plenty of times parents find themselves engaged in a game
of 20 questions, trying to decipher what it is the child is trying to tell them,
or serving as interpreter for others who are less familiar with the child such
as neighbors, other children or grandparents. Is the child learning
a language the world at large can understand, or are you expecting the world
to learn the child's language?
Some parents expect their child to live a very sheltered life, surrounded by
people who are familiar with them. In this instance, pointing, pulling the person,
and making sounds may be sufficient to meet the child's needs. However, if you
believe in the possibility that the child may be able, at some point in his
or her life, to move about the world in new environments and socialize with
people other than their significant others, this system will not meet their
needs. Do your future expectations
for your child include learning simple academics such as counting, simple math,
functional reading etc.?
A language system consisting of vocalizations, gestures, pointing, etc. does
not work well in an academic environment. When a teacher presents academics,
she will need feedback expressively (through speech, augmentative communication,
writing, sign, etc.) from the child to know if he or she understands. If you feel the child's
current communication system is not adequate, then the child may need some sort
of alternate communication method. At this point the decision needs to be made
whether to teach the child sign language, a picture communication system, communication
device or a combination of these. If this is a child who you can expect to be
with other people who use sign language or can learn the child's signs, signing
may be the answer. If the child has motor or processing limitations or will
be surrounded by people who do not sign, an augmentative communication system
using pictures may be the best solution. Remember that pictures are universally
understood by everyone, even by people who speak different languages. If you have decided on using
an augmentative communication system, here are some additional factors for the
family to consider. Is your family ready
to make the commitment of time and training it will take to make an augmentative
communication system work?
To state it simply, the child will be using a different language system. It
is related to the language you speak (English, for example) which makes it easier
to learn, but it is different. Choosing the vocabulary the child needs for their
picture system is a continuing challenge that requires time. The child's vocabulary
will need to be upgraded and changed as the child matures. Consistency is important!
The whole family must be willing to use the augmentative system. Attitude is
a must. If the family is ambivalent about the use of augmentative communication,
the child's progress will be much slower. Remember you are the best role models.
When a nonverbal child
learns to communicate, it can change the families dynamics.
When children learn to communicate, their personalities really shine through.
With new communication skills they can demonstrate a sense of humor, or explain
how they feel about things. Family tensions usually lessen because the child
is happier. Communication skills help the child feel more secure and in control
of their environment. Parents may begin to see a more independent child, who
is more active family participant. Misbehaviors are often motivated by communication
frustration. When the child is better able to communicate, behavior problems
usually decline. In short, the family may need to adjust to a "different"
child. Picture communication systems
have been used extensively during the last twenty years. Parents often ask if
a picture system will prevent their child from developing speech, but case studies
consistently demonstrate that this is not true. Augmentative communication systems
such as a picture system, a communication device, sign language, etc. facilitate
the development of oral speech. Speech is learned through the auditory channel.
We hear words and try to imitate what we hear, but there is little information
presented visually concerning the language exchange that happens when we talk.
Picture systems are different. Augmentative communication
system is presented through: - auditory channel to hear
the word,
- visual channel by seeing
the picture,
- tactile system by physically
pointing, activating a communication key on a device or exchanging a picture
for a desired object.
For these reasons, an augmentative
communication system is more concrete than spoken language, which makes it easier
for some children to understand or learn. Picture systems often help children
put the pieces together so they understand what, how and why we communicate.
Picture communication systems
also have an advantage in that they can be taught by physically assisting the
child with the picture. We can't manipulate the child's mouth to say a word.
I wish we could. But we can help them indicate a picture or activate a key on
a communication board to communicate a message. This is particularly helpful
if the child's behavior is a challenge, or if the child is functioning at a
lower cognitive level. An augmentative communication system can also be less
physically demanding than oral speech because it does not require the precise,
fine, intricate muscular movements needed for fluent intelligible speech. Having decided that your
child may need an augmentative communication system, let's take a look at exactly
what the introduction of a picture system would look like in a family situation.
From trial and error, we have found that what works best at home is to have
pictures readily available for the child in the rooms and areas where they are
needed. Pictures in a notebook or on a communication device are fine, but they
must be accessible to the child at all times. If you live in a two story home,
you may have experienced times when you need something but would rather do without
it than to make the trip upstairs to get it. The same can be true for the child
using an augmentative communication system. If the child's communication tools
(pictures, boards, communication devices) are not handy, he/she will also "make
do" without it. This may mean that the child will either not communicate
at all, or communicate in a inappropriate manner, such as crying or misbehaving.
So let's take a look at
a couple of rooms in the home and see how a picture communication system can
be used in each area. This may help you can see how using pictures to communicate
might fit in with your family routines.
THE KITCHEN
The kitchen is an easy place to use pictures. Here are just a few ideas :
Inside or outside lower
cabinet doors are good places to put detachable pictures (velcro works well
here). The pictures should represent items that are stored inside that cabinet.
The child can simply pull a picture off and bring it to you to let you know
he/she wants some cereal, for example. Food should be put out of reach or in
containers so the child may be able to see the item but can't reach or open
it. In this way you have created the need for the child to "ask" for
something. For items that need to be kept cold inside the refrigerator, you
can attach magnets with communication pictures to the refrigerator door. The
child can pull the magnet off and take it to you to get the particular item
they want to eat or drink. Pictures used during mealtime can be attached to
a place mat so they will be handy for the child to use. Place velcro on the
food pictures so they can be changed as your menu changes. Pictures can be gathered
by cutting pieces of labels from cans, boxes, or bags of foods and drinks, or
by cutting pictures on coupons. If you are out of a particular food item, do
not make the picture of that item available to the child because, at least in
the beginning, the child should always get what he/she requests.
THE BEDROOM
For girls, pictures of hairstyles, barrettes, bows etc. can be put around her
dresser mirror so the child can choose the hairstyle she wants to wear. Pictures
of clothing categories can be used on the chest or dresser so the child can
help select what he/she wishes to wear. After the child picks a category such
as pants (versus shorts, a skirt or dress, for example), take out a few pairs
of pants so the child can select the particular pair of pants he/she wants to
wear. Placing favorite toys in high places or in containers that are hard to
open, with pictures of the toys placed within reach, will also create an opportunity
for the child to communicate with you.
These examples, should give
you an indication of how a picture communication system might work in your home.
A picture communication system should always enhance family routines, not interfere
with them. Communication should always be as quick and easy as possible. The
child should become a more equal participant in family routines simply because
they can now participate expressively. Every picture the child uses to spontaneously
communicate equals one word in their vocabulary. If the child uses ten pictures,
he/she can communicate ten "words". The child can then be better accepted
socially because now he/she can "say" hi, introduce themselves, or
say they're sorry, etc. Picture communication can give children the ability
to communicate with people beyond the significant others in their environment.
They can communicate with the whole world. If you would like to read
more about how to use a picture communication system in your home, take a look
at our book, "Quick and Easy Ideas and Materials to Help your Child "Talk"
at Home". It is sold through Creative Communication Solutions, 8516 W.
Lake Mead., Suite 196, Las Vegas, NV 89128. Carolyn Rouse and Katera can be
reached at that address or by e-mailing: cre8comsol@aol.com.
They are also available to do presentations for parent groups and professionals.
MEET YOUR PALS Carolyn Rouse, MAEd. CCC-SLP
is a speech-language pathologist with over 20 years experience working in schools,
hospitals, nursing homes and supported living environments. She is currently
working as a speech therapist serving children using augmentative communication
throughout Clark County Schools in Las Vegas, NV (the 8th largest school district
in the nation). She has written four books and produced three videos on the
subject of augmentative communication and has been a speaker on this subject
at national conferences such as Closing the Gap in Minneapolis, Minnesota and
the CSUN Assistive technology conference in Northridge CA,. She has taught 2
courses on communication programming and the severly mentally challenged at
the University of Nevada at Las Vegas. She is currently serving on the the Nevada
State Assistive Technology Consortium. Katera Murphy, M.S. is a
speech-language pathologist and former 4th grade teacher. She is currently working
as a specialist in augmentative communication with Clark County Schools in Las
Vegas, NV. She has served for over 12 years as a speech pathologist in special
schools for handicapped children . She has written four books and produced three
videos on augmentative communication and has received national attention as
a speaker on using augmentative communication in the home as well as in the
classroom. Her combination of both speech and classroom experience has helped
her to be a voice for practicality in integrating augmentative communication
in various settings without being intrusive or overly time consuming. Her cry
of "remember quick and easy" is beginning to be heard nation wide.
She has taught at the University of Las Vegas on augmentative communication.
Currently she is serving on the Nevada Assistive Technology Consortium helping
to develop state standards for implementing assistive technology in the schools.
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