Scenario 4 – Intentional: Primitive

For those who have reached this level of communication and who have enough vision, it may be possible to introduce using pictures. Alternatively, or even in parallel, more work may be needed on developing use of objects of reference before gradually moving towards the use of pictures. Learning to recognize pictures may come naturally through developing maturity but the following activities may assist. First, one needs to build up receptive knowledge of pictures, before expecting expressive use of pictures. Games of ‘hide and seek’ with pictures and ‘Snap’ are helpful introductions, with a facilitator pointing out pictures and symbols while talking to the pupils.

Transition to pictures

Later stages of developing picture recognition can be incorporated into curriculum games:

• matching familiar objects with pictures
• matching pictures (snap, lotto)
• indicating pictures when asked by the name of the picture (using the name of a picture in another communicative context e.g. asking someone else for it, as in ‘happy families’ card game)
• indicating pictures when asked by function of the object (which one can cut toast?)
• indicating pictures that are associated with each other (e.g. toothbrush and toothpaste pictures)
• using pictures to talk about things e.g. sequencing, like toast, butter, jam, and indicating which is done first, next, etc, in the context of a conversation, e.g. with Mum, in the kitchen.
• asking for things by indicating a picture. Giving the wrong thing and waiting to see if pupil notices and asks for the right thing

Example 4a – Single message, many settings

BIGmacks and equivalent single message devices can be used in many different communication situations. Good situations for single message voice output device use include story reading, song participation, socially functional messages and messages attached to games or specific activities.

Note: empowering messages must result in immediate response each time the device is hit!

Key skills and equipment

The key skills for the above example are the ability to:

• use a single message voice output device to record repetitive lines in story books and social messages
• identify and record empowering messages such as “turn the page”

The key equipment is:

• BIGmack or equivalent e.g. One Step
• story book with repetitive story line

Example 4b – Switching on to stories (see Parks, 1999)

It is not always easy for a pupil with severe communication impairment, especially one who is visually impaired, to take an active part in story situations. Parks (1999) acknowledges that stories can be appreciated at many different levels. He has used successfully a ‘call and response’ technique with a Step-by-Step Communicator to emphasize rhythm and musicality while reading the well-known ‘Christmas Carol’ story by Dickens.

Everyone shouts out the final line “Humbug”. Alternatively, someone can activate a BIGmack switch with the word “Humbug” recorded on it.

There are many variations on this theme. For instance, instead of recording all of each line, the second part could be recorded, or only the first part of the line. Both promote turn-taking in conversations and initiating conversations.

Example 4c – Consolidating messages

Key skills and equipment

The key skill for the above example is the ability to:

• co-ordinate group story session using call and response technique with Step-by-Step communicator, scripting messages and storing on device.

The key equipment is:

• Step-by-Step communicator

Example 4d – Consistency in switch access

In the discussion of scenarios in level 3 (see above) we indicated that it is possible to achieve a greater degree of consistency in using switches. SwitchIt! Maker gives the teacher more complete control over what is presented on screen, how it is presented and how it is accessed by switch.

preparation	Use pictures from clip art, or use a scanner to scan images into the computer, or a digital camera to take pictures on a walk or in an activity. Ensure that the pictures show as little visual clutter as possible. Create a sequence of pages in SwitchIt! Maker. Use the software to decide how the images will be sequenced on screen, via a succession of switch presses.
software	SwitchIt! Maker software
other options	This is another example of a framework program. The software is made up of a toolkit; you configure it to meet your requirements, to suit the needs of the pupil and curriculum area being addressed. It is appropriate at this level of communication and also at levels 5 and 6 (possibly for level 3).

Key skills and equipment

The key skills for the above example are the ability to:

• import images into SwitchIt! Maker, via clip art, digital camera or scanner
• assign the images to pages accessed in sequence by switch presses, using SwitchIt! Maker

The key equipment is:

• SwitchIt! Maker software
• clip art, digital camera or scanner

Example 4e – Using a touch screen

Pupils who are able to move one or both hands into midline with ease may be assisted to select items using a touch screen. Especially if the pupil has a visual impairment but whose vision is still sufficient to see images on screen, touch screens may be of some help. They offer a direct link between visual presentation and the effect of touching. However, as the note below shows, they can present problems of their own.

Note: Although touch screens seem an admirable idea, allowing a more direct association between what the pupil does and the effect on screen, in reality it is not always that simple. Try any software yourself before trying with the pupil. Note that any particular piece of software, even different activities within the same piece of software, may appear to respond differently. If so, the software may be increasing not decreasing the cognitive demands on the pupil. To help plan work and achieve consistency, devise a recording system to evaluate the use of the software. Two examples are given overleaf.

Key skills and equipment

The key skills for the above example are the ability to:

• use a touch screen (and set calibration if required)
• adjust features such as area activated by touch, whether single or double click by touch
• identify single switch software to use with touch screen; use with one pupil

The key equipment is:

• touch screen – i.e. Touch Monitor (built-in), or an add-on window
• single switch software or other if preferred

Software to use

It is important to evaluate the software you have, so that everyone is clear about the purpose of using the program. It is also extremely useful to have a record of equipment use for individual pupils. Then everyone working with that pupil can use the equipment in the desired manner and record progress consistently.

The two following pages show samples of software record sheets.

Page one (PDF file - 20 k)

Page two (PDF file - 22 k)

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