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University of Nebraska–Lincoln

Special Education & Communication Disorders

College of Education & Human Sciences

Communication Tools: Rule of Thumb for estimating relative difficulty of AAC strategies
Cynthia J. Cress, Ph.D.
University of Nebraska-Lincoln
September, 2000 (manuscript submitted)

A.  How many "tools" must the child actively control to accomplish a communicative goal?

  • The first 'tool" that a child learns to control is their own body, and operation of any other types of "tools" relies on controlling some type of behavior (including eyegaze, sound, or movement)
  • These "tools" are not necessarily physical items, but separate aspects of interaction that we use to accomplish communicative goals "Other people" tends to be the second "tool" a child uses
  • If a communication task is too difficult for a child, try reducing or scaffolding the number of the above tools that are necessary to accomplish particular communicative goals
  • For example, using a single switch that says "more tickle" for requesting uses: Child's behavior + Other person's behavior + Message Content + Language + Symbolic representation + Device


B. Number of communicative tools in child request for "tickle" with voice output switch & symbol

Type of Communicative Tool
Example
Child initiates a behavior Reaches own arm out and controls its movement
+ Toy or other direct object Pushes switch with arm movement
+ Intent or Content Child enjoys and wants to continue tickle game
+ Symbolic representation Chooses picture symbol representing "tickle"
+ External Device Controls a nonbehavioral means of communication
+Language Conveys specific semantic content: More tickle
+Voice Output Hears "more tickle" from device
+Affects other person's behavior Partner attends to and interacts with child
+Communicative Outcome Child anticipates/reacts to specific tickle activity

C. Examples of AD's two- and three-tool communication signals

Two Tools  
Behavior Partner- Interpreted Meaning
Opens mouth when eating Wants a bite
Holds adult's hand Exploring his world, social contact
Sudden loud vocalization Protest, ready to get upset
Scratches with fingers on surfaces Likes sounds, exploring surfaces
Three Tools  
Behaviors Partner-Interpreted Meaning
Reaches toward person with outstretched arm Initiating hug
Pulls adult hand with item towards himself Really wants more of item
Calms face or body when hears verbal choice Wants that choice
Pushes away or throws item on floor Doesn't want item
Smiles when touches bath sponge Anticipates and likes bath
Ambiguous Signals with Alternative Meanings
Hits hands together in front of himself  Frustrated, self-stimulation, "more"
Chops right hand down sharply Bored, all done, reinforced as "go"

Contact Information:
Cynthia J. Cress, Ph.D., CCC-SLP
202G Barkley Memorial Center
University of Nebraska-Lincoln, Lincoln, NE 68583-0732
Phone: (402) 472-4431
fax 472-7697
Email: ccress1@unl.edu


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