Getting Started: Using Visual Systems to Promote Communication

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38 Finally, it provides the communication partner with the opportunity to demonstrate to the child how they can share information about their experiences with others by using their method of communication for example, speech, sign, gesture along with the visual and written information to get their message across. By using the “Let’s Chat” process on a frequent basis it provides the child with meaningful practice which helps improve and develop their confidence in their communication and social skills. For example, they will learn how to begin a topic of conversation that is meaningful and interesting to them, maintain and end the conversation appropriately. This empowers them to have more control of the conversation, have more opportunities to participate actively in a conversation with a greater number of people and have successful interactions. . QUESTIONS THAT ARE USED TO CREATE THE ‘LET’S CHAT’ PAGE - Who did you go with? (Identify the participants involved in the activity) - What did you do? (The sequence of events) - How did you get there? (Means of getting to the activity) - When did you go? (Time of activity) - Where did you go? (Location of the activity) - Why did you go? (If there was a specific reason) - Comments ( Additional information not included in the above questions) The items in the “Let’s Chat” page can be presented with object symbols /photos/computer line drawings as appropriate Please refer to: Bloom, Y. & Bhargava, D. (2003) Let’s Read Together. Part 2 Creating personalized material to promote literacy in children and adults using AAC Strategies. Beecroft: Innovative Communication Programming for more information on the ‘The Chat System’ to develop your child’s communication and literacy skills.
39 EXAMPLE OF A ‘LET’S CHAT PAGE’ This chat page helps James talk about what he did on Sunday. He can use pictures + text to tell others - who he went bowling with (photo of mum and dad), when he went (computer line drawing of Sunday), where he went (photo of bowling) and what he did (photo of James bowling, photo of restaurant, photo of home).
Page 1 and 2: 1 GETTING STARTED!!! Using VISUAL S
Page 3 and 4: 3 TABLE OF CONTENTS 1. Introduction
Page 5 and 6: 5 Topic 2 - What is communication?
Page 7 and 8: 7 Topic 3 - What are the different
Page 9 and 10: 9 It is important to embed visual s
Page 11 and 12: 11 Topic 5 - Why use visual systems
Page 13 and 14: 13 By using visual systems the chil
Page 15 and 16: 15 RECEPTIVE EXPRESSIVE Topic 7 - W
Page 17 and 18: 17 Use a minimum font size of 18 po
Page 19 and 20: 19 9. Additional cues - In conjunct
Page 21 and 22: 21 Topic 10 - How do you make the v
Page 23 and 24: 23 - Size of visual support Orange
Page 25 and 26: 25 Topic 11 - Visual System a) Firs
Page 27 and 28: 27 The daily schedule shows the big
Page 29 and 30: 29 Example of making a sandwich min
Page 31 and 32: 31 Example of Lucas using his PECS
Page 33 and 34: 33 2. Learning how to carefully loo
Page 35 and 36: 35 Topic 11 - Visual System g) Cale
Page 37: 37 Topic 11 - Visual System ‘Let
Page 41 and 42: 41 TOPIC 12 - TIPS FOR ENCOURAGING
Page 43 and 44: 43 Self-talk involves talking aloud
Page 45 and 46: 45 o A SPECIAL NOTE Children gain t
Page 47 and 48: 47 TOPIC 14 - APPENDIX - Useful int

Getting Started: Using Visual Systems to Promote Communication

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