Sexual Health and Safeguarding Communication Displays

Using Communication Displays

Guidelines for communicating with people who use AAC

Guidelines for introducing Speak Up Vocabulary

Suggestions for making a Communication Display

Guidelines for communicating with people who use AAC   [Top]

You don't need special skills to communicate with a person who uses an augmentative and alternative communication system.

Remember, a person who cannot speak does not necessarily have a hearing or cognitive problem.

• Make eye contact.
• Speak directly to the AAC user, not to the person who may be accompanying them.
• Use everyday language.
• Do not speak loudly, slowly or in a condescending manner.
• Ask the person to show you how he/she communicates Yes.
• Ask the person to show you how he/she communicates No.
• Ask the person to show you how he/she communicates with the AAC system.
• Give the person time to communicate. Using an AAC system takes more time than speaking.
• Do not feel you have to keep talking. It takes time to construct a message via AAC. Try to feel comfortable with the silences.
• If you are short on time and cannot communicate with the person ‚ be honest and make an appointment for when you do have the time.

If the person is using a display:

• Say each word selected out loud so that the AAC user knows you have the correct word.
• Do not interrupt when the AAC user is in the middle of conveying a message.
• If you are not sure when the AAC user is finished ask him/ her "Are you finished?"
• Say the words in the order that the AAC user gave them.
• Suggest what s/he might mean using all the words.
• Write down the words the person is communicating as it often helps in remembering long messages.
• If necessary, ask the person if you can read about how they communicate and look for directions either on the front of the communication display or tray.
• If necessary, ask the person if you can see another person communicating with them.
• If necessary, ask the person if he/she would like a familiar person to assist them in communicating with you.

If the person is using a device:

• Ask the person where you should sit or stand. Some people who use devices prefer to prepare their message and then speak it out. Others prefer a communication partner to read their message as they are selecting the words.

When you don't understand what an AAC User is communicating.
Breakdowns in communication can occur for a number of reasons. The most common reasons for AAC users occur when the partner does not know how the person communicates, when the AAC user does not have the words they need to communicate their message and when the words used by the AAC user do not make a complete sentence. Partners can support an AAC user in different ways depending on the type of problem.

When the partner does not know how the AAC user communicates.
Partners can support the AAC user by ensuring that they know how the person communicates and what he or she needs to do in order for the AAC user to use his/her communication system.

When the AAC user does not have the words he/she needs.
Communication partners can support the AAC user by asking the AAC user "Do you have the word you want?" The AAC user may know if he/she does not have the word in which case he/she will signal "No". If s/he does not know, ask, "Do you think it might be somewhere in your book?" If s/he signals "Yes", turn to each page and give the AAC user time to review it. Most pages in a display are grouped in categories. When the AAC user has found the page, you might suggest that you read each word aloud on the page and s/he can signal "Yes" if it is the word or close to what he wants to communicate about.

If an AAC user cannot find a word s/he needs, ask him/her to give you a clue or something like the word s/he wants. Tell the AAC user that this will help you guess what s/he wants to communicate.

When guessing, start with general categories (e.g., is it about a place? Is it about a person?), then get more specific (e.g., is it a man?) and then start guessing within a smaller grouping (e.g., John? Tom?)

When you figure out what the AAC user wanted to communicate, continue with the conversation.

When an AAC user's message is not a sentence.
Some people who use AAC do not communicate in full sentences. They rely on their communication partners to "co-construct" messages. The AAC user gives the key words and the communication partner suggests what s/he might mean using these words. For example: the AAC user communicates, "Mother home" and the communication partner says "Are you telling me your mother is at home?" If the AAC user signals "No" the communication partner might suggest another meaning such as "You are going to visit your mother at home?"

Sometimes AAC users can give "missing parts" of the message. For example: If an AAC user communicates "Angry" -the communication partner might ask, "Who is angry?" The AAC user communicates "Jim"

Asking questions:
Be aware of different types of questions when communicating with a person who uses AAC.

Open Questions:
Open questions start with the words - What, When Where, Why, Who and How. An AAC user will need to use an AAC system to communicate answers to these questions.

Yes and No questions:
These are questions that can be answered with Yes or No. For example: "Do you want to watch TV?" "Would you like a coffee?"
It is important that communication partners know how an AAC user signals Yes and No.

Opportunities for initiations:
Do not bombard the person who uses AAC with questions and do not feel that you have to do all the talking. Give time for the person who uses AAC to initiate his or her own messages.

Guidelines for introducing Speak Up Vocabulary   [Top]

People who cannot read and who use pictures to communicate may need time and support to learn what the pictures represent. Pictures and their location need to be learned. They are not always immediately recognized. Some people will learn them faster than others. In addition to learning the pictures, many people who use AAC need to learn about the concept or meaning of the word.

If you are supporting a person in learning about sexuality and sexual abuse, we suggest that:

• Together with the individual select a page or topic (e.g., birth control)
• Tell the AAC user about the index and refer to this when you are using different pages – so that he/she knows where to find items.
• Spend time exploring each picture with the AAC user. If necessary, compliment this process with group and individual education on topics relating to sexuality and abuse.
• Make the information personally relevant to the AAC user. If you do not know how to answer a question, be honest and tell the AAC user. If you are not a sexual health educator, you may want to discuss the need for a consultation or you may suggest an appointment with a doctor or nurse who has expertise in providing services to people with disabilities.
• Discuss the concept of the item and what it means. You could use any of the resources listed on our site to guide you in your discussions. Talk about how the picture represents the object or concept. Some individuals will understand the concept and will need to know how the picture represents it so that they can recall it later when they want to use it in conversations. Others will not know the meaning of the word or concept and will need you to describe in detail what it means. They may need support in understanding the concept before they use it appropriately in conversations.
• Introduce a few items at a time. Avoid overwhelming the individual as this can be a very tiring process.
• Use different strategies to determine the type of support the individual might need when learning the vocabulary.

1. Can he /she recognize the picture given its component parts?
   
   Give the AAC user the word and a description of how it is represented. For example, ask the person to find the item that communicates the word or concept for "Touch". Tell him / her that it shows a person's hand touching something.
   
   If the person has difficulty, spend more time discussing why the picture represents this item or suggest changing the picture to something that is more easily recognized by the AAC user.
   
   
2. Can he / she recognize a picture given its verbal label?
   
   In this exercise, ask the person to find the item for "Diaphragm" by just saying the word. If the person has difficulty, find out if he /she understands the meaning of the spoken word and /or if he /she needs more time reviewing how it is represented in the picture.
   
   
3. Can he/she understand the meaning of the item?
   
   In this exercise ask the individual to locate items when you give the meaning of the item. For example ask him /her to find the one that goes on a man's penis for safer sex. If the person has difficulty, find out if he /she understands the function or meaning of the item and /or if he /she needs more time reviewing how the item is represented in the picture.
   
   
4. Can he/she use the vocabulary?
   
   In this exercise ask the individual to use the items when you give a specific context. For example, you might ask the person how he /she could tell a partner to use a condom? If you are using the vocabulary to discuss an incident of abuse:
   
   
   • Use the index to find out what the person wants to communicate about. Read each word aloud as you point to the pictures on the index page. When the person alerts you or selects the item him or herself, turn to that page.
   • Ask the person if he/she sees anything they want to communicate on the page.
   • To support the person in knowing the vocabulary, say the word aloud as you point to the pictures and wait for the person to either stop you when you say the one they want or select the item themselves to direct the conversation.
     

Suggestions for making a Communication Display   [Top]

The Speak Up displays are intended as samples.

Ask the AAC user if he or she wants to keep the communication display or if they would prefer someone else to keep it for them. This is important as many AAC users are concerned about privacy and it will impact on the items that are selected for the display.

Ask the AAC user if he/she would like to obtain input and support from their AAC service provider in adapting these displays.

1. Together with the person who uses AAC, select the items that he or she wants on a personalized display. Selecting vocabulary for a communication display or device.
2. If you are using Boardmaker software to make a picture display, you will need the sexuality library from Mayer-Johnson Inc. Follow the installation instructions as well as the instructions for making a grid and inserting the pictures.
3. Ensure that the person can see and access the items.
4. Organize the vocabulary in ways that make sense to the person who is using the display. Consider grouping the items according to type – (e.g., all birth control methods together, external body parts together etc.), parts of speech (e.g. verbs, nouns, pronouns etc.) or contexts (e.g. things to say in a doctor's office etc.).
5. Involve the person who will be using the display in all aspects of its construction by getting their input on items, layout and design.
6. Place the pages in a binder or in a communication folder (available from AAC vendors).
7. Make an index page.
8. Fix tabs and labels to each page/section so that the communication partner can quickly turn to the page required.
9. If the AAC user can turn pages and requires pictures, put pictures on the page tabs so that the user can flip to the desired page.
10. If the AAC user uses partner assisted scanning, see how his/her existing display is organized and sectioned. Adjust this display in a similar way.

For information on making and using communication displays, contact your local AAC service. (If you are a resident of Ontario, Canada consult our list of AAC Services in Ontario.)

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