Ale’s CVI, he can’t use his vision to pick a book – an array of 8 choices is too complex. In order to not limit book choices, his teacher uses partner assisted scanning to go through the list of books. When Ale hears what he wants, he uses a head switch plugged into a VOCA programmed with “I want that!” He then uses a switch to control the digital audio book. A cheat sheet is used by all of the staff to help Ale choose books. A cheat sheet is used so that his choices include a range of books that are presented consistently. See Graphic 2.
Partner assisted scanning should not be conducted as a con- versation. Acting as the pointer for a student is not the same as asking a series of questions. Students need to learn that the choices they make have consequences. Communication partners may need to attribute meaning to behaviors in order to shape and reinforce consistency of “acceptance” and “rejection” commu- nicative acts. Communication partners need to respond to students’ con- ventional yes/no head movements if possible, since these are uni- versally recognized. For the student who cannot point, list ONE item at a time and observe the student for their response. Many students with CVI struggle to communicate YES or NO. Using partner assisted scanning with a list of motivating items can be a great way to work on YES/NO teaching students to respond. To assist with creating a communication plan, add the stu- dent’s responses to the “How I Communicate” form. Note what the student does (FORM) and record as an acceptance or rejec- tion (FUNCTION) in the Communication Chart. See Table 5 for ex- amples of how students may say YES or NO. See Table 5.
Graphic 2: Ale’s Book Reading Choices Cheat Sheet
Table 5. Examples of How Students Say YES and NO
What I Do FORM (CONTEXT)
What It Means FUNCTION MESSAGE
What YOU should do (PARTNERS)
What you should SAY (PARTNERS)
YES
Immediately acknowledge attempt
“OK, I hear you-it looks like you are telling me you want to watch Frozen!”
Catherine uses a small head switch by her right temple. It is plugged into a VOCA programmed with “that’s the one.” The class is voting on what movie to watch: Moana or Frozen. She repeatedly hits her switch when the teacher says Frozen. Sonya activates the switch on her chest harness (connected to her AAC device which she is learning to use with 2 switch auditory scanning) Amy turns her head from side to side when supported with a proprioceptive feedback strategy (Burkhart, 2019)
YES
Use the “mover” switch to ad- vance the scan indicator to ONE item at a time. Respond only when she confirms. Partner puts one hand under stu- dent’s chin and the other hand next to student’s cheek. Hands should be ~1” away from skin.
Let the device list the choices, don’t repeat the prompts. Respond to the message she selects as you would if she were talking. Verbally give Amy the choice. Then say “yes” and lightly tap her chin. This helps Amy know which direction to move her head to say “yes.” Do same thing for “no.” Say “no” and lightly tap her cheek. Wait for Amy to respond and move her head. Memorize some of the auditory prompts from her device. Speak choices as a list, not re-phrased as questions.
NO
Sidney initiates conversation by saying (verbalizing) “yeah yeah”
YES
Notice when others are making choices and give her the chance to decide if she will select from her device or from your options.
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