TEACH STUDENTS TO ASK FOR SOMETHING DIFFERENT Students who have CVI may appear overly passive, accepting everything and anything offered. In contrast, they may also be overly disagreeable, refusing everything offered. Students with CVI frequently struggle with “visual novelty.”This means that when you show them something new, such as a new choice, they may not know what it is and may automatically look away. This may cause the student to reject new choices which may contribute to unsuccessful communication exchanges. In these situ- ations, being able to ask for something “different,” can give students power. Students may not know that asking for something different is even an option unless they are explicitly taught the concept. Start by searching for signals that the student can easily use to indicate that the he/she would prefer a different choice. Students may use a sound/verbal approximation, a gesture/sign approximation, a symbol on a communication system, or an object-based symbol.
Graphic 3: “Different” Images
The word“different”is one of 36 single words identified by Project Core as Universal Core. These words can be used across count- less topics for a range of purposes, and are included in many robust AAC systems and apps. Assistiveware, Crick Software, Cough- Drop, Mind Express, PRC/Saltillo, Smartbox, Speak for Yourself, and Tobii Dynavox all provide vocabulary systems that incorporate the Universal Core vocabulary. Asking for“something else”is also visually represented with an icon for“different”on page 1 of most PODD systems (pragmatically organized dynamic displays), developed by Gayle Porter and adapted for alternate access by Linda Burkhart. More information and a professional development calendar for PODD can be found here. The “different” symbols displayed in Graphic 3 illustrate the variety of ways that this word may be represented visually in vari- ous AAC systems, using two different shapes. For each student, the team must consider whether the student with CVI can pay attention to the visual elements, or if they may need to rely more heavily on spoken/auditory, tactile/touch, or proprioception/ movement (including signs/gestures). The two tactile options depicted in Graphic 3 add texture in addition to shape. Although the word “choose” is not one of the 36 Universal Core words, this symbol from TSBVI may be used for some of the same purposes. To find out more about Universal Core vocabulary displays and professional development opportunities, click here. The sign used in Graphic 3 is a key word signing option, called Makaton. When the array of choices is too visually complex for students to look at, “different” can be systematically included when using auditory scanning with partner assistance. As the partner lists a set of choices, the partner always says“something different”as the final option. Consistently using this pattern will help build the student’s auditory memory while giving an opportunity to advocate for choices beyond what was initially offered. There are different ways to group auditory choices. The case study below describes a strategy using letters. Case Study: Sidney Uses Auditory Partner Assisted Scanning with Letters to Communicate “Different.” Sidney is a 25-year-old woman who has Phase II CVI. She uses the Accent 1000 voice output communication device with auditory 2 switch step-scanning. Although every effort is made to have her high tech device on and ready all day long, she still uses partner as- sisted scanning on a regular basis. Sometimes her switches are not working and sometimes she just doesn’t have time to scan through the icons on a page of words or the letters on the keyboard page. After many years of waiting for partners to give her auditory choices, a plan slowly evolved. Now Sidney and her family have a consistent strategy in place that is working on efficiency, self-advocacy and self-determination. Table 6 shows how they use the letters A, B, C, D to represent choices, with “D” always representing “different.”
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