"CVI and AAC: Using Objects"

that represent these core words. The objective was to find ob- jects that looked more like the symbol the user would eventually use. Again, it must be clarified that the core vocabulary tangible symbols were not developed for students with CVI. The question is, “Can this concept be used successfully, keeping the CVI level of the child and his or her personal needs in mind?” -picture of core vocabulary cards Look at the core word, “go” for example. The most common symbol for “go” is an arrow. In some symbol sets it is green and in others it is red. The Adaptivation object card for“go”is an attached wooden green arrow (see below). For teaching the object, a large wooden arrow was found at a craft store and painted green. This was used during the initial “teaching“ of the object. Arrows were cut out of green sand paper and attached throughout the child’s environment including the walls and floors. The concept of “go” was reinforced multiple times throughout the day. The hope was to move from the large arrow to the small attached arrow. Think outside the box when establishing an object symbol representing a core word. Again, always consider the CVI level of your students. If the color that attracts their attention is yellow, there is no reason the arrow can’t be yellow. You don’t have to limit your choice of object to something within the 2D symbol. As a team, brainstorm what vocabulary you want to reinforce and what you can use for the child that meets his or her CVI needs.

Using an Individualized approach ensures that the objects chosen have meaning and are motivating to the user. The Indi- vidualized approach is the preferred approach for children with CVI. Below you will see two examples of how the Adaptivation “shared” approach Tangible Object Cards were modified to meet the individual needs of a child with CVI.

As AAC interventionists, we continue to hear the importance of teaching Core Vocabulary. Core Vocabulary refers to the small number of words that make up 70-90% of what we say. These words are relevant across contexts and have many meanings. Their importance is not disputed, but how does one represent this vocabulary, mainly verbs, using objects? Adaptivation took on this challenge with 15 of the most common core words. The goal for any AAC user including those with CVI is to move from 3D symbols to 2D symbols and then on to a more “shared” symbol set. Adaptivation looked at the most commonly used symbols Two examples of how the Adaptivation "shared" approach Tangible Object Cards were modified to meet the individual needs of a child with CVI.

Examples of the Core Word, "Go".

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