Communication Boards
Overview
Communication boards are displays of graphics (e.g., pictures, symbols, illustrations) and/or words where learners can gesture or point to the displays to extend their expressive language potential. As a form of augmentative and alternative communication (AAC), communication board types can range from non technology (e.g., laminated core board posters, notebooks with interchangeable notecards of graphics paired with words) to high technology-based equipment such as ipads with communication board apps, and switch operated or eye controlled speech-generating devices. It is important to consider the skills and backgrounds (for instance their Working Memory, Background Knowledge, and Speed of Processing) when creating or buying pre-made communication boards. Social Supports such as educators, speech-language pathologists, occupational therapists, caregivers and friends can play a key role in supporting the creation of and effective use of this tool. These boards can be used across a variety of contexts including schools, households, community, and medical settings. Communication boards can assist learners who are nonverbal, minimally speaking, and/ or who are learning another language to more effectively express their immediate needs, preferences, questions, decisions, and emotions to others. When implemented properly, communication boards have the power to support learners to more readily: access, process and communicate information within their environment; participate with others in school, home and community activities; demonstrate their knowledge and understanding of Vocabulary, concepts, skills, and/or tasks within specific contexts; and convey their personal experiences, thoughts and/ or concerns. These devices can increase learners' level of independence, Motivation, and Learner Mindset within social interactions and help reduce or replace maladaptive behaviors (e.g., avoidance, withdrawal, aggression) that may be caused by barriers to communication.
Example: Use This Strategy In in the Classroom
Design It into Your Product
Videos are chosen as examples of strategies in action. These choices are not endorsements of the products or evidence of use of research to develop the feature.
Watch this example of how to create an electronic communication board.
References Communication Boards
AAC and Vision Impairment. (2018, August 31). AAC Community. https://aaccommunity.net/2018/08/aac-and-vision-impairment/
Barker, R. M., Akaba, S., Brady, N. C., & Thiemann-Bourque, K. (2013). Support for AAC Use in Preschool, and Growth in Language Skills, for Young Children with Developmental Disabilities. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 29(4), 334–346.
Binger, C., Kent-Walsh, J., Berens, J., Del Campo, S., & Rivera, D. (2008). Teaching Latino parents to support the multi-symbol message productions of their children who require AAC. Augmentative and Alternative Communication, 24(4), 323-338.
Carr, S. A. (2013). Effects of semantic + multimodal communication program for switching behavior in severe aphasia (Doctoral dissertation, Duquesne University).
Clendon, S., Paynter, J., Walker, S., Bowen, R., & Westerveld, M. F. (2021). Emergent literacy assessment in children with autism spectrum disorder who have limited verbal communication skills: A tutorial. Language, Speech, and Hearing Services in Schools, 52(1), 165-180.
Erickson, K. (2003). Reading comprehension in AAC. The ASHA Leader, 8(12), 6-9..
Harrison-Harris, O. L. (2002). AAC, literacy and bilingualism. The ASHA leader, 7(20), 4-17.
Hunt, P., Soto, G., Maier, J., Müller, E., & Goetz, L. (2002). Collaborative teaming to support students with augmentative and alternative communication needs in general education classrooms. Augmentative and Alternative Communication, 18(1), 20–35.
Hurtig, R. R., Alper, R. M., Bryant, K. N. T., Davidson, K. R., & Bilskemper, C. (2019). Improving Patient Safety and Patient–Provider Communication. Perspectives of the ASHA Special Interest Groups, 4(5), 1017–1027.
Icht, M., Levine-Sternberg, Y., & Mama, Y. (2020). Visual and auditory verbal long-term memory in individuals who rely on augmentative and alternative communication. Augmentative and Alternative Communication, 36(4), 238-248.
Isaacson, M., & Lloyd, L. L. (2013). A computerized procedure for teaching the relationship between graphic symbols and their referents. Assistive Technology : The Official Journal of RESNA, 25(3), 127–138.
Jensen, E., Douglas, S. N., & Gerde, H. K. (2023). Dispelling Myths Surrounding AAC Use for Children: Recommendations for Professionals. Inclusive Practices, 2(1), 30–36.
Light, J. C., & Kent-Walsh, J. (2018, December 26). Fostering Emergent Literacy for Children Who Require AAC. The ASHA Leader; American Speech-Language-Hearing Association.
Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication? Augmentative and Alternative Communication, 30, 1-18.
Malhi, S., Welch-West, P., Koo, A., Fogarty, J., & Lazosky, A. (2021). Thinking without speaking: Neuropsychological testing with individuals who have communication impairments. Neuropsychological Rehabilitation, 32, 1–15.
McNaughton, D. (2020). Communication supports for children and adults with complex communication needs during the COVID-19 pandemic. RERC on AAC.
O'Neill, T. (2016). Family Leisure as a Context for AAC Intervention: An Interdisciplinary Case Study.
Perrin, M., Robillard, M., & Roy-Charland, A. (2017). Observing eye movements and the influence of cognition during a symbol search task: A comparison across three age groups. Augmentative and Alternative Communication, 33(4), 249–259.
Rangel-Rodríguez, G. A., Badia, M., & Blanch, S. (2021). Encouraging Emotional Conversations in Children With Complex Communication Needs: An Observational Case Study. Frontiers in Psychology, 12, 674755.
Sennott, S. C., Light, J. C., & McNaughton, D. (2016a). AAC Modeling Intervention Research Review. Research and Practice for Persons with Severe Disabilities, 41(2), 101–115.
Smith, J. L., McCarthy, J. W., & Benigno, J. P. (2009). The effect of high-tech AAC system position on the joint attention of infants without disabilities. Augmentative and Alternative Communication (Baltimore, Md.: 1985), 25(3), 165–175.
Soto, G., Yu, B., & Henneberry, S. (2007). Supporting the development of narrative skills of an eight-year old child who uses an augmentative and alternative communication device. Child Language Teaching and Therapy, 23(1), 27–45.
Stanborough, R.J. (2020). Communication board for Autism and other conditions. Healthline, Healthline Media.
Sturm, J. M. (2018, December 25). Writing in AAC (world) [Review-article]. The ASHA Leader; American Speech-Language-Hearing Association. https://doi.org/10.1044/leader.FTR2.08162003.8
Thistle, J., & Wilkinson, K. (2012). What Are the attention demands of aided AAC?. Perspectives on Augmentative and Alternative Communication. 10.1044/aac21.1.17.
Thistle, J. J., & Wilkinson, K. M. (2013). Working memory demands of aided augmentative and alternative communication for individuals with developmental disabilities. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 29(3), 235–245.
Why AAC? (2017). The Center for AAC & Autism https://www.aacandautism.com/assets/uploads/Why-AAC-info.pdf
Wong, J. (2022). 6 ways to motivate students who use AAC devices to communicate. n2y.
Zangari, C. (2014, May 8). AACtual Therapy: On Motivation and AAC with Samantha Weatherford. PrAACtical AAC. https://praacticalaac.org/praactical/aactual-therapy-on-motivation-and-aac-with-samantha-weatherford/
Zangari, C. (2019, July 25) PrAACtically Visual: Supports for Self-regulation & Understanding Expectations. PrAACtical AAC. https://praacticalaac.org/praactical/praactically-visual-supports-for-self-regulation-understanding-expectations/
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Multisensory Supports Strategies
Listening comprehension and Decoding are the foundational components of reading comprehension.
Dictionaries and thesauruses can serve as resources for students to expand their Vocabulary knowledge.
Adding motions to complement learning activates more cognitive processes for recall and understanding.
Providing physical representations of concepts helps activate mental processes.
Brain breaks that include movement allow learners to refresh their thinking and focus on learning new information.
We take in information through all our senses.
Connecting information to music and dance can support Short-term and Long-term Memory by engaging auditory processes, Emotions, and physical activity.
Research shows physical activity improves focus and creativity.
Incorporating multiple senses with strategies like chewing gum, using a vibrating pen, and sitting on a ball chair supports focus and Attention.
Using earplugs or headphones can increase focus and comfort.
Providing tools so learners can choose to listen to a text supports individual strengths and needs.
Tossing a ball, beanbag, or other small object activates physical focus in support of mental focus.
Visual supports, like text magnification, colored overlays, and guided reading strips, help students focus and properly track as they read.
Web-based dictionaries and thesauruses can serve as visual and audio resources for students to expand their Vocabulary knowledge.
Word sorts are multisensory activities that help learners identify patterns and group words based on different categories.
