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 the Classroom
Watch as this educator models the implementation of an electronic communication board to assist students with expressive language.
Educators can create multiple opportunities within daily activities to facilitate learners' organic use of communication boards to support the expression and exchange of ideas. As communication boards serve as extensions of a learners' voice, the use of communication boards can be incorporated in individualized education plans (IEP) and 504 plans, and can be integrated throughout classroom, curricular and life skill activities inside and outside of the classroom. Educators should incorporate these boards into highly motivating activities to help sustain learners' Attention and Visual Processing, and so that learners can associate this use with enjoyment. Educators can model the use of communication boards (e.g., pointing to pictures and/or words as they speak) that match a learner's current level of communication so that learners can understand the meaning and value of the communication board use.
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.
Product designers should create platforms which allow educators to create customized communication boards that are centered on individual learner strengths, needs (e.g., addressing variability of mobility, Vision, cognition, language, and access), culture, and contexts of use. These platforms can include pre-made and blank templates to allow flexibility in design. Products should allow for the selection and modification of communication board features (e.g., grid size, color coding of symbol systems, complexity of images and words) as these should be informed by ongoing speech-language assessments or AAC evaluations so that communication board use can continuously be accessible and meaningful to learners.
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
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