Introduction
Symbolic communication can take a variety of forms, the more common ones being gestures, speech, written symbols and pictures. There are, however, other means to communicate a message, namely gestures, signing, finger spelling and the use of objects. The critical component required in the ability to use any form of symbolic communication, however, is the development of an inner understanding that a particular symbol represents a particular activity, object, action, or feeling. The development of this inner understanding is complex and requires the (a) ability to receive and process sensory information, (b) recognition of routines in daily life, (c) sequencing/anticipating/memory abilities, (d) object-event association, (e) object-function understanding, (f) imitative abilities, (g) motor abilities, and (h) motivation to social interact -- to name a few. Many children have a hard time in developing these skills. As a result, when they do communicate, their signals frequently are both delayed and difficult for us to understand. From the children's perspective, the physical effort to communicate may be very great and, unfortunately, others frequently fail to respond in a manner satisfying or understandable to them.
This series of Fact Sheets will describe a number of educational techniques shown to be effective with children who have great difficulty in developing the more common symbolic communication system of words. The underlying philosophy supporting these techniques is the fact that children with multiple disabilities frequently are respondents and reactants in what falsely may be interpreted as an interaction. These techniques help to develop a functional means of communicating by inviting the child to both symbolically and physically reach out and actively converse with others. Conversations, in this sense, need not be limited to words but may also include touch, movement, vocalizations, doing an activity together, and so forth. As you review these techniques and think about the needs of children who have CdLS, it may be helpful to remember that real conversations are interactive and require a topic the children have in common with another.
The Fact Sheets will include the following topics:
Object Communication
Many children with disabilities require a variety of communication systems for their different needs and settings. Using objects for communication is a form which is easily understood by most listeners in both new and familiar situations. This system may also be used with sign language and /or speech to make sure the listener clearly understands the message.
Why
The purpose for using object communication is to provide students who have limited understanding of words (be they verbal or signed) as well as limited understanding of pictures with an alternative form of communication. Objects, called objects of reference, can be used to represent activities, places, and people. The student uses these objects for getting information about the activities, people, and places around him, making choices, and/or telling others his message. A well-planned object communication system can be transitioned into higher levels of symbolic use as the student is ready.
What
An object of reference is a characteristic object that is routinely used by the child as a functional component of an activity. The use of objects of reference is a systematized technique of selecting and transitioning objects that are normally part of particular daily events into a tangible way of precuing the child to an event that is going to occur. It is also a tangible and socially acceptable way for the child (eventually) to request or protest a particular event. It is a step toward increasingly more symbolic means of communication. Object communication is particularly effective in the school setting. The following are some general guidelines to consider in setting up an object communication system:
How:
1. Make a list of your child's daily routines as, for example, eating, tooth brushing, going to school, going on the swing, going to bed. Classroom staff can make a list of major school activities.
2. Study each activity to determine if there is any object that is/can be routinely and naturally used by your child as part of that specific activity (but not used as part of other activities). For example:
| ACTIVITY | OBJECT |
| eating | apron or spoon |
| tooth brushing | toothbrush |
| going to school | fanny-pack |
| swing | brightly colored rubber grippers |
| bed | special blanket or toy |
3. The next concern is highlighting each object of reference so your child will associate the object with the activity not only when the activity is occurring but also whenever and wherever s/he sees the object. Highlighting the importance of the object means making a big deal about it and including the child in conversationally using the object in the activity - even if an adult needs to assist the child.
For example, if a brightly colored fanny-pack references school, use it only when your child is going to school. After all the child's outside clothing is on, have your child reach for the fanny-pack (assist if necessary), place the fanny-pack around your child's waist, place your child's hands on the fanny-pack and with your hand over your child's, say "go to school - go to school - go to school." Each time you say ‘school,' gently but firmly place pressure on your child's hand (which is on the fanny-pack). When your child reaches school, the teacher places your child's hand on the fanny-pack and with her hand gently placing pressure over the child's, says ‘school - school - school,' unbuckles the fanny-pack and child/teacher place the fanny- pack in a consistent but accessible location (to be discussed in another Fact Sheet on Object Calendar System). At the end of the day, child/teacher reach for the fanny-pack (assist if necessary), place the fanny-pack around your child's waist, place your child's hands on the fanny-pack and with her hand over your child's, says "school done - school done - school done." When your child reaches home, you place your child's hands on the fanny-pack and in the same manner say, "school done - school done - school done." Unbuckle the fanny-pack and, finally, the two of you place the fanny-pack in a consistent but accessible location.
Needless to say, the fanny-pack scenario needs to be adapted for individual children. But consistent (a) use of the object as a way of telling the child the activity is going to occur, (b) active participation by the child, (c) use of consistent but simple vocal language and (d) keeping the object in an accessible location helps the child develop object-event association, vocal word- object-event association, hand usage, consistency in routine, and active participation. The method allows your child to know what is going to happen. It also allows your child to ask to go to school by reaching for the object or, by showing a particular response, to say she does not want to go to school.
Planning an Object Communication System
| Major Activities to be Emphasized | Object | Noun & Verb | Gesture or Sign |
Points to Remember
The use of objects can begin with the purpose of giving the student information about activities, people, and places. Later, a few objects can be shown to the student to see which activity, person, and place the student prefers.
Always be attentive to the child's attempt to use the objects of reference in a communicative manner.
Students should be encouraged to speak and/or sign in addition to using the objects if they have those skills.
The object of reference can be used in a conversational manner when you and your child explore the object together (look at the fanny-pack, pat it, place a large ring on the zipper so the two of you can open/close the zipper compartment with ease, etc.). The adult doesn't just DO the object of reference but joins in with the child, ready to support the child's own explorative, motor, and communicative attempts.
Since the use of objects of reference is an initial step in the process of developing more complex and symbolic communication and since we want to insure that such communication is built on a solid foundation of understanding we need to be prepared to transition from one step to another in very small increments. Therefore, it is suggested that the following criteria be considered in selecting objects of reference: The object
The information contained in this fact sheet is adapted, in part, from New England Center for Deaf-Blind Services and from California Deaf-Blind Services. The purpose of the fact sheet is to give general information on a specific topic. The information will need to be adapted for individual students.