Communication board

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A communication board is a communication aid that is used in assisted communication so that people with impaired communication can better understand each other. Communication boards consist of a base (mostly made of wood , cardboard or plastic , etc.) and the symbols attached to it . The symbols are usually two-dimensional (for example written language, photos, pictograms , Bliss symbols ), but can also consist of three-dimensional objects (tactile symbols, object symbols). Each symbol has a specific meaning. The person with impaired communication points to the symbols so that the interlocutor knows what they want to express.

Communication boards are almost always laminated for durability; H. shrink-wrapped. Communication boards are light and therefore easy to carry - they can also be attached to the wheelchair tray under a plexiglass pane, can be taken with you in a collapsible form or B. lie in the network of a wheelchair. If the vocabulary is large, several boards together form a communication book (e.g. in a ring binder). Communication boards can be general purpose boards that contain vocabulary that can be used in as many situations as possible. In addition, it often makes sense to create topic-specific boards for certain situations (e.g. morning circle, cooking class, hospital stay, game situations).

Communication boards are mostly non-electronic, but there are also electronic communication boards, e.g. B. have light fields so that they can be controlled with indirect selection processes. If a communication board has voice output, it is no longer called a communication board, but a voice output device .

target group

Communication boards are primarily suitable as an aid for people without effective spoken language , who have the basic ability to visually grasp an image and cognitively as a reference object for something else (e.g. for a person, an activity, a property, an object ) to recognize. However, this does not mean that people who have not yet developed a sufficient understanding of symbols automatically drop out of the use of a communication board. The development of this understanding of symbols can be supported by the use of photos and graphic symbols. A communication board may initially be used as a pedagogical-therapeutic means to initiate an understanding of symbols and, if the intervention is successful, will over time be converted into an actual communication medium.

Partner scanning

A widespread misconception is the assumption that a communication board can only be used by people who have the motor skills to actually point at the desired symbols with their hands, feet or an aid such as a forehead stick or light pointer . For those who cannot show themselves, slow but very effective partner scanning is suitable. This term hides the simple method that the partner points to the board for the supported communicator and queries area by area, column by column and symbol by symbol. In the case of a board with color coding, it looks like this: first the area (in the red, blue, green, yellow etc. area of ​​the board?), Then the columns (in the first, second, third column?) And then the individual symbols within the desired column can be queried. The prerequisite for the partner scanning method is a clear yes / no reaction on the part of the panel user.

Choice of vocabulary

When choosing the vocabulary for a communication board, it is important to distinguish between core and marginal vocabulary. The core vocabulary comprises the 200-300 most frequently used words in a language and consists primarily of so-called small words such as “I”, “also”, “not” “with” and a few verbs. This vocabulary is essential on a general communication board because it is versatile and flexible in use. At the same time, a communication board must also contain the subject-specific marginal vocabulary so that the context can be narrowed down. The Cologne folder by Boenisch / Sachse and the MOHECO folder by Bollmeyer / Hüning-Meyer / Pivit offer practical suggestions for communication boards that contain both core and marginal vocabulary.

Representation of the vocabulary

In addition to photos, the vocabulary on communication boards is usually represented by graphic symbols, for which there are now excellent materials. On the one hand, there are symbol collections (e.g. PCS, Metacom, Aladin, LÖB), which considerably simplify the laborious search for suitable picture symbols, on the other hand, there are computer programs that enable the creation of a board on the computer. A communication board can also consist of letters, words and / or phrases or be supplemented by these elements if a user can only spell some words or can only read some whole words and phrases.

Organization of the vocabulary

The vocabulary of a general board is often organized according to the Fitzgerald key; H. the arrangement of the symbols is based on the structure of a statement (subjects, predicates, adverbial determinations, objects). In order to facilitate orientation, the individual categories are coded in color, i.e. either outlined in color or underlaid with colored paper. Color coding is also helpful for the partner scanning method. The organization of the vocabulary can also be determined by other criteria, e.g. B. on the motor or visual skills of a user. So it may make sense to put the most important vocabulary in the area of ​​the board that is easiest to reach by motor or visual. Like the selection of the vocabulary, the arrangement is also based on individual criteria.

literature

  • Henrike Bollmeyer: Communication folders and boards in the context of an individual communication system . In: Assisted Communication. 1-2011, from Loeper-Verlag, Karlsruhe 2011, pp. 6-14.
  • Ursula Braun: Supported communication for physically disabled people with severe dysarthria. Peter Lang Verlag, Frankfurt a. M. 1994, ISBN 3-631-47697-3 .
  • Ursula Braun: A short introduction to the use of communication boards. In: Assisted Communication. 2 / 3-1997, from Loeper-Verlag, Karlsruhe 1997, pp. 6-12.
  • Jens Boenisch: Creation and construction of communication boards in early intervention, school, workshop, dormitory and family. In: Assisted Communication. 2-2004, from Loeper-Verlag, Karlsruhe 2004, pp. 5-11.
  • Jens Boenisch, Stefanie Sachse: Language support from the beginning: On the use of core and marginal vocabulary in early support. In: Assisted Communication. 3-2007, from Loeper-Verlag, Karlsruhe 2007, pp. 13-20.
  • Jens Boenisch, Stefanie Sachse: Core and marginal vocabulary in assisted communication. In: ISAAC, from Loeper Verlag (ed.): Handbook for supported communication. By Loeper Verlag, Karlsruhe as of 2009, ISBN 978-3-86059-130-7 , pp. 01.026.030-01.026.040.
  • Thomas Franzkowiak: Communication with the help of graphic symbols. In: ISAAC, from Loeper Verlag (Ed .: Handbook for Supported Communication). By Loeper Verlag, Karlsruhe, as of September 2003, pp. 03.013.001-03.019.001.
  • Carol Goossens, Sharon Crain: Augmentative communication assessemt resource. Birmingham 1986.
  • Monika Hüning-Meier, Conny Pivit: Non-electronic communication aids - an introduction. In: ISAAC, from Loeper Verlag, (Ed.): Handbook for supported communication. From Loeper Verlag, Karlsruhe as of 2003, ISBN 978-3-86059-130-7 , pp. 03.003.001-03.011.001.
  • Conny Pivit: Standardized communication folders in UK funding. In: ISAAC, from Loeper Verlag (ed.): Handbook for supported communication. From Loeper Verlag, Karlsruhe as of 2008, ISBN 978-3-86059-130-7 , pp. 03.030.001-03.030.004.
  • Stefanie Sachse: On the importance of core and marginal vocabulary in everyday communication. In: Assisted Communication. 3-2007, from Loeper-Verlag, Karlsruhe 2007, pp. 7-10.

Web links

Individual evidence

  1. ↑ Ursula Braun: A short introduction to the use of communication boards. In: Supported Communication 2-3 / 1997, from Loeper-Verlag, Karlsruhe 1997, p. 6
  2. ↑ Jens Boenisch: Creation and construction of communication boards in early intervention, school, workshop, dormitory and family. In: Supported Communication 2/2004, from Loeper-Verlag Karlsruhe 2004, 5
  3. ↑ Thomas Franzkowiak: Communication with the help of graphic symbols. In: ISAAC, from Loeper Verlag (ed.): Handbook for supported communication. By Loeper Verlag, Karlsruhe, as of September 2003, pp. 03.013.001-03.019.001
  4. ↑ Monika Hüning-Meier, Conny Pivit: Non-electronic communication aids - an introduction. In: ISAAC, from Loeper Verlag, (Ed.): Handbook for supported communication. From Loeper Verlag, Karlsruhe as of 2003, pp. 03.003.001f
  5. ↑ Ursi Kristen: How Kerstin learns to communicate through pictures. In: Supported Communication 2-3 / 1997, from Loeper-Verlag, Karlsruhe 1997, pp. 18-23
  6. ↑ Ursula Braun: A short introduction to the use of communication boards. In: Assisted Communication. 2 / 3-1997, from Loeper-Verlag, Karlsruhe 1997, p. 8
  7. ↑ Ursula Braun: A short introduction to the use of communication boards. In: Assisted Communication. 2 / 3-1997, from Loeper-Verlag, Karlsruhe 1997, p. 8
  8. ^ Carol Goossens, Sharon Crain: Augmentative communication assessemt resource. Birmingham 1986, p. 31
  9. ↑ Ursula Braun: A short introduction to the use of communication boards. In: Assisted Communication. 2 / 3-1997, from Loeper-Verlag, Karlsruhe 1997, p. 6f
  10. ↑ Stefanie Sachse: On the importance of core and marginal vocabulary in everyday communication. In: Assisted Communication. No. 3, 2007, p. 7ff
  11. ↑ Jens Boenisch, Stefanie Sachse: Language support from the start: On the use of core and marginal vocabulary in early support. In: Assisted Communication. No. 3, 2007, p. 13ff.
  12. ↑ Conny Pivit: Standardized communication folders in UK funding. In: ISAAC, from Loeper Verlag (ed.): Handbook for supported communication. From Loeper Verlag, Karlsruhe as of 2008, pp. 03.030.001ff
  13. ↑ Henrike Bollmeyer: Communication folders and boards in the context of an individual communication system . In: Assisted Communication. No. 1, 2011, p. 6ff
  14. ↑ Thomas Franzkowiak: Communication with the help of graphic symbols. In: ISAAC, from Loeper Verlag (ed.): Handbook for supported communication. By Loeper Verlag, Karlsruhe, as of September 2003, pp. 03.013.001-03.019.001
  15. ↑ Monika Hüning-Meier, Conny Pivit: Non-electronic communication aids - an introduction. In: ISAAC, from Loeper Verlag, (Ed.): Handbook for supported communication. From Loeper Verlag, Karlsruhe as of 2003, p. 03.005.001
  16. ↑ Monika Hüning-Meier, Conny Pivit: Non-electronic communication aids - an introduction. In: ISAAC, from Loeper Verlag, (Ed.): Handbook for supported communication. From Loeper Verlag, Karlsruhe as of 2003, p. 03.006.001