Activity-Based Communication Boards
Activity-based communication boards can be development to promote
activity-specific language development. Boards can be made for any
activity that is consistent in the student s environment (e.g.: self-care,
games, teaching new concepts, school jobs etc.).
Observe the situation and guess the possible things the student may want
/need to communicate. Organize the ideas sequentially.
Determine the number of symbols based on the student s present level.
Use the board to facilitate the student s expressive language
development. These are good to use even if the student easily
understands the language. It gives the student an opportunity for
expression in the activity.
Model the symbol sequence you expect the student to point to.
Model the simple language you are hoping the student will say.
If the student communicates intent through gestures, acknowledge and
interpret it, then encourage him / her to show you on the board.
These boards can be easily adapted for Picture Exchange Communication
Symbols (PECS) by making a duplicate set of symbols and attaching
them to the stationary pictures with velcro. Then the symbols will
always be placed in the appropriate sequence. Matching the PECS to the
appropriate stationary symbols would be a good task to promote
matching before the activity begins.
Possible ways of using the demonstration activity-based boards
Big-little- Use this board with attribute blocks or make cards of the three
shapes and two sizes.
Ask the student to find a particular size, shape or size-shape.
Ask the student to find  more of a particular size, shape or size-
shape (match to sample, sorting).
Ask the student to find  same or  different .
Ask the student to tell you about the object size, shape, size-shape.
Ask the student to tell you if two things you pick are the  same or
 different .
Bingo- Use this board with a standard Bingo game or a lotto board. (These
are usually made with 9 squares and can have symbols of common objects
for which you want the student to learn the names [e.g.: body parts, foods,
clothes, animals]). If making a lotto board, make several different boards
with the same objects in different places. Not all the symbols should be on
all the cards. Make a set of cards to match all the symbols on your lotto
boards. Usually for lotto, you need to match all the symbols not a line of
objects as in Bingo.
The activity-based communication board can be used by both the
caller and the players.
When the caller calls the object picked, point to  Do you have a
___?, then show the card to the players and say the name.
If the player finds the card, they can point to the symbol,  there .
Go Fish- Use this board with a commercially available Go Fish game or
with any set of matched cards. You may choose to make your own cards for
colors, animals, foods, etc. You may wish to have card holders to let the
student manage his/her own cards.
Deal 3 cards or more.
Indicate whose turn it is by pointing. (Continue this throughout the
game.)
Ask,  Do you have ___? , then show the card.
If the student has the card asked for, he/she must give it to the
other player. The other player then says,  I have a match . (you
can have a bonus turn for matches if you wish)
If the student doesn t have the card asked for, he/she points to the
symbol  Go Fish and the other student picks a card from the deck.
The person with the most matches wins.
For younger or less capable students, it is easier to have the adult play with
the student against another player. Alternatively, you can play an adaptation
of this game face up (I call it  Steal ). Play as above but the other person
can see the possible matches to make and request that card.
Colour- This game can be played with objects or cards of different colours.
Ask the student to find a colour.
Ask the student to find  more of a particular colour (match to
sample, sorting).
Ask the student to find  same or  different .
Ask the student to tell you about the object/ card.
Ask the student to tell you if two objects/ cards you pick are the
 same or  different .
Guess how I feel- This game can be played with or without emotion cards.
Take turns acting out emotions and having the other person guess how
you re feeling.
The first player draws a card (or chooses an emotion from the
possibilities on the board). Then he/she points to  Guess
 I feel . Then he/she acts out the emotion.
The second player makes a guess by pointing to an emotion.
Player one indicates  you re right or  you re wrong and then
shows the card.
Points or tokens could be given for accuracy.
Developed by Kathy Ryan 06/01