Introduction to Symbols
The Project: Background, Aims and Approach
Phase I: Data Collection
Literacy Skills
Future directions
Amatullah KadousNadine Zeinoun
Communication and language are essential to every human being
The AAC systems aim to increase or compensate communication difficulties
AAC includes various symbol systems, graphic and gestural
Symbols cover a wide vocabulary Who uses symbols?
- Children and adults with learning difficulties or a communication disorder
- Children and adults with severe physical difficulties- Children beginning to read or having literacy difficulties- People for whom English is an additional language
Background:
There is a growing number of individuals who can benefit from AAC
Their needs are being met by the use of externally developed AAC symbols systems
- High cost of symbols systems
- Lack of symbols suitable for
Arabic AAC users
- Cultural differences
- Lack of research regarding
local core vocabulary
Aims of the project:
Researching and developing needs to complement all the work that has already been achieved in Qatar
To develop a freely available Arabic symbol dictionary suitable for use by individuals who have a wide range of communication difficulties
To develop a set of symbols that are culturally appropriate for AAC users in Qatar and the Arab world
Making life easier for Arabic AAC users
Lack of articles and research
Setting up forums and workshops
To involve symbol users, families, therapists, teachers and experts
To learn more about the use of symbols in Qatar and the ME
Advisory group, ‘critical friends’ and a voting system
What was the method used to collect data?
Step 1: AAC forum + survey
Step 2: Core vocabulary
Step 3: Symbol Voting
Data collection
20 therapists attended from 9 centers
Purpose of forum:
- Know the demographic of AAC users in Qatar
- Qualify AAC users concerns/issues with AAC currently
Survey Findings
0
1
2
3
4
5
6
7
8
9
0 to 5 6 to 10 11 to 15 16 to 20 21+
Most populated AAC user age group
Number of ST's
working with
this age group
Survey Findings
PCS Boardmaker
Other (google…
SymbolStix
Widgit
Makaton
ARASAAC
0 5 10 15
Most Commonly Used Symbol Sets
Most Commonly Used
Symbol Sets
1. Culturally & Linguistically inappropriate
symbols
Inappropriate symbols send mixed messages
AAC users can’t relate to foreign symbols
Symbols must be able to relate to all cultures
Arabic linguistic rules occasionally disregarded
2. The need for an English & Arabic Symbol
Dictionary
Therapists speak English = Therapy in English
Expats make up 86% of Qatar
Nannies/drivers speak
EnglishRachel Gadsden who has exhibited internationally and works across the mainstream and disability art sectors, presenting cross-cultural visual dialogues http://www.rachelgadsden.com
Vocabulary
Core“Common words that can be used across more than
one setting” e.g. more, here, look
Fringe“Words only used in one
setting but are critical in that setting”
e.g. Eid, Desert, Hamad
Reference: AAC: A way of thinking. Supporting Augmentative & Alternative Communication Technologies in the Classroom Second Edition.
‘I want to play on the scooter butAhmad won’t let me’
Step 2: Collecting a Core Vocabulary
100-200 most common words make up 80% of the
total words used to communicate (Hill, Baker &
Devylder, 2000)
Evidence suggests when core and fringe vocabulary
are taught together = ↑ frequency of AAC use
(Beukelman et al., 1991)
Gives AAC users independence and allows them to
guide the conversation (Hill, Baker & Devylder, 2000)
No literature - bespoke Arabic Core Vocabulary
Visited 7 centres across Doha to collect most commonly used symbols/words
Collected from classrooms, progress notes, therapists and parents
Result: majority NOUNS!
“It appears that the meanings of nouns are learnt before verbs” in Arabic(Shahin, 2006)
ARASAAC 3.5 times more preferred than Sclera
55% of ARASAAC symbols were seen as appropriate vs. 51% of Sclera symbols
Main issue: symbol ‘not representing the word/phrase/meaning’ (777) –> ‘drawing, contrast color’ not good (499)
Symbols culturally insensitive (172)
“In Qatar a rainy day is a good day!”
Aid literacy skills in AAC users
Include the representative phonemes with their diacritics in Arabic, their change in shape and the sound
Listening to the sounds and seeing the text highlighted, helps reading skills
Facilitating the phonological
awareness increases reading
and spelling abilities
(Ehri et al., 2001)
Development of new Arabic symbols with changes made to the lexical entries
Voting on adapted/new symbols and lexical entries
Working with AAC forum and participants for feedback and evaluation
Testing and evaluating new or adapted symbols by AAC users
Providing case studies
Development of the online Arabic Symbol Dictionary website
Hamad is telling his teacher what he did over the WE
األوالدمعالفريجملعبفيلعبت
دجاجوبريانيلحممشبوسواقف،سوقفيوأخواتياخوانيمعأكلت
ربعيمعالسينمارحتثم
في
فيمع
معثم
مع
و؟ و
References:
Baker, B., Hill, K., & Devylder, R. (2000). Core vocabulary is the same across environments. In California State University at Northridge Conference.
Banajee, M., DiCarlo, C. & Stricklin, S. (2003). Core Vocabulary Determination for Toddlers. Augmentative and Alternative Communication, 19, 67-73.
Bloomberg K, Karlan GR, Lloyd LL (1990): The comparative translucency of initial lexical items represented by five graphic symbol systems and sets, Journal of Speech and Hearing Research 33, 717–25.
Beukelman, D., McGinnis, J., & Morrow, D. (1991). Vocabulary selection in augmentative and alternative communication. Augmentative and Alternative Communication, 7(3), 171-185.
Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of educational research, 71(3), 393-447.
Hock, B. S. & Lafi , S., M. (2011). Assistive Communication Technologies for Augmentative Communication in Arab Countries: Research Issues. UNITAR e-Journal, 7(1), 57-66.
Saiegh-Haddad, E., & Geva, E. (2008). Morphological awareness, phonological awareness, and reading in English-Arabic bilingual children. Reading and Writing, 21(5), 481–504. Accessed 12th October 2014 http://link.springer.com/article/10.1007%2Fs11145-007-9074-x
Shahin, K. (2006). Remarks on the speech of Arabic-speaking children with cleft palate: three case studies. Journal of Multilingual Communication Disorders, 4(2), 71-77.
Van Tatenhove, G. M. (2009). Building Language Competence With Students Using AAC Devices: Six Challenges. Perspectives on Augmentative and Alternative Communication, 18(2), 38–47.!
Yorkston, K. M., Beukelman, D. R., Smith, K., & Tice, R. (1990). Extended communication samples of augmented communicators. II:
Analysis of multiword sequences. The Journal of Speech and Hearing Disorders, 55(2), 225–30.!