Understanding Visual and Manipulative Communication Systems: Tools for Enhancing Interaction and Learning

Visual and manipulative communication systems are powerful tools used to facilitate interaction and learning for individuals with communication challenges. These systems rely on visual cues and physical objects to convey information, support understanding, and foster communication. Used widely in educational settings, therapy sessions, and everyday life, they are especially beneficial for people with developmental disabilities, autism spectrum disorders, and speech or language impairments. This article delves into the what, when, how, and by whom these systems are used, providing concrete examples and citing authoritative sources.

1. What are Visual and Manipulative Communication Systems?

Visual and manipulative communication systems are versatile tools that can be tailored to individual needs. They encompass a range of methods designed to support communication through visual representation and tactile engagement. These systems include visual schedules, picture exchange communication systems (PECS), communication boards, and physical manipulatives like objects or symbols that can be handled and arranged. Their adaptability makes them effective in a variety of situations, from educational settings to daily life activities.

• Visual Communication Systems: These rely on images, symbols, or written words to represent ideas, instructions, or concepts. For instance, visual schedules use pictures to outline the sequence of activities, helping individuals understand what to expect and manage transitions between tasks.
• Manipulative Communication Systems: These involve physical objects or materials that individuals can touch, move, or arrange to express themselves or understand information. Examples include object-symbol boards where each object represents a different choice or response, allowing individuals to select or indicate their preferences.

2. When and How Are They Used?

Visual and manipulative communication systems are not just tools, but a collaborative approach to supporting individuals with communication challenges. They are used in various contexts, including educational settings, therapeutic environments, and daily life activities. This collaborative use ensures that individuals who benefit from concrete, visual, or tactile representations of language are supported and included in their communities.

• In Educational Settings: Teachers and speech-language pathologists often use these systems to support students with autism, Down syndrome, or other cognitive disabilities. Visual schedules, for instance, are employed in classrooms to help students understand their daily routines, reducing anxiety and improving focus. A study titled “Using Visual Supports with Young Children with Autism Spectrum Disorder” published in Teaching Exceptional Children by Deborah J. Leach and Elizabeth G. Duffy emphasizes the effectiveness of visual schedules in enhancing predictability and reducing challenging behaviors in children with autism.
• In Therapy Sessions: Speech therapists and occupational therapists frequently use visual and manipulative communication systems to support language development and social skills. The Picture Exchange Communication System (PECS) is one such tool. Developed by Lori Frost and Andy Bondy, PECS allows non-verbal individuals to communicate by selecting and exchanging pictures representing their needs or desires. For example, a child who wants a snack might hand a picture of an apple to the therapist to indicate their request. The book “A Picture’s Worth: PECS and Other Visual Communication Strategies in Autism” by Frost and Bondy provides detailed guidance on implementing PECS in various settings.
• In Daily Life: These systems are also used by caregivers and family members to support communication in the home. For example, a parent might use a visual choice board during mealtimes, displaying images of different food options for a child with limited verbal skills to choose from. This approach not only empowers the child to make decisions but also fosters independence and reduces frustration.

3. Who Uses Visual and Manipulative Communication Systems?

These systems are utilized by a broad range of individuals, including:

• Children with Autism Spectrum Disorder (ASD): Visual and manipulative communication systems are highly effective for children with ASD, who often struggle with verbal communication and benefit from clear, consistent visual cues. Research shows that visual supports can significantly improve understanding, reduce anxiety, and enhance communication for children with autism.
• Individuals with Cognitive or Developmental Disabilities: For those with conditions like Down syndrome, cerebral palsy, or intellectual disabilities, these systems provide an accessible way to communicate needs, participate in learning, and engage in social interactions.
• Non-Verbal Individuals: People who are non-verbal due to conditions such as apraxia, severe speech impairments, or neurodegenerative diseases often rely on visual and manipulative communication systems as a primary means of expression.
• Educators and Therapists: Teachers, speech-language pathologists, occupational therapists, and special education professionals use these tools to support their students’ or clients’ communication and learning goals.

4. Specific Examples and Applications

To illustrate how these systems work in practice, consider the following examples:

• Visual Schedules in Special Education: In a special education classroom, a visual schedule might be posted on the wall, showing images of each activity for the day—such as “morning circle,” “snack time,” “playground,” and “storytime.” Students can refer to the schedule throughout the day, helping them transition smoothly from one activity to the next. This approach is particularly effective for children who find change difficult and need visual reminders to feel secure.
• PECS in Speech Therapy: A speech therapist working with a non-verbal child might use PECS to help the child communicate basic needs. For example, if the child is thirsty, they can select a picture of a cup from their PECS book and hand it to the therapist, who then provides the drink. Over time, the child may learn to combine pictures to form simple sentences, such as “I want juice,” thus expanding their communication abilities.
• Manipulative Communication in Occupational Therapy: An occupational therapist might use a set of tactile symbols or objects to help a child with sensory processing disorder express their preferences or emotions. For example, the child could select a soft, squeezable object to indicate they are feeling stressed, allowing the therapist to respond with appropriate calming strategies.

5. Resources and References

For those interested in implementing visual and manipulative communication systems, several resources offer guidance and materials:

• “A Picture’s Worth: PECS and Other Visual Communication Strategies in Autism” by Lori Frost and Andy Bondy is an essential guide for understanding and applying PECS in various settings.
• “Visual Supports for People with Autism: A Guide for Parents and Professionals” by Marlene J. Cohen and Peter F. Gerhardt provides practical advice on using visual supports at home and in school.
• “Using Visual Supports with Young Children with Autism Spectrum Disorder” by Deborah J. Leach and Elizabeth G. Duffy, published in Teaching Exceptional Children, explores the benefits of visual supports in early childhood education.

Conclusion: The Value of Visual and Manipulative Communication Systems

Visual and manipulative communication systems are invaluable tools that empower individuals with communication challenges to express themselves, participate in learning, and engage with others. By offering clear, accessible means of communication, these systems help bridge gaps in understanding and foster greater independence. As the examples and research highlighted in this article demonstrate, the thoughtful application of these tools can make a profound difference in the lives of those who rely on them.

Following the Rules and Staying Out of Trube

STAYING HEALTHY 

If you are proactive about safeguarding your health, you can avoid many of the health challenges that often come with international travel. Although there are no guarantees, taking these simple precautions will improve your chances of staying healthy. Gastrointestinal problems are a perennial challenge for travelers. They can be caused by bacteria, virus or parasites, and are sometimes just the result of stomachs being unaccustomed to local food. World Leadership School has a basic approach to mitigate these problems: 

● Probiotics. We recommend you take a daily “probiotic,” starting at least one week before departure and continuing until the program is over. Probiotics, such as Jarro-Dophilus, Lactobacillus or Papaya Enzyme, are dietary supplements that contain beneficial bacteria and yeast. These over-the-counter supplements help stomachs adjust to new overseas bacteria and are available at Vitamin Cottage and other drug stores. 

● Water. We ask that you only drink water that has either been purchased by World Leadership School or prepared by your homestay family. The most common way to get sick is to drink water that has not been completely purified. You should even use purified water when brushing your teeth! We ask that you bring 2 reusable 1-liter water bottles, in order to limit plastic waste. 

● Training. Upon arrival overseas, we will discuss critical strategies for staying healthy. We ask that participants: o Wash their hands regularly with soap and warm water if possible, especially before eating and after going to the bathroom. Hands are the number one transmitter of the bacteria and viruses that cause gastrointestinal problems! Participants should carefully wash both sides of their hands and rub vigorously for at least 20 seconds. 

Do not share water bottles, food, lip balm, or sunscreen with anyone else! By not sharing these things, you are not being rude – you are keeping yourself and your friends healthy. If you have to share food, pour it out of a bag into the person’s hand.

Use hand sanitizer whenever possible but without causing offense to local hosts. Sanitizer is a temporary solution – not a replacement to washing hands with soap. 

Drink only purified water (see above) or other liquids served in restaurants or homestay families that have been screened by World Leadership School. Tea or coffee made with boiled water is generally safe. 

Eat only cooked food served piping hot from host families or restaurants screened by World Leadership School. Do not eat from street vendors. Avoid 6 cold sauces such as mayonnaise, salad dressing or salsas, which are usually raw and made by hand. Avoid foods such as lasagna and casseroles unless you know they are fresh and have been kept steaming hot. 

Do not eat raw food, especially salads. Exceptions can be made for fruits and vegetables that have been peeled by you or someone who you are certain has washed their hands. Before peeling, wash fruit or vegetable with purified water. Choose fruit and vegetables with thick skins and make sure the skins are not punctured or damaged. 

Avoid dairy products such as cheese, yogurt, and milk, which may not be pasteurized. Ice cream and frozen items may not be safe. Avoid creamy desserts, pastries or custards. 

Use purified water for brushing your teeth. 

Avoid ice unless made from boiled, bottled, or purified water. Therefore avoid iced tea, iced coffee and frozen drinks. Freezing doesn’t kill bacteria and viruses. 

Be very careful with fruit juices as they are often mixed with water. Tea or coffee made with boiled water is generally safe. 

● Asthma. If you have a history of asthma, sports-induced or otherwise, please bring two (2) albuterol inhalers, one for you to carry and one for your instructors to carry. 

● Allergy. If you have a history of an anaphylaxis allergy to nuts, bees, etc., please bring at least two (2) epi-pens. Please tape Benadryl to each epi-pen. Our instructors will also have epi-pens and Benadryl in the first aid kits as well. Mosquitoes and other biting insects will be a health challenge. In the tropics, insects can transmit significant diseases such as malaria, dengue, and yellow fever. These diseases are best prevented by the following preventive measures: 

● Use insect repellant between 25-35% DEET or 15% Picardin. The repellent should be applied to all exposed areas of the body every five hours, except for sensitive areas such as eyes, mouth, wounds, irritated skin, etc. DEET is effective against most insects and is a safe repellent (only 30 cases of toxicity have been reported among billions of users over three decades!) Picardin is a new repellent and was formally approved for use in the United States in 2006. Several studies have shown that Picardin is as effective as DEET. Picardin has some advantages over DEET in terms of smell and corrosive qualities (DEET corrodes plastic bags and sunglasses, Picardin does not), but DEET is reliable and is a better-tested product. 

● Mosquitoes and other biting flies are most present at dawn and dusk. Cover up with a lightweight, light-colored long pants, long-sleeved shirts, shoes, and socks. Avoid wearing sandals. 

● When sleeping in mosquito areas, World Leadership School will provide a mosquito net. 

● Perform a full body check at least once a day to check for ticks and other biting insects. 

● Schistosomiasis is a disease caused by parasitic worms. It is most commonly transmitted through contaminated freshwater. 7 Contact with local animals Rabies is not a serious problem in the areas we will visit, but it does occur occasionally. Therefore, you should take the following steps to protect yourself: 

● Please do not touch or play with local dogs or cats. The idea of dogs and cats as household pets is different in the developing world. You will encounter many dogs and cats living in the streets. Although they may look very appealing, they are not accustomed to being petted. 

● Please do not touch local farm animals like cows or horses.