- Touch cues:
communication prompts that are made on a child's body, such as a
light touch on the lips for eating. Touch cues encourage the child
to anticipate the next activity and to begin to respond appropriately.
- Object cues:
communication prompts that are made with objects that touch the
child's body or are presented visibly to the child. For example,
a washcloth touched to the face can indicate the activity of washing
the face. An object cue encourages the child to anticipate an activity
and can be the precursor for using related objects as symbols (e.g.
cups, spoons, etc.).
- Gestures:
mutually understood natural movements or signals, such as pointing
or waving good-bye, that are used to communicate specific ideas
consistently. Gestures can be used to prepare a child for the use
of signs as symbols.
- Vocalizations:
sounds made with the voice that can be used to get attention,
make wants and needs known, and communicate specific things to others.
Vocalizations may precede speech.
- Tangible symbols:
items, such as objects (either partial or whole), pictures,
or textured materials, that can be used to represent a concept or
activity. Their use does not require the cognitive ability that
formal language does, and they can be readily manipulated to convey
an idea.
- Sign language:
a formal language that uses hand and arm movements,
natural gestures, body and facial movements, and expressions symbolically.
- Tactile sign language:
sign language that is used with touch. Both the person
signing and the receiver may use touch, or the receiver alone may
use touch and then sign back visibly or speak.
- Fingerspelling:
hand shapes that symbolize alphabet letters that can
be read visibly or through touch.
- Braille:
written language that is embossed, so it can be read by touch.
- Print-on-palm:
"writing" on a person's palm with the
index finger.
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