Using the MELD Board to Develop Communication Skills

The MELD (Multimodal Early Language Development) board is one of many low-tech communication devices we use in the classroom. You'll see in the video below that we use various resources to support the learning of our students with autism. Visual schedules, visual cards, choice boards, and the MELD boards are used throughout the day to teach communication to our students. 

                          Click here:  Visual Supports in the Classroom

MELD boards are available in various sizes. In our classroom we provide the placemat-sized board to each student, attaching it to their desk so that it's always within their reach; throughout the day, we use the boards in all areas of the classroom. This size is also perfect to send home! Remember, parents will need instruction on how to use the board, too. Share these steps with your parents and of course model these steps when training your classroom staff. It truly takes a village, but the investment of time spent training your village is worth it.

                                                        

• The first and most important step to using a core word communication board is having it within reach of the student, at all times. Using it consistently and throughout the day in various settings is essential to learning how to communicate.
  
  
• The most effective way to begin teaching how to use the board is to have a preferred reinforcer available, such as a favorite drink or a small edible that can be given each time the target word is touched.
  
  
• Some great first words to teach are help, yes, no, more, drink, or eat. Choose one word and create opportunities which require that the word be touched on the board in order to obtain the reinforcer. 
  
  
• Enlist a staff member to act as the learner. Within view of the student, work together to model the activity by saying, for example "Do you want drink? Touch 'drink'." Direct the staff member to touch "drink", then present the drink. In this example, the drink is the reinforcer.  Remember to use as few words as possible, for less stressful processing of this new skill.
  
  
• Now ask the student the scripted question, in this example "Do you want drink? Touch 'drink'." Tap "drink" as a prompt, make sure he is able to see the board and your finger tapping the word.
  
  
• Often, the learner will tap the board, realizing that this action brought a reaction, but not understanding that the tap must occur on a specific picture/word. When this happens, say the word the learner touched, for example: "You touched 'happy'. I'm glad you told me you are 'happy'!" And then repeat the script for the target word "Do you want drink? Touch 'drink'." Wait for a response. If no response, guide the learner's finger to touch the target word, then immediately say "You touched 'drink'! Here's a drink!" 
  
  
• Use shaping to encourage continued growth towards the target behavior. Reinforce approximations, but immediately begin thinning reinforcements for any response other than touching the target word.  Immediately present the reinforcer when the correct picture/word is touched.
  
  
• Introduce two-word requests using the same steps, after seeing progress with one-word choices. 

In my classroom, we have seen significant progress in all of our students' communication skills, by consistently using this strategy. During instructional activities, the students raise their hand, then touch "my" and "turn." During attendance, we use the smartboard to display the attendance roster, then use the roster dropdown menu to show each student's picture. When they see their picture they raise their hand, then touch "that" and "me," followed by "I" "see" "me."

As you see greater understanding of the process developing, create phrases that will be the most beneficial to the learner in his/her everyday life. Being able to say "I want  ____" or "I feel _____" will make such a positive difference in a non-verbal person's behavior and his/her overall demeanor.   

You'll soon see that investing the time to teach your staff and parents how to use a core communication board such as MELD will be time very well spent.

There are many videos available, showing many versions of core word communication boards. Here's a great example:                         

Click here: Introduction to Core Boards 

References:

Sam, A., & AFIRM Team. (2015). Task analysis. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/task-analysis 

Hanline, Mary Frances PhD; Dennis, Lindsay R. PhD; Warren, Amy W. MS. The Outcomes of Professional Development on AAC Use in Preschool Classrooms: A Qualitative Investigation. Infants & Young Children: July/September 2018 - Volume 31 - Issue 3 - p 231-245 doi: 10.1097/IYC.0000000000000120

Sam, A., & AFIRM Team. (2015). Reinforcement. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/reinforcement