Author: vkotansky

Can Communication Boards Help With Behavior?

The tantrum didn’t come out of nowhere.

It started with a whimper. Then stomping feet. By the time the caregiver realized something was wrong, the child had thrown herself to the ground, the caregiver’s voice had risen several decibels, and what began as a perfectly good afternoon at the playground ended with everyone — child and adult alike — in tears.

Sound familiar?

Here’s what most people get wrong about that moment: the behavior was not the problem. The behavior was the message.

This is one of the most common questions we hear from parents, teachers, school administrators, and park and recreation directors: can communication boards help with behavior? After a combined 60+ years working as ASHA-certified Speech-Language Pathologists, our answer is an unequivocal yes — and in this post, we’ll show you exactly why, using a real before-and-after scenario, the clinical reasoning behind it, and what you can do about it starting today.

All Behavior Is Communication

As Speech-Language Pathologists, we hold one belief above all others: communication is a human right. And when that right is compromised — when a person cannot clearly express what they need, want, or feel — behavior fills the gap.

This is the most common misconception we encounter among parents, school administrators, and park and recreation directors: that a child’s difficult behavior is the result of bad parenting, poor discipline, or a behavioral problem that needs to be managed. In our clinical experience, the vast majority of challenging behaviors trace back to a single root cause — an unmet communication need.

The child who screams at the pool isn’t being difficult. She may be overwhelmed and have no way to say I need a break.

The child who kicks and throws objects in the classroom isn’t defiant. He may not be able to say I don’t understand what you’re asking me to do.

The child who has a full meltdown at the park? He may simply have been trying to say I want a snack — and had no tools to do it.

This isn’t just our clinical opinion — it’s backed by a growing body of research. According to ASHA’s own guidance on augmentative and alternative communication (AAC) in early intervention, AAC plays a crucial role in supporting early language development, and there are no prerequisites for considering or introducing it — including with very young children. In other words: you don’t have to wait for a behavior to become a crisis before giving a child a tool to communicate. The tool comes first. The behavior change follows.

What Happened When We Introduced a Communication Board

Let us walk you through a real scenario we see play out, before and after the introduction of a playground communication board.

Before:

A child on the playground begins to whimper and stomp her feet. The caregiver tries to figure out what’s wrong, but the child cannot explain. The behavior escalates — she throws her body to the ground in a full tantrum. The caregiver’s voice rises. Eventually, the child is scooped up and removed from the playground. Everyone leaves upset. The child’s need was never identified. The underlying cause was never addressed.

Notice what’s happening here from a clinical standpoint: this isn’t a “behavior problem” in the traditional sense. It’s a communication breakdown. The child has a need — and very likely knows what that need is — but has no reliable way to express it to the adult standing right next to her. The caregiver, doing the best she can, starts guessing. Guessing takes time. Time without resolution increases dysregulation. Dysregulation becomes a tantrum. By the time the meltdown is in full swing, the original need (a snack, a turn on the slide, relief from the heat) has been buried under a wave of frustration that has nothing to do with parenting skill and everything to do with access.

After:

The same early warning signs appear — the whimpering, the stomping feet. This time, the caregiver leads the child to a communication board nearby. The caregiver gently models the interaction, touching icons to form the message: “I want slide” or “I am hot” — and asks the child what she needs. The child scans the board. She points to the icon for snack. The caregiver models the full message: “I want snack.” The child imitates, touching the icons herself. The caregiver brings her to a bench, gives her a snack. The child eats, and returns to play without incident.

Same child. Same environment. Completely different outcome — because she had a way to communicate.

What changed wasn’t the child’s temperament, her parenting, or her “compliance.” What changed was access. The board gave her a visual, low-pressure way to scan options and land on the right one, instead of relying on speech she may not have had readily available in a moment of rising frustration. The caregiver’s modeling — physically touching the icons herself before prompting the child — is a core AAC strategy called aided language modeling, and it’s one of the simplest, most effective things any adult can do to teach a child how the board works.

This is the difference between managing a behavior after it happens and preventing it by meeting the need underneath it.

Who Benefits From Communication Boards?

This is where we want to challenge another common assumption: communication boards are not only for nonverbal children.

Communication supports benefit a wide range of individuals, including:

Children and adults with autism spectrum disorder
Individuals with cerebral palsy or Down syndrome
People who are recovering from a stroke or traumatic brain injury
Anyone who processes information more slowly under stress or in loud, stimulating environments
Individuals who speak a language different from their caregiver or service provider

In short: any person, in any environment, who may struggle to communicate their needs in the moment can benefit from a well-designed communication board. This is why we design boards for so many different settings — from pool and aquatic centers to therapy clinics and special education classrooms, from therapeutic riding stables to schools and recreation centers. Each environment carries its own communication demands, and the vocabulary on the board should reflect that.

We also want to highlight a specific tool that’s especially relevant to the behavior conversation: emotional balance boards. While a core vocabulary board helps a child express a want or need (“I want snack,” “I want slide”), an emotional balance board helps them identify and name a feeling — frustrated, overwhelmed, excited, tired. For many children, the inability to name an emotion is just as much a driver of challenging behavior as the inability to request an item. Giving a child the words for “I feel frustrated” before that frustration turns into a thrown object is one of the most proactive interventions we offer. We go deeper into this in our ultimate guide to emotional balance communication boards, including how speech production itself is affected during a meltdown.

Why Environment Matters

Behavior does not happen in a vacuum. It happens on the playground. In the gym. At the pool. In the classroom. In the community.

That is exactly where communication tools need to be — not locked in a therapy room, but present and accessible in the spaces where real life happens. A communication board at the splash pad is a safety tool. A board in the park pavilion is a de-escalation tool. A board in the classroom is an academic and social tool.

When administrators and park directors make the decision to install communication boards in their spaces, they are not just accommodating individuals with disabilities. They are creating environments that are safer, more inclusive, and more functional for everyone who passes through.

Behavior and Safety Are Directly Linked

The behaviors that communication boards reduce are not minor inconveniences. They include tantrums, screaming, kicking, and throwing — and in more extreme cases, hitting, punching, flipping furniture, and physical aggression that puts both the individual and those around them at risk of injury. In each of these cases, the behavior is communicating something the person could not otherwise express. Give them a voice — and the behavior changes.

This is also why we think of communication access as a safety issue, not just a developmental one. Picture a child at a public pool who is overheated, overwhelmed by noise, or in mild distress and cannot say so. Picture a participant at a therapeutic riding center who cannot tell their instructor that they feel unsteady or unsafe on the horse. Picture a student in a gym class who cannot communicate that an activity is causing them pain. In every one of these situations, clear communication isn’t a “nice to have” — it’s the difference between a quick, calm resolution and an emergency.

This is precisely why we design boards for such a wide range of public and semi-public spaces: parks, playgrounds, pools, splash pads, gyms, recreation centers, schools, and therapeutic riding stables. Each of these environments brings people together — staff, caregivers, peers, and the individuals themselves — and every one of those interactions depends on the ability to communicate clearly, quickly, and without barriers.

A Communication Board Is Not a Last Resort

We want to be clear: a communication board is not something you pull out after everything else has failed. It is a proactive, evidence-based tool that, when introduced early and used consistently, prevents the escalation that leads to those difficult moments in the first place.

The most effective communication boards share a few key qualities. They use core vocabulary — high-frequency, flexible words like want, more, stop, help, go — that can be combined to express a huge range of needs across settings. They’re paired with adult modeling, meaning the adults around the child use the board too, rather than only prompting the child to use it — a strategy we break down further in our guide to AAC training. And they’re placed where the need actually arises, not tucked away in an office or a binder.

If you’ve heard conflicting things about communication boards — that they’ll delay speech, that a child has to “earn” one, that only nonverbal children qualify — our post on 5 myths about alternative communication (AAC) addresses these misconceptions directly with the evidence behind why they’re false.

At Resources at Lakeshore Speech, our ASHA-certified speech-language pathologists design fully customized communication boards built around the specific needs of the individual, the environment, and the population being served. We use diverse symbol systems, incorporate QR-coded caregiver support resources, and provide free customization for donor-funded placements — because we believe access to communication tools should never be a barrier. If you’re a school district or parks department wondering how to fund a project like this, we’ve put together a guide to grant and local funding resources to help you get started, and we accept official purchase orders for institutional buyers.

If you still have questions about how communication boards work, who they’re designed for, or what makes ours different, our FAQ page covers the questions we hear most often from parents, educators, and administrators.

What You Can Do Today

If you are a parent, a teacher, a school administrator, or a park or recreation director reading this — here is the most important thing we want you to walk away with:

The next time you see a behavior, ask yourself: what is this person trying to tell me?

And then ask whether they have the tools to tell you more clearly.

If you’re ready to explore custom communication boards for your home, school, or public space, we’d love to help.

👉 Request a free quote at www.lakeshorespeech.com

Resources at Lakeshore Speech is a team of ASHA-certified Speech-Language Pathologists with 60+ years of combined clinical experience. We believe communication is a human right and we build the tools to make that right accessible to everyone.

Are Communication Boards Easy to Customize?

The Dangerous Misconception of the DIY Communication Board

If you are a parks department director, a school administrator, a camp coordinator, or a community leader looking to make your local spaces more inclusive, the word easy is likely at the very top of your project checklist. You want a solution that is easy to understand, easy to order, easy to install, and easy for the public to navigate. When you begin searching for inclusive communication tools, you will find countless vendors and articles online promising that creating a custom communication board is as simple as clicking a few buttons, picking a handful of pictures, and printing them onto a piece of plastic.

This has led to a widespread, well-intentioned, but highly damaging misconception in the community space. The prevailing myth is that anyone with a computer and a design program can put together an effective communication board by simply arranging a grid of random icons and images anywhere on a board. People look at a finished augmentative and alternative communication (AAC) board and see a collection of colorful illustrations, assuming that the arrangement is merely aesthetic or arbitrary. They believe that customizing a board simply means picking words that match the local scenery and scattering them across a grid.

The reality of communication board development is vastly different. True ease refers to the ability of the purchaser to understand, navigate, and utilize the clinical information embedded within the tool to create a successful, functional custom setup. The development of a communication board is not a graphic design project, it is a clinical process backed by decades of language science.

A certified speech-language pathologist is the individual with the true credentials and expertise required to complete this type of task. Without a clinical foundation, a customized board risks becoming a decorative piece of plastic that looks inclusive on the surface but fails to provide a functional voice to the individuals who rely on it. When we treat communication board customization as a simple matching game, we inadvertently silences the very people we are trying to empower.

Understanding the Clinical Science of Augmentative Communication

To understand why customization requires a speech-language pathologist, you have to look closely at how non-verbal individuals, or individuals with limited speech, actually process visual language. When a certified speech-language pathologist designs or alters a communication board, they are balancing complex cognitive, neurological, and linguistic factors. There are three specific, science-backed pillars that must guide every single customization decision, ensuring that the final product remains highly functional no matter what local elements are added.

The Power of Core Vocabulary Over Fringe Vocabulary

The first and most critical pillar of an effective communication board is a heavy reliance on core vocabulary. Core vocabulary consists of the high-frequency words that make up approximately eighty percent of the words we use in daily communication across all settings. These are words like go, stop, more, detailed, help, like, you, me, up, and down. Understanding how to choose vocabulary for augmentative communication tools requires looking past standard word lists and focusing on true functional language.

The incredible power of core vocabulary lies in its flexibility and its vital importance to overall language development. Core words allow a user to create flexible, spontaneous messages without needing highly specific or literal visual references. For example, if a child wants to use a slide at a playground, a board focused on core vocabulary allows them to point to the icons for go and there. This simple combination communicates the exact same intent as pointing to a specific picture of a slide.

The magic of this approach is that go there can also be used to ask to visit the swings, the picnic pavilion, the parking lot, or a friend across the field. If your customization process involves removing core vocabulary to make room for dozens of specific nouns, also known as fringe vocabulary, you are severely limiting the user. If a board only features specific nouns like slide, swing, and sandbox, the child can only talk about those exact objects. They cannot use those words to express an action, a feeling, or a complex thought. Our approach always focuses on preserving a robust core vocabulary layout first, ensuring that the non-verbal individual has a functional framework for actual language generation rather than just a menu of local objects.

Motor Planning and Spatial Consistency Across Boards

The second pillar that cannot be compromised during customization is motor planning. When neurotypical, verbal individuals speak, they do not consciously think about how to move their tongue, lips, and vocal cords for every single syllable. Muscle memory takes over, allowing speech to flow seamlessly. For an individual using an AAC device or a physical communication board, the exact same principle applies to motor planning and muscle memory. They learn the location of a word based on where it lives spatially on the grid.

Motor planning depends entirely on the absolute consistency of the placement of the icons moving from location to location, and from board to board. If you are installing multiple communication boards across a large park system, a school campus, or a town center, you must maintain a fixed spatial architecture. If a user learns that the icon for the restroom is located in the upper right-hand corner of the board at the main playground, they must be able to walk down to the baseball fields or into the community center and find the restroom icon in that exact same upper right-hand corner.

When well-meaning individuals attempt to customize boards without clinical oversight, they often scramble the grid to make room for new images. They might move the restroom icon to the bottom left on one board because they wanted to put a picture of a tree in the top right. This completely disrupts the user’s motor planning. It forces a non-verbal individual to completely re-scan, re-learn, and search the board every time they move to a new area. This significantly increases their cognitive load and can lead to immense frustration, causing them to abandon using the board entirely.

Protecting Symbol System Consistency

The third pillar is maintaining strict consistency within the symbol system itself. Non-verbal individuals who use high-tech speech-generating devices or low-tech communication books at school spend years learning a specific visual language dialect. Different software programs and clinical frameworks use distinct symbol sets, such as SymbolStix or PCS, which represent concepts in specific visual styles.

When customizing a public communication board, it is vital that the symbol system used on the sign matches or closely mirrors the actual icons that the users see daily at school and on their personal AAC devices. If a child uses a specific symbol for want or help in their classroom, seeing a completely different, randomized clip-art icon on a park board can cause massive confusion. True customization means understanding the local demographic, working with the local school districts to see what symbol systems are prevalent, and ensuring the public boards align with those existing tools.

The Real World of Collaborative Customization

When working with clients who purchase our communication boards for public spaces, we always begin from a scientifically verified, standard layout that honors core vocabulary, motor planning, and symbol consistency. We do not start with a blank canvas, because a blank canvas encourages the random placement of icons. Instead, we use our clinical framework as the foundation, and then we sit down with the purchaser to discuss what specific items they may need to add, where those items should go, and, most importantly, the clinical reasons why those additions are being made.

This collaborative approach transforms the customization process into an educational experience for the purchaser. The biggest logistical and design challenge we face in this line of work is not necessarily knowing what the specific playground, facility, or location looks like, or where the board will ultimately be installed. We are creating physical, durable signs that must live in a real environment, and the layout of that environment dictates how people interact with the sign.

To overcome this lack of physical context, we work closely with city planners, park directors, and school administrators to gather blueprints, site maps, and photographs of the exact location where the board will stand. Once we understand the spatial realities of the environment, we develop a custom draft. We then enter an iterative phase with the client, continuing to work closely with them to tweak the customized elements until they are completely satisfied. This process ensures that the client fully understands why the boards are designed the way they are, giving them ownership over the clinical rationale behind their new community tool.

The North Olmsted Case Study and the Camp Board Breakthrough

A perfect example of this deep, environmental customization occurred recently during a project with the city of North Olmsted. The city was actively retrofitting and fitting their beautiful new playground equipment with accessible communication boards to ensure that their spaces were welcoming to all children.

During the design process, we worked closely with the director of the parks department. As we analyzed the blueprints and discussed how the space would be utilized throughout the year, the director mentioned a specific demographic and operational need that a standard playground sign could not completely address. She highlighted their extensive summer camp programs.

During the summer, dozens of campers, including individuals with diverse communication needs, gather in the parks. The camp counselors needed a tool that allowed students to better express themselves during camp activities, but they also desperately needed a way for the counselors themselves to give directions more clearly and model language in real-time as they moved around the property.

At that exact moment, we had an incredible breakthrough. We realized that a static, post-mounted sign next to a swing set was not enough for a dynamic, mobile summer camp environment. To solve this problem, we designed a completely custom, portable camp board built into a heavy-duty sandwich sign structure.

We utilized both sides of the sandwich sign to create a multi-functional communication hub:

One side of the sandwich board was carefully customized and intended for the campers to express their personal feelings, immediate physical needs, choices, and social interactions with peers.
The opposite side of the sandwich board was custom-designed specifically for the camp counselors and staff to use to give directions, clarify schedules, model expectations, and visually reinforce instructions out in the field.

Because this sign was a portable sandwich board, counselors could easily carry it from the main pavilion over to the grassy fields, or down to the shade trees depending on where the camp activities were taking place.

In tandem with this mobile camp board, we fully customized their permanent, post-mounted playground signs to include specific local amenities, including their brand-new splash pad, the nearby ballpark, and the soccer fields. We seamlessly integrated these local fringe vocabulary terms into the existing clinical layout without disrupting the core vocabulary framework or ruining the motor planning architecture. This project successfully provided clear, accessible communication for everyone in the park, matching the physical layout of North Olmsted with the clinical needs of its residents.

The Ultimate Litmus Test for Your Communication Board

If you are a reader who is currently preparing to purchase, design, or customize a communication board for your local school, public park, non-profit organization, or community space, it is easy to get overwhelmed by the graphics, the colors, and the logistics of sign procurement. Before you approve a final proof, send a design to a printer, or sign off on a customization project, you need a way to ensure that your tool is genuinely effective. You need to verify that your board is a legitimate, powerful gateway to language, and not just a collection of random, well-meaning icons.

To do this, you must apply the ultimate clinical litmus test. Step away from your role as an administrator, a designer, or a purchaser. Put yourself completely and entirely into the shoes of an individual who cannot communicate verbally. Look at the draft of your custom board through their eyes, imagine standing in front of it in the middle of your park or facility, and ask yourself the following deeply important questions:

If I am feeling overwhelmed, tired, or hurt, can I easily look at this board and communicate exactly how I feel to an adult, or am I limited to just pointing at equipment?
If I need a basic, critical human necessity, can I instantly look at this board and request to go to the restroom, or find a drink of water, without having to hunt through a randomized jumble of icons?
If I want to interact with the children around me, does this board give me a specific way to comment on what I see, share a joke, or ask to join a game, allowing me to truly be an active part of the community or space I am standing in?

When you evaluate your custom communication board using these questions, you will quickly see whether your design provides true autonomy. If an individual looks at your board and can only answer simple yes or no questions, or if they can only point to a picture of a swing to indicate they want to swing, your board is not truly customized for communication. It is severely limited.

A non-verbal person has complex thoughts, deep emotions, specific needs, and a desire for social connection just like anyone else. They are not thinking in one-word noun labels. They want to tell you that a game is fun, that they want to go faster, that they are finished, or that they want to go somewhere else.

A truly effective custom communication board does not simply display a handful of local icons. It respects the science of language development, protects the spatial consistency that muscle memory requires, and provides a rich framework of core vocabulary. By partnering with certified speech-language pathologists and committing to a clinical customization process, you can ensure that your community investment does something truly life-changing. It will give a profound, enduring voice to those who need it most, creating an environment where everyone can truly communicate how they feel, what they want, and where they would like to go.

Bring true inclusivity to your community. Avoid the pitfalls of a DIY setup and invest in signs designed by clinical experts. Explore our scientifically backed, durable communication boards for public spaces and start your collaborative customization project today.

Benefits of AAC in Public Spaces

Low-Tech vs. High-Tech AAC: Why Physical Communication Boards Are Essential for Truly Inclusive Public Spaces

Quick Facts & Key Takeaways

What is AAC? Augmentative and Alternative Communication (AAC) includes any method used to express thoughts, needs, and ideas without reliance on spoken words.
The Power of Low-Tech: While digital apps are powerful, the benefits of AAC in public spaces include being weatherproof, immune to dead batteries, and instantly accessible to everyone.
Community-Wide Impact: Installing communication boards benefits not just non-speaking individuals, but also toddlers, individuals with temporary speech loss, and non-native English speakers.
The Bottom Line: True community inclusion requires physical, permanent low-tech AAC options alongside high-tech personal devices.

Every individual deserves the right to share their voice, express their needs, and connect with the world around them. Yet, for millions of individuals with communication challenges, a trip to the local park, library, or community center can feel deeply isolating.

At Resources at Lakeshore Speech, our clinical team works daily with families, educators, and community advocates to dismantle these barriers. One of the most transformative shifts we are witnessing today is the widespread installation of physical communication tools in parks and playgrounds.

When we explore the benefits of AAC in public spaces, it becomes clear that while digital communication apps are incredible tools for personal use, they cannot replace the permanent, equitable access provided by physical, low-tech communication boards. In this comprehensive guide, we will dive deep into why your community needs physical AAC boards to foster genuine inclusion and belonging.

Understanding AAC: The Foundation of Inclusion

To fully appreciate why public spaces require low-tech solutions, we must first establish what AAC is and how it functions. Augmentative and Alternative Communication (AAC) is an umbrella term that encompasses all forms of communication other than oral speech.

The AAC Spectrum: High-Tech vs. Low-Tech

Speech-Language Pathologists (SLPs) generally categorize AAC systems into three distinct tiers:

No-Tech: Relying entirely on the body, such as sign language, gestures, facial expressions, and body language.
Low-Tech / Light-Tech: Physical tools that do not require electricity or batteries. This includes printed picture books, laminated communication flipcharts, and large, weather-resistant AAC boards mounted on playground posts.
High-Tech: Electronic devices that require power, such as dedicated speech-generating computers or specialized communication apps (e.g., Proloquo2Go, TouchChat, or TD Snap) running on iPads and tablets.

While high-tech systems offer customized vocabulary and robust voice output, they are inherently tied to an individual owner. Physical AAC boards installed in public areas, on the other hand, democratize communication. They ensure that anyone who steps into a public space has an instant, uncompromised means of expression.

Why Public Spaces Need Low-Tech: Physical Boards vs. Digital Apps

It is tempting for city planners or school boards to assume that because “there is an app for that,” public spaces do not need physical infrastructure. However, relying solely on personal digital apps creates massive equity gaps.

Let’s look at a head-to-head comparative analysis of the benefits of AAC in public spaces match up against digital applications in shared, public environments.

Environmental Vulnerabilities of Digital Tools

Imagine a hot July afternoon at a local inclusive playground. A child using a personal iPad app wants to ask a peer to swing with them. Suddenly, the iPad flashes a warning symbol: “Device temperature too high. iPad needs to cool down before you can use it.” In an instant, that child’s voice is stripped away.

Furthermore, water features, splash pads, sandboxes, and mud kitchens are staples of enriching childhood play. They are also absolute death sentences for expensive electronic tablets. Physical AAC boards, constructed from heavy-duty, marine-grade plastics or aluminum, stand resilient against torrential rain, baking sun, and muddy hands. Consequently, they provide an uninterrupted guarantee of expression that digital apps simply cannot match.

Deep Dive: The Tangible Benefits of AAC in Public Spaces

When a community invests in low-tech communication infrastructure, the societal return on investment is monumental. Let’s explore the core benefits of AAC in public spaces and how they reshape community dynamics.

Eliminating Communication Barriers in Real Time

When a non-speaking individual visits a park without a physical board, they must rely on their own device (if they own one) or interpretative assistance from a caregiver. If the caregiver steps away for a moment, or if the device is left in the car to prevent theft, the individual is left without a functional voice.

By installing permanent AAC boards, municipal leaders create an environment where a child can run straight from the slide to the board, point to the symbol for “more,” and immediately run back to play. It bridges the gap between thought and action without requiring a third-party mediator.

Promoting Peer-to-Peer Social Inclusion

One of the most beautiful outcomes of installing low-tech boards is how they foster natural, neurodiverse friendships. Children are inherently curious. When they see a colorful board filled with icons at eye level, they gravitate toward it.

Neurotypical children quickly learn how to use the board to communicate with their non-speaking peers. For instance, a child might walk up to the board, point to the icon for “ball,” and look at a peer with autism, inviting them into a game. This direct interaction reduces social stigma, builds empathy, and creates a culture of deep-seated inclusion from an early age.

Normalizing Alternative Communication for the Public

Stigma thrives in the absence of exposure. When AAC boards are absent from public squares, the general public remains unaware of how non-verbal individuals interact.

Conversely, when these boards are prominently displayed alongside traditional park signage, alternative communication is normalized. Passersby, city workers, and other parents see AAC as a valid, everyday form of language. This raises community awareness and reshapes public spaces into environments that celebrate diversity rather than merely tolerating it.

Evidence-Based Practice: What the Research Says About AAC and Inclusion

As clinical practitioners, everything we do at Resources at Lakeshore Speech is anchored in evidence-based practice and guidelines established by national bodies like the American Speech-Language-Hearing Association (ASHA).

The ASHA Position on Communication Access

According to ASHA, communication is a fundamental human right. ASHA explicitly states that AAC use does not stunt natural speech development; in fact, research consistently demonstrates that AAC supports and accelerates verbal speech production by reducing communication anxiety and providing a clear auditory and visual model of language.

Scientific Studies on Public-Space Modeling

A landmark body of research in the field of developmental disabilities highlights that environmental engineering—changing the physical environment to support the user—is the single most effective way to promote independent functional communication. According to a comprehensive meta-analysis by Sennott, Light, and McNaughton (2016), individuals with complex communication needs demonstrate a monumental increase in spontaneous peer interactions when visual supports are permanently embedded into natural play spaces. Their findings confirm that these engineered environments yield significantly higher rates of social initiation compared to scenarios where users are forced to rely solely on personal electronic devices.

When we apply this science to municipal planning, it becomes clear that relying on a family to bring a personal device to a park is a clinical failure of environmental design. The park itself must be accessible. Therefore, implementing physical boards aligns directly with established therapeutic protocols for generalization—the ability to use communication skills outside of a clinical therapy room and in the real world.

How to Implement Low-Tech AAC in Your Community: A Step-by-Step Guide

If you are a parent, educator, or forward-thinking community leader, you might be wondering how to translate this knowledge into concrete action. Transforming your local park into an inclusive haven requires intentional planning.

Step 1: Identify the Right Location

Look for areas with high foot traffic and shared play zones. Ideal spots include:

Directly adjacent to the primary playground structure.
Near entry gates or benches where parents congregate.
Beside inclusive play pieces like wheelchair-accessible merry-go-rounds or adaptive swings.

Step 2: Select High-Quality, Accessible Materials

Do not cut corners on manufacturing. A cheap, laminated poster taped to a signpost will degrade within weeks. Invest in heavy-duty, UV-printed, non-glare aluminum or high-density polyethylene (HDPE) panels. Ensure the board is mounted at an accessible height for both standing children and individuals utilizing wheelchairs or mobility devices.

Step 3: Ensure Inclusive Vocabulary Design

Work with certified Speech-Language Pathologists to ensure the symbols chosen are universally recognized and structured logically. Avoid clutter; too many icons can cause visual fatigue and cognitive overload, defeating the purpose of quick, accessible communication.

Designing for Success: A Quick Implementation Checklist

Before purchasing or printing any public communication sign, verify that your project meets these accessibility standards:

Conclusion: Empowering Every Voice Through Community Infrastructure

The true measure of a community’s compassion and forward-thinking nature is found in how it treats its most vulnerable and marginalized members. True accessibility goes far beyond concrete wheelchair ramps and paved walkways; it must encompass cognitive and linguistic accessibility.

Recognizing the immense benefits of AAC in public spaces is the first step toward building a society where no child is left standing silently on the sidelines of a playground, unable to ask a peer to play. By installing robust, low-tech AAC boards, we can give the gift of an immediate, unshakeable voice to everyone who gathers in our shared spaces.

This investment builds an enduring culture of inclusion, empathy, and mutual understanding that echoes far beyond the boundaries of the park.

Take Action Today with Resources at Lakeshore Speech

Are you ready to champion accessibility and bring a high-quality, clinically verified communication board to your local park, school, or community center? Don’t navigate the design and vocabulary selection process alone.

Contact our dedicated team at https://www.lakeshorespeech.com/ today to consult with our AAC specialists and begin the seamless process of ordering custom, durable communication boards for your community. Together, we can ensure that every voice is heard, valued, and celebrated. Ensuring that everyone benefits from AAC in public spaces.

Benefits of AAC in public spaces

Master Emotional Regulation: Heavy-Duty AAC Visual Boards

emotional regulation balance communication board

Key Takeaways

Speech Fails Under Stress: During a meltdown or sensory crisis, the brain’s speech production center (Broca’s area) experiences a drop in activity. Emotional regulation / balance boards act as a permanent anchor when spoken words fail.
Action-Oriented Design: True emotional regulation occurs when a child can identify a feeling and instantly select an SLP-curated coping mechanism (e.g., taking a break, deep breathing) from the same visual panel.
Predictability Builds Safety: Using a fixed, standardized layout across multiple environments (home, classroom, playground) reduces cognitive strain and helps individuals locate tools quickly during crises.
Material Matters for Longevity: Choosing the right build—weatherproof Aluminum Alloy for public parks/sensory rooms or interactive Magnetic or Coroplast for desks—ensures the tool survives high-impact use.
Proactive over Reactive: Emotional regulation / balance communication boards should be used for daily check-ins and modeling during calm routines (Aided Language Input) so individuals are fluent with the tool before dysregulation happens.
Fosters Lifelong Autonomy: Rather than compliance-driven behavior management, these emotional regulation / balance boards support genuine social-emotional learning and protect the user’s personal agency.

Empowering Non-Verbal Expression in Moments of Crisis

Every parent, educator, and therapist knows the profound feeling of helplessness that arises when a child or adult slips into a state of total emotional dysregulation. When big feelings swell into an intense, overwhelming meltdown, verbal communication often vanishes completely. In these high-stress moments, demanding that an individual “use their words” is not simply ineffective; it is neurologically impossible.

When the brain enters a fight-or-flight state, the Broca’s area—the neurological engine responsible for speech production—experiences a significant drop in activity. This is where the practice of emotional regulation or balance must shift from verbal demands to visual support. At Resources at Lakeshore Speech, we develop clinical, heavy-duty visual tools designed specifically to bridge this exact communication gap.

By implementing an emotional regulation / balance communication board, families, schools, and community leaders can provide a reliable, non-verbal roadmap for emotional navigation. These boards give individuals a clear, stress-free path to identify their feelings and select an actionable coping mechanism without requiring verbal expression. This foundational tool shifts caregiving approaches from reactive management to proactive empowerment.

What is an Emotional Regulation / Balance Communication Board?

An emotional regulation / balance communication board is a specialized, augmentative and alternative communication (AAC) tool engineered to help neurodivergent and neurotypical individuals recognize, organize, and express their internal states. Unlike a standard “feelings chart” that merely lists emotions, these advanced communication boards are dual-purpose engines. They establish structural connections between what an individual is feeling and what they can do to safely process that feeling.

The Anatomy of an Emotional Balance Design

At Resources at Lakeshore Speech, our SLP-designed layouts utilize industry-standard symbol systems, including Boardmaker© and SymbolStix©. These symbols are organized using validated linguistic frameworks, such as the Modified Fitzgerald or Gossens’ color-coding configurations. By structuring vocabulary into explicit, predictable color bands, users can rapidly scan and pinpoint their internal status under intense cognitive strain.

To maximize functional use, these layouts categorize emotional states into clear, color-coded tiers of alertness:

Low States of Alertness (Blue): Depicts feelings such as sad, tired, sick, or bored. The paired strategies focus on safe, low-energy reactivation (e.g., getting a drink of water, asking for a break, or speaking to a trusted person).
Optimal Learning States (Green): Depicts feelings such as happy, calm, or focused. This zone represents ideal emotional balance, where an individual is mentally prepared to follow instructions, collaborate, and socialize.
Elevated States of Alertness (Yellow): Depicts feelings such as frustrated, anxious, or nervous. Strategies focus on immediate, mid-level de-escalation tactics (e.g., counting to 10, deep breathing exercises, or using a sensory tool).
Highly Heightened States of Alertness (Red): Depicts feelings such as angry, terrified, or jealous. Actionable options emphasize safety and protective containment (e.g., requesting immediate physical space, taking a structured walk, or relocating to a designated sensory zone).

The Science of Visual Anchors in Social-Emotional Learning

The integration of visual communication boards is deeply rooted in evidence-based practice (EBP) and backed by guidelines from the American Speech-Language-Hearing Association (ASHA). Research within cognitive science demonstrates that visual supports markedly reduce cognitive load during periods of physiological dysregulation.

Alleviating Cognitive Load Through AAC

When an individual is calm, their prefrontal cortex processes language seamlessly. However, sensory overload or emotional distress floods the nervous system with cortisol and adrenaline, making temporary auditory processing deficits common.

Furthermore, spoken language is transient—once a word is said, it vanishes. For a dysregulated student, tracking fleeting speech can worsen their anxiety. In contrast, an emotional regulation / balance board serves as a permanent, static visual anchor. The symbol remains constant, giving the individual’s brain the necessary time to look, process, and make a functional selection at their own pace.

Advancing Social-Emotional Learning (SEL)

True social-emotional learning involves more than behaving quietly; it requires developing genuine emotional literacy. When children regularly use a dedicated communication board, they are not merely signaling distress; they are actively mapping abstract internal sensations to concrete, 2D visual icons.

Consequently, this system directly supports the development of executive functioning skills. Over time, consistent use teaches individuals that internal emotional tension can be named, externalized, and managed with structured strategies, protecting their personal autonomy.

Material Engineering: Coroplast vs. Aluminum Alloy

A tool can only provide effective clinical support if it remains accessible in the environments where dysregulation actually occurs. At Resources at Lakeshore Speech, we fabricate our boards in multiple physical formats to ensure they survive the unique demands of homes, schools, clinics, and community spaces.

1. Heavy-Duty Aluminum Alloy Boards

For public spaces, outdoor therapeutic playgrounds, inclusive school hallways, and high-traffic clinic rooms, our Aluminum Alloy (Alumalite) boards provide maximum longevity. These commercial-grade boards are scratch-resistant, impact-resistant, and entirely weatherproof. They are engineered to endure intense environmental demands—such as heavy rain, snow, direct summer sunlight, and pool chemicals—without warping, fading, or peeling.

2. Lightweight Coroplast Boards

When portability and flexibility are prioritized, our high-quality Coroplast (corrugated plastic) boards offer an excellent, lightweight alternative. These boards are ideal for inside classroom doors, individual student desks, or dedicated indoor calm-down corners.

In addition to our standard flat layouts, we offer specialized magnet-print formats (18″x24″). These allow for an interactive, tactile experience where individuals can physically move magnetic indicators to declare their current emotional state and choose their corresponding coping strategy.

Strategic Placement: Where Do You Install Emotional Regulation Boards?

To maximize the therapeutic benefit of an emotional regulation / balance system, boards should be positioned preemptively. Placing them strategically allows individuals to access vital visual supports before reaching a state of total emotional exhaustion or behavioral crisis.

The Sensory Room or Dedicated “Reset Space”

This is the most common and effective interior placement. By mounting an aluminum or interactive magnetic board at eye level within a sensory room or quiet corner, you establish an explicit sanctuary for co-regulation / balance. The moment a dysregulated individual enters the space, the visual board provides immediate direction, helping them transition out of distress without requiring overwhelming verbal interactions.

The Classroom or Facility Doorway

Transitions between different environments—such as moving from a loud, chaotic hallway into a quiet classroom—frequently trigger stress for neurodivergent individuals. Placing an emotional regulation / balance board near major entryways allows for quick emotional check-ins. Students can naturally point to their current state as they cross the threshold, giving teachers immediate, actionable insight into each student’s readiness to learn before instruction even begins.

Public Parks, Playgrounds, and Recreational Complexes

Inclusive communities recognize that emotional dysregulation can happen anywhere, particularly in sensory-heavy environments like public parks. Installing our weatherproof, UV-resistant aluminum alloy boards next to swings, splash pads, or sports courts ensures that children have constant access to functional communication when physical fatigue or social frustration runs high.

Clinical FAQs: Deep Dive into Emotional Literacy

How do emotional regulation / balance boards differ from standard feelings charts?

Most standard classroom feelings charts only focus on identification, prompting a user to indicate if they are “happy,” “sad,” or “mad.” Our clinical emotional regulation / balance boards are structured to focus heavily on the critical question: “What’s next?” Instead of leaving an individual stuck in a heightened emotional state, our boards pair each feeling icon directly with actionable, SLP-curated coping strategies. This layout shifts the tool’s focus from mere emotional observation to functional, active behavior modification and self-soothing.

Can these boards be used for neurotypical individuals?

Yes. Intense emotional overstimulation, physical exhaustion, and environmental stress affect all human brains, regardless of neurotype. While these boards provide critical access for non-verbal or minimally verbal individuals, neurotypical children and adults also benefit from visual supports during high-stress moments. Reducing the need for verbal expression helps anyone navigate intense emotional waves with greater ease and lower anxiety.

Why is a fixed layout preferred over a completely custom board?

To provide the highest quality and fastest delivery times, our boards feature a standardized, SLP-curated layout and core vocabulary set. In clinical practice, consistency builds safety.

When an individual encounters the exact same symbols, color schemes, and structural layout across multiple environments—such as their speech therapy room, their general education classroom, and their local public park—it reduces their cognitive processing demands. This structural predictability helps them quickly locate and use the communication tools they need during times of crisis.

Implementation Strategies for Caregivers and Educators

Simply mounting an emotional regulation / balance board on a wall is not enough to ensure its success; it must be actively integrated into daily routines through supportive modeling.

1. The Power of Proactive Modeling

The most reliable way to teach visual communication skills is a technique known as Aided Language Input or modeling. Caregivers and educators should frequently point to symbols on the communication board during daily, low-stress routines while speaking out loud.

For example, during a regular conversation, a teacher might say, “I am feeling so focused today, so I am ready to learn,” while physically pointing to the corresponding icons on the board. This practice demonstrates to users how the board works during calm moments, ensuring they know how to navigate it when an emotional crisis occurs.

2. Conducting Daily Check-Ins

Incorporate the communication board into structured, predictable parts of the day, such as morning meetings, dinner table conversations, or bedtime routines. Asking an individual to share their current state during calm periods builds their baseline emotional literacy and reinforces the habit of emotional self-reflection.

3. Integrating the Board into Positive Reinforcement

When an individual successfully uses the board during a challenging moment—such as pointing to the frustrated icon and selecting take deep breaths—it is vital to validate and reinforce that choice.

Acknowledge their effort by saying, “I see you are feeling frustrated, and I love that you showed me on your board. Let’s take those deep breaths together.” This positive response reinforces the effectiveness of the board, showing the user that visual communication directly results in their needs being understood and respected.

Cultivating Long-Term Inclusion and Autonomy

Integrating an emotional regulation / balance communication board into a home, school, or community center is a powerful step toward creating a truly inclusive, neurodiversity-affirming environment. These tools do not simply manage behavior; they fundamentally change how we support individuals through emotional vulnerability.

By providing a reliable, non-verbal outlet for complex feelings, you protect an individual’s personal autonomy and foster lasting self-worth. Users learn that their emotional needs are valid, their voice is always accessible, and they have the power to actively navigate toward emotional balance.

Secure Your SLP-Designed Communication Board Today

Are you ready to transform your classroom, clinical practice, home, or community space into a supportive environment for emotional development? The specialized visual tools from Resources at Lakeshore Speech provide the clinical structure, durability, and clarity needed to support lasting emotional growth.

Our team of Speech-Language Pathologists is ready to help you select the ideal layout, symbol system (Boardmaker© or SymbolStix©), and durable materials for your specific environment.

For Schools & Districts: Create consistent, supportive environments across classrooms, reset spaces, and playgrounds.
For Private Clinics & Hospitals: Enhance your therapeutic space with heavy-duty, clinically validated visual supports.
For Families & Advocates: Bring structured, stress-free communication tools directly into your daily home routines.

Take action today. Contact Resources at Lakeshore Speech to request your free quote and begin the process of ordering your specialized communication boards. Let’s build a world where every individual has the tools they need to feel safe, understood, and emotionally balanced.

The Monumental Benefits of Communication Boards for Children

Quick Facts & Key Takeaways – Benefits of Communication Boards

Total Inclusivity: Outdoor communication boards bridge the gap between physical accessibility and social inclusion on public playgrounds, pools, and splash parks.
The “Device Burdens” Solution: Traditional high-tech speech tablets (AAC systems) risk overheating in the sun, experiencing water damage at splash pads, or getting lost during active play. Large-scale, permanent weather-proof boards completely remove this obstacle.
Peer-to-Peer Bridges: By using a shared symbol space, neurotypical and neurodivergent children interact directly, dropping social barriers and mitigating the loneliness often felt by kids with limited speech.
Universal Learning Tool: In addition to assisting children with neurodivergent needs, these community installations support toddlers developing language, late talkers, and multilingual families navigating new languages.

How Outdoor Communication Boards Give Every Child a Voice

Imagine a vibrant local park on a sunny Saturday. Children are sprinting toward the swings, climbing up the slide, and playing a noisy game of tag. But for a child who is non-verbal, has autism, or experiences a significant language delay, this bustling environment can present unique challenges. They may want to ask for a turn or tell a peer “That’s cool!”, but the verbal words might not be accessible in that high-energy moment.

Now, imagine you want to join that game of tag. You know exactly what you want to say: “Can I play too?” But your vocal muscles or neurological pathways refuse to coordinate. You try to catch a peer’s eye, but they run past, caught up in the fast-paced auditory world around them. You have a personal speech-generating device, but it is safely tucked away in your parent’s backpack across the park because it is too heavy to carry while climbing, or because your family is terrified it will get wet near the pool.

For millions of minimally verbal or non-speaking children, this heartbreaking sense of isolation is a daily reality.

This is where playground communication boards serve as a vital tool. At Resources at Lakeshore Speech, we view these boards not just as equipment, but as an essential component of a truly inclusive environment. By providing a visual language system, we can ensure that “play for all” includes every child’s voice. When we look at how communities can foster truly accessible environments, understanding how communication boards benefit children is the first step toward transforming public recreation spaces into hubs of unconditional belonging.

What Are Playground Communication Boards?

At their core, playground communication boards are large, durable signs installed in public play areas. They feature a grid of symbols, pictures, and words that represent common playground activities, needs, and social interactions. These boards are a functional form of Augmentative and Alternative Communication (AAC).

By pointing to a symbol for “swing” or “stop,” a child can communicate effectively without needing to rely on verbal speech. These AAC playground boards act as a bridge for children who are non-verbal, minimally verbal, or even those who simply find the sensory environment of a park too overwhelming to speak clearly. They are a reliable, permanent “voice” available to anyone in the play area, providing a low-tech backup for when a child might not have their personal speech device handy.

At Resources at Lakeshore Speech, we view these boards not just as equipment, but as an essential component of a truly inclusive environment. By providing a visual language system, we can ensure that “play for all” includes every child’s voice.

Why Public Spaces Require a Shift in How We View Accessibility

For years, community accessibility discussions centered almost entirely on physical infrastructure. Cities built poured-in-place rubber surfacing, installed wheelchair-accessible ramps, and integrated adaptive swing sets. While these engineering steps are vital, true play requires more than just getting a child’s body onto a playground structure—it requires connecting their mind and voice to the children around them.

Research indicates that children who experience complex communication challenges encounter deep social barriers on public playgrounds that go far beyond basic physical access (Therrien et al., 2022). Unstructured environments like neighborhood parks, community pools, and public splash pads are incredibly high-stimulation, fast-paced environments. In these settings, verbal speech moves quickly. If a child cannot rapidly express a need, share an idea, or establish a boundary, they are frequently excluded from cooperative play groups.

Furthermore, traditional Augmentative and Alternative Communication (AAC) systems—such as high-tech dedicated speech tablets or personal communication binders—are highly vulnerable to the elements (Derse, 2008). A family spending an afternoon at a neighborhood splash park cannot easily risk exposing an expensive electronic device to water, sand, heat, or heavy impacts. Consequently, many children are left entirely “voiceless” during the exact hours of the day when they should be experiencing absolute freedom and play. Large, permanently anchored AAC communication boards solve this exact problem by embedding functional, universal language directly into the recreational environment.

What Are the Benefits of Communication Boards for Children?

When looking at child development, we must address a core question: What are the benefits of communication boards for children? From a speech-language pathology perspective, these tools do far more than replace spoken words. They fundamentally alter how a child interacts with their environment, processes information, and builds relationships with the world around them.

1. Reducing Communicative Frustration and Cognitive Load

When a child cannot express their thoughts, anxiety and frustration skyrocket. This often leads to behavioral meltdowns. One of the primary benefits of communication boards for children is that they lower the cognitive load required to speak. In high-energy public spaces, coming up with the motor plans for speech can be exhausting. Visual boards give children an instant, stress-free path to express exactly what they need without the pressure of vocalization.

2. Supporting Receptive and Expressive Language Growth

Many individuals mistakenly believe these tools slow down speech development. However, clinical evidence shows the exact opposite. Visual aids provide a stable, permanent anchor for spoken language. While a spoken word disappears the moment it is muttered, a picture symbol remains static. This gives the child crucial time to process the word’s meaning. By pairing visual icons with spoken words, children build stronger vocabulary connections, boosting both their receptive understanding and their expressive output.

3. Fostering Autonomy and Self-Advocacy

True independence means having control over your own choices. Public communication boards allow children to choose their own activities, direct their own play, and set personal boundaries. Instead of relying on a parent or caregiver to guess what they want, a child can confidently walk up to a board and state their mind. This early experience with self-advocacy builds lifelong confidence.

4. Supporting Visual Learners

Many children with complex communication needs are visual learners. In a clinical setting, we often see that visual supports reduce frustration and lower cognitive load. Communication boards for parks provide a static reference point. Unlike spoken words, which are fleeting, a symbol on a board remains visible, allowing a child the time they need to process information and express a thought at their own pace.

5. Encouraging Peer Connections

These boards are not exclusively for children with disabilities. They serve as a universal language for the entire playground. When neurotypical children see a peer using the board, it often sparks curiosity and social modeling. This naturally facilitates interaction, teaching children from a young age that there are many valid ways to communicate and connect with others.

The Core Benefits of Communication Boards for Children in Public Parks

When cities and community leaders install permanent communication panels in recreational spaces, they change the entire dynamic of public play. Let’s break down the distinct clinical, emotional, and social advantages of these incredible community tools.

1. Eliminating the “Device Burden” and Protecting Speech Tools

As early intervention and school-based speech-language pathologists have long noted, carrying an external communication book or a dedicated electronic tablet during vigorous physical play is highly burdensome for a child (Derse, 2008). If a child has to hold a heavy device while climbing a ladder or traversing monkey bars, their safety is compromised. If they leave the device with a caregiver on a park bench, they lose their voice the moment they step onto the play equipment.

Permanent outdoor panels ensure that language is permanently present, accessible, and impervious to the elements. Whether a child is dripping wet at a municipal pool or covered in woodchips at a playground, they can simply walk up to the panel and point to “Go,” “Stop,” “More,” or “Water” to make their desires instantly known.

2. Equalizing the Social Playing Field

The magic of an outdoor communication panel lies in its status as a shared tool. It is not an isolated piece of medical equipment attached to a single child; it is an interactive fixture of the park available to everyone.

When neurotypical children see the board, they naturally become curious. They begin using the symbols to communicate with one another or to model language for their peers. This common visual interface reduces the “burden of initiation” on the neurodivergent child. Instead of trying to force a verbal greeting or figure out how to bridge a social gap, a child can walk up to the board, point to the symbol for “Play,” and point to the image of the slides. The communication barrier evaporates, paving the way for organic peer-to-peer relationships.

3. Immediate Access to Safety and Boundary Language

High-stimulation environments like splash pads and busy parks require rapid self-regulation and safety communication. If a child is feeling overwhelmed, hot, or frightened, they need to communicate that state instantly to prevent a sensory meltdown or a dangerous situation. Outdoor boards feature clearly visible, highly intuitive core vocabulary symbols for concepts like “Stop,” “Help,” “Hot,” “Cold,” “Hurt,” or “All Done.” This grants children the immediate power to advocate for their physical needs and personal boundaries in real-time, giving caregivers peace of mind.

Who Benefits from Outdoor AAC Boards?

The impact of outdoor AAC boards extends across a diverse range of park visitors. Based on our clinical experience at Resources at Lakeshore Speech, we see these tools benefiting a wide variety of users:

Children with Autism Spectrum Disorder (ASD): Visual symbols help navigate social transitions and reduce the stress of environmental changes.
Late Talkers and Toddlers: Even typically developing toddlers who are still building their vocabulary can use the board to express needs, often reducing the frustration common in early childhood.
Children with Childhood Apraxia of Speech: For those who struggle with the motor planning required for speech, the board provides an immediate functional outlet.
English Language Learners (ELL): Symbols are a universal bridge. A child who does not yet speak the local language can still engage with peers through visual icons.
The “Device-Free” Moment: Personal high-tech AAC devices can be fragile or hard to see in the sun. A board allows a child to leave their expensive tech with a caregiver while they climb and play freely.

Design and Functionality: A Speech-Language Perspective

Effective playground communication boards require a thoughtful design rooted in linguistic principles. It isn’t just about putting pictures on a sign; it’s about how those symbols facilitate genuine language development.

Symbol System Consistency

Consistency is one of the most important factors in language learning. To support this, Resources at Lakeshore Speech offers both SymbolStix and Boardmaker/PCS (Picture Communication Symbols) sets. These are the two most common systems used in schools and on personal speech devices. Providing this choice allows communities to align their park signage with what local students are already learning in the classroom, making the tool much more intuitive.

Core vs. Fringe Vocabulary

A functional board balances “Core Vocabulary”—high-frequency words like go, help, stop, more, and me—with “Fringe Vocabulary”—specific nouns like slide, ball, or sandbox. This allows a child to move beyond simple labeling and begin constructing functional phrases like “more swing” or “I go.”

Durability and Customization

Because these are communication boards for parks, they must withstand heavy use and the elements. We utilize high-grade aluminum composite materials that do not rust or warp. Furthermore, we believe these boards should reflect the community. Unlike many providers, Resources at Lakeshore Speech provides 100% customization, including adding agency or donor logos at no additional cost. This helps foster a sense of community ownership and acknowledges the sponsors who make these projects possible.

Improving Accessibility with Integrated Technology

Even the best tool is only effective if people feel confident using it. To support parents and caregivers, every board provided by Resources at Lakeshore Speech includes a specialized QR code.

When scanned, this code links directly to an educational video. This resource demonstrates how to “model” language on the board in real-time. This immediate support helps adults feel more comfortable with AAC, ensuring the board becomes an active part of the playground experience rather than a static fixture.

Frequently Asked Questions About Outdoor Communication Boards

As public interest in universal design grows, parents, town council members, and park directors frequently reach out to us with questions. Below are the most common inquiries we address regarding the implementation and benefits of communication boards for children.

Do communication boards stop a child from learning how to talk?

This is the single most common concern we hear from families, and the scientific answer is an absolute, definitive NO. Decades of speech-language pathology research and official statements from the American Speech-Language-Hearing Association (ASHA) demonstrate that augmentative and alternative communication tools support and encourage verbal language development rather than hindering it.

Visual symbols provide a concrete cognitive anchor for fleeting acoustic spoken words. When a child points to a symbol while an adult says the word aloud, it reinforces language comprehension and reduces the immense cognitive pressure of speech production. Often, as comprehension increases through visual aids, verbal attempts follow close behind.

How do cities select the right vocabulary symbols for an outdoor park board?

Selecting vocabulary is a careful clinical science. To build true topical authority and clinical effectiveness, boards must balance Core Vocabulary and Fringe Vocabulary.

Core Vocabulary (80% of what we say): High-frequency words that can be used across multiple contexts (e.g., more, stop, go, look, want, help, I, you, it). These are typically placed in a consistent grid layout on the left and center of the board to assist with motor planning.
Fringe Vocabulary (20% of what we say): Specific nouns and context-dependent words unique to that environment (e.g., swing, water, slide, towel, ladder, splash). These are generally grouped by category along the edges or right-hand side.

At Resources at Lakeshore Speech, our specialists collaborate directly with city planners and manufacturers to ensure that symbol selection meets ASHA’s highest standards of cultural responsiveness and clinical validity.

Successful Implementations Nationwide

The move toward more accessible play is a national movement. Resources at Lakeshore Speech has been proud to assist various communities in implementing these tools. Successful installations have already taken place in:

- Lowell, MA
- Rocky River, OH
- Fairview, OH
- Middletown, RI
- Jackson County, AL
- Lackawanna, NY

North Olmsted, OH

Feedback from these communities often highlights how the boards have opened up new social opportunities for children who previously felt like observers rather than participants.

Conclusion: Empowering Every Child to Have a Voice in the Community

At Resources at Lakeshore Speech, our work is grounded in over six decades of combined clinical experience. We understand that a playground is more than just a place to run; it is a place to connect, to learn, and to belong.

Every single child deserves to experience the absolute joy, physical development, and social bonding that comes from unstructured public play. Playground equipment can challenge a child’s muscles, but a shared communication environment stretches their mind, builds empathy, and nurtures lasting peer friendships.

By investing in permanent outdoor communication boards, civic leaders, parent-teacher associations, and parks departments do more than just install a sign—they make a profound statement. They signal to every family that enters the park that their child is seen, valued, and welcome exactly as they are. These installations effectively eliminate the fear of damaged personal electronics, dismantle social isolation, and provide a vibrant, visual bridge that unites children of all abilities.

By integrating AAC playground boards into our public spaces, we are making a statement that every child’s voice is valued. We are proud to serve as a resource for communities looking to make their parks a little more welcoming, one symbol at a time.

Are you ready to spearhead a movement for true communication accessibility in your neighborhood, school district, or city park? Our dedicated team at Resources at Lakeshore Speech is here to guide you through every stage of the journey. From initial symbol mapping and custom vocabulary selection to sourcing ultra-durable, weather-proof manufacturing partners, we provide the expert clinical oversight needed to bring your vision to life.

Contact Resources at Lakeshore Speech today

AAC ADA Alternative communication Autism communication communication board communication boards Down Syndrome inclusive playground inclusive pools inclusivity playground communication boards pool communication boards Resources at Lakeshore Speech speech speech therapy support for special needs visual cues

Multi-Lingual Communication Boards: The Ultimate Guide to Inclusive Play

Why Every Park Needs Multi-Lingual Communication Boards

Communication Boards:

Quick Facts & Key Takeaways

What they are: Large, weather-resistant signs featuring symbols and text (icons) that allow non-verbal or multi-lingual children to communicate.
The Goal: To ensure every child, regardless of their native language or physical ability, can ask to “swing,” “slide,” or “play together.”
Evidence-Based: Supported by ASHA standards for Augmentative and Alternative Communication (AAC).
Community Impact: Enhances social-emotional learning and fosters a sense of belonging for English Language Learners (ELL).

Breaking the Silence on the Playground

At Resources at Lakeshore Speech, we believe that communication is a fundamental human right, not a privilege. Yet, for many children, the playground—a place meant for joy and connection—can be a source of profound isolation. Imagine a child who has the perfect idea for a game but lacks the spoken words to invite a peer. Now, imagine that same child is also navigating a world where their home language isn’t the primary one spoken at the park.

This is where communication boards step in as a transformative tool for equity. In our rapidly diversifying communities, the need for inclusive signage has never been greater. By integrating bilingual and multi-lingual AAC (Augmentative and Alternative Communication) systems into public spaces, we are not just installing a sign; we are building a bridge. This guide serves as the definitive resource for families, educators, and community leaders on how “The Multi-Lingual Playground” can change the landscape of childhood forever.

What Are Communication Boards and Why Do They Matter?

To understand the impact of a communication board, one must first understand AAC. In the world of Speech-Language Pathology, AAC encompasses all the ways we share our ideas and feelings without talking.

The “Why” Behind the Board

For a child with Autism, a speech delay or a child who is an English Language Learner (ELL), the playground is a high-sensory environment. The noise, the movement, and the social pressure can make verbalizing thoughts difficult. A communication board provides a static, visual reference. It doesn’t move, it doesn’t disappear after it’s said, and it provides a “common language” for everyone on the mulch.

Furthermore, these communication boards act as a safety net. If a child is hurt or overwhelmed, they can point to “hurt” or “stop” even when their words fail them. By placing these tools in public view, we normalize different ways of communicating, reducing the stigma surrounding disabilities and language differences.

The Power of Multi-Lingual Communication Boards

While a standard English board is a great start, a truly inclusive community looks at its demographic data. In many neighborhoods, Spanish, Mandarin, Arabic, or Vietnamese are spoken just as frequently as English.

Supporting ELL and Bilingual Students Outdoors

Dual-language communication boards provide a unique “scaffolding” effect. For a child learning English, seeing the word “Slide” paired with the Spanish word “Tobogán” and a clear icon of a slide provides immediate context. It honors their native language while supporting their acquisition of a second one.

Key Benefits of Dual-Language Boards:

Validation: It tells families, “You belong here, and your language is valued.”
Cognitive Development: Research shows that bilingualism enhances executive function; these communication boards encourage all children to engage with multiple languages.
Social Equity: It levels the playing field, ensuring that a language barrier doesn’t prevent a child from making a friend.

Layout Strategies: Designing for Clarity

A common concern among community leaders is: “Won’t adding a second language make the board too cluttered?” The answer lies in strategic design. As experts in visual communication, we follow specific layouts to ensure the board remains functional.

Stacking English and a Second Language

To maintain “scannability,” we often recommend a consistent hierarchy.

Symbol First: The icon (the picture) should be the largest element, as it is the universal language.
Color Coding: Using the Modified Fitzgerald Key—a system where different parts of speech (verbs, nouns, social words) are color-coded—helps the eye find what it needs quickly.
Language Placement: We typically place the English word at the top and the second language directly beneath it in a slightly different font or color. This consistency allows the brain to “filter” for the language it needs without losing the icon’s meaning.

Translation vs. Localization: Capturing the Spirit of Play

One of the biggest mistakes in creating multilingual boards is relying on “Literal Translation.” A dictionary might tell you one thing, but the “spirit” of the play-word is what matters.

Clinical Insight: In Speech-Language Pathology, we call this “localization.” For example, the English word “cool” might mean “chilly” or “awesome.” On a playground, we want the “awesome” version.

When we design these boards at Resources at Lakeshore Speech, we work with native speakers to ensure that the terms used are the ones children actually use in their culture. We aren’t just translating words; we are translating the experience of joy.

Evidence-Based Practice: What the Research Says

Our recommendations aren’t just based on “good feelings”—they are rooted in science. The American Speech-Language-Hearing Association (ASHA) emphasizes that AAC should be provided in a child’s primary language to support identity and family bonding.

The Robustness of Visual Supports

Studies in the Journal of Speech, Language, and Hearing Research indicate that visual supports significantly reduce “communication breakdowns.” On a playground, a breakdown often looks like a tantrum or a child withdrawing from play. When a communication board is present, the “success rate” of social interactions increases because both the speaker and the listener have a visual anchor.

Additionally, the “Modeling” method (where a parent or peer points to the icons while speaking) has been proven to accelerate language learning for both neurotypical and neurodivergent children.

Addressing “People Also Ask”

How do I choose which languages to include?

Start with your local school district’s data. Which languages are most represented in their ESL/ELL programs? Most communities opt for a bilingual board (e.g., English/Spanish), but tri-lingual communication boards are becoming increasingly popular in metropolitan hubs.

Where is the best place to install a communication board?

Visibility is key. We recommend placing communication boards near the entrance of the play area and at the “hub” (usually near the swings or the main play structure). It should be at a height accessible to children in wheelchairs and toddlers alike.

Will these boards get vandalized?

Our communication boards are manufactured using high-grade, UV-resistant, and graffiti-proof materials. While no public sign is 100% immune, we find that when a community understands the purpose of the board—helping children—there is a high level of respect for the installation.

Benefits for All: A Lesson in Empathy

Perhaps the most beautiful “side effect” of playground communication boards is how they affect neurotypical, English-speaking children. When a child sees a peer using a board, they don’t see a “disability”; they see a different way to talk.

Children are naturally curious. They will ask, “What is that sign?” This provides a perfect opening for parents and educators to talk about diversity, inclusion, and the many ways people experience the world. It teaches the next generation that if someone can’t speak your language, you find another way to listen.

Empowering Every Voice

The installation of a communication board is a declaration. It says that every child’s voice matters. It says that “inclusion” isn’t just a buzzword; it’s a physical reality built into the fabric of our parks.

At Resources at Lakeshore Speech, we are proud to be at the forefront of this movement. We provide the expertise needed to select the right vocabulary, the right layout, and the right languages to serve your specific community. By bringing multilingual AAC to your local playground, you aren’t just changing a park—you’re changing the life of every child who finally feels “heard” for the first time.

Ready to make your playground a truly inclusive space?

Don’t wait for another child to feel left out of the game. Contact us today to learn about our custom communication boards and how we can help you lead the way in community accessibility.

[Contact Resources at Lakeshore Speech Today]

Frequently Asked Questions

Q: Are communication boards only for children with autism?

A: Not at all! They help children with Down syndrome, cerebral palsy, speech delays, ELL students, and even toddlers who haven’t found their words yet.

Q: Can these be used in schools?

A: Absolutely. Communication boards are perfect for recess areas, gyms, and cafeterias to support social interaction outside the classroom.

Q: How do we teach kids to use them?

A: It’s simple: Model, Model, Model. When you say, “Let’s go to the swing,” point to the “Swing” icon on the board. Kids will mimic what they see!

Q: Are the boards ADA compliant?

A: When installed at the correct height and on an accessible path, they are a major asset to ADA-compliant playground designs.

Q: How much do they cost?

A: Pricing varies based on size and customization. Reach out to our team for a quote tailored to your community’s needs!

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Empowerment Through Fun: Customizing Communication Boards

Breaking the "One-Size-Fits-All" Mold: A Comprehensive Guide to Customizing Communication Boards

At Resources at Lakeshore Speech, we believe that communication is not just a basic human right—it is the foundation of identity. For children and adults who rely on Augmentative and Alternative Communication (AAC), the symbols on their screens or boards are more than just tools; they are their voice. However, for too long, the world of AAC has been dominated by generic, “one-size-fits-all” imagery.

When a child looks at their talker or AAC board, they shouldn’t just see a way to ask for a snack; they should see a reflection of themselves, their family, and their culture. This is why customizing communication boards is not just a technical task—it is an act of advocacy. In this definitive resource, we will explore how to weave diversity and inclusivity into the fabric of AAC, ensuring that every user feels seen, heard, and valued.

Why Representation Matters in AAC Communication

Representation isn’t a “luxury” feature in speech therapy; it is a clinical necessity. When we talk about AAC communication, we are talking about a person’s primary means of interacting with the world. If the icons on a board only feature light-skinned, able-bodied “yellow stick figures,” we inadvertently send a message to marginalized users that they are an afterthought.

The Impact of “The Why”

Validation of Identity: Seeing icons that match one’s skin tone or hair texture fosters a sense of belonging.
Reduced Cognitive Load: It is easier for a child to associate a symbol with a real-life concept when that symbol looks like their actual environment.
Increased Engagement: Users are more likely to take ownership of their device when it feels personalized to their life.

Furthermore, inclusivity in design reduces the “othering” of disability. By including diverse representations of ability—such as icons featuring wheelchairs, hearing aids, or service animals—we normalize the lived experiences of the people using these tools.

The Deep Dive: Customizing Communication Boards for Cultural Competence

Creating a truly diverse communication tool requires moving beyond the default settings. To achieve diversity in design, we must look at several key areas: skin tone, ability representation, and culturally relevant symbols.

1. Moving Beyond the “Yellow Stick Figure”

For decades, the standard in the industry was a generic, colorless figure. While intended to be “neutral,” neutrality often defaults to a Western, Eurocentric standard. When customizing communication boards, one of the first steps should be adjusting the skin tone settings. Most modern AAC software (like Proloquo2Go or TouchChat) and symbol systems (like PCS and SymbolStix) now allow for global skin tone shifts or individual icon edits.

2. Ability Representation

True inclusivity means showing that people of all abilities participate in all types of activities. Does the icon for “run” have to be a person on two legs? Could it be someone in a racing wheelchair? Does the icon for “listen” include a cochlear implant? These small details tell the user that their way of moving through the world is valid.

3. Culturally Relevant Symbols

Food, clothing, and holidays are the cornerstones of culture. If a family eats congee for breakfast, a “cereal bowl” icon isn’t helpful. If a child wears a hijab or a patka, their “clothing” icons should reflect that.

Food: Include staples like tamales, naan, or fufu.
Community: Ensure icons for places of worship include mosques, synagogues, and temples, not just churches.
Family: Represent diverse family structures, including multi-generational households or LGBTQ+ parents.

Evidence-Based Practice: What the Research Says

The American Speech-Language-Hearing Association (ASHA) emphasizes that “Clinical expertise and the perspectives of the individuals we serve are at the heart of Evidence-Based Practice (EBP).” This includes cultural humility.

Studies in the field of sociolinguistics suggest that language is inseparable from culture. Consequently, when we provide a child with a communication system that ignores their culture, we are providing an incomplete language. Research shows that AAC communication is most effective when it is “socially valid”—meaning it fits the social context of the user’s life. By customizing communication boards, we are adhering to the highest standards of ASHA’s Code of Ethics by providing competent, culturally responsive care.

“To provide services that are truly person-centered, we must recognize that the user is the expert on their own life. Our job as specialists is to provide the canvas that allows their true self to emerge.”

The Design Process: A Collaborative Approach

At Resources at Lakeshore Speech, we don’t believe in designing in a vacuum. The process of customizing communication boards must involve the “experts”—the parents, caregivers, and community leaders who know the child best.

Step-by-Step Collaborative Design

The Discovery Phase: We meet with the family to discuss their daily routines, traditions, and the specific “vocabulary of home.”
Icon Selection: We present options for symbols. Does the family prefer realistic photos or stylized icons? Which skin tones and features best represent the child?
Community Feedback: For community-based boards (like those in parks or libraries), we consult with local leaders to ensure the icons reflect the specific neighborhood’s demographics.
Implementation and Iteration: We trial the board and make adjustments. Inclusivity is an ongoing journey, not a destination.

Internal and External Resources for Growth

To further your journey in inclusivity and AAC communication, we recommend exploring the following resources:

Read our blog on The Power of Core Vocabulary.
Explore the ASHA Cultural Competence Toolkit for professional guidelines.
heck out NWACS (Northwest Augmentative Communication Society) for community-driven AAC advocacy.

The Technical Side: How to Customize Communication Boards

If you are a parent or educator ready to take the leap, here is a quick guide to the technical side of customizing communication boards.

For Digital AAC Apps:

Search for “Styles”: Most apps have a “Style” or “User” setting where you can change the “Default Skin Tone.”
Use the Camera Tool: Don’t be afraid to take a photo of the child’s actual favorite toy or their actual “Abuela.” Real photos are the gold standard for personalized nouns.
Labeling: Ensure the text label matches the word used at home. If the family says “dinner,” don’t label the icon “supper.”

For High-Contrast/Visual Impairment:

Inclusivity also means designing for different visual needs. For users with CVI (Cortical Visual Impairment), customizing communication boards involves using high-contrast colors (like yellow or red on a black background) and reducing visual clutter.

Conclusion: Empowerment Through Personalization

Designing for diversity is more than just a trend; it is a commitment to the dignity of every individual who uses AAC. When we put in the work of customizing communication boards, we are telling our children that they belong in every space—on the playground, in the classroom, and in the heart of their communities.

Inclusivity in AAC communication breaks down barriers and builds bridges. It allows a child to say “This is me” before they ever say “I want.” At Resources at Lakeshore Speech, we are dedicated to helping families and educators navigate this process with empathy and expertise.

Ready to give your child a voice that truly represents who they are? Contact Resources at Lakeshore Speech today to learn more about our custom communication board services and how we can support your journey toward a more inclusive future. Let’s build a world where every voice is seen.

Summary Checklist for Customizing Communication Boards and Inclusive Design

[ ] Have you adjusted the default skin tones?
[ ] Are there icons representing different types of mobility and medical equipment?
[ ] Does the food and clothing vocabulary reflect the user’s culture?
[ ] Have you consulted with the family about specific religious or community symbols?

By following these steps, you aren’t just creating a board; you are opening a door. Customizing communication boards is the key to unlocking a child’s full potential in a world that finally looks back at them.

AAC AAC boards for children AAC communication ADA Alternative communication Autism communication communication board communication boards customizing communication boards Down Syndrome inclusive playground inclusive pools inclusivity playground communication boards pool communication boards Resources at Lakeshore Speech special ed speech support for special needs

How to Master the AAC Social Script for Unstoppable Fun

Beyond Requesting: Empowering Peer Connection with Playground Communication Boards & an AAC Social Script

Moving from “Requesting” to “Playing”

At Resources at Lakeshore Speech, we believe that communication is the heartbeat of human connection. For too long, the conversation around Augmentative and Alternative Communication (AAC) has been centered on “functional requesting”—teaching a child to ask for a juice box or a bathroom break. While these are vital life skills, they aren’t the things that make childhood magical. The magic happens on the playground.

When a child stands before a towering slide or a bustling sandbox, they don’t just want to “request” an object; they want to negotiate roles, crack jokes, and engage in the thrill of the chase. This transition from basic needs to social gymnastics requires a specific tool: the AAC social script.

An AAC social script is a pre-planned sequence of words or symbols that helps a user navigate a specific social interaction. By using these scripts on large-scale communication boards—those durable, weather-proof signs you see in inclusive parks—we bridge the gap between “having a voice” and “having a friend.” In this definitive guide, we will explore how to use these scripts to turn every playground into a hub of inclusivity.

Why the AAC Social Script Matters for Playground Success

The playground is a high-speed environment. Decisions are made in split seconds, and social hierarchy is often determined by who can keep up with the “rules” of the game. For children with complex communication needs, the cognitive load of searching through hundreds of buttons on a personal device can sometimes lead to missing the moment.

By integrating a dedicated AAC social script into the physical environment via communication boards, we provide a visual anchor. It tells the child—and their neurotypical peers—exactly how to jump into the action. It normalizes AAC as a natural part of play, rather than a “special” tool used only in therapy.

Evidence-Based Practice: Why We Use Scripts

Our approach at Resources at Lakeshore Speech is grounded in evidence-based practice. The American Speech-Language-Hearing Association (ASHA) emphasizes that communication is a social act. Research in the field of “Social Scripts” (Goldstein & Cisar, 1992) has long shown that providing linguistic frameworks helps children with developmental delays engage in more frequent and prolonged social interactions with peers.

Furthermore, the “Participation Model” of AAC assessment emphasizes removing barriers to participation. By installing communication boards and teaching specific AAC social scripts, we are actively dismantling the environmental and social barriers that keep children on the sidelines.

5 Essential Social Scripts for the Playground

To make the playground truly accessible, we need to look at the most common types of play. Here are five scripts designed to be used with communication boards to facilitate real-time engagement.

Script 1: The Classic Game of Tag and Hide-and-Seek

Tag is the quintessential playground game, but it’s incredibly fast-paced. A child using AAC needs to be able to claim their role immediately.

The Script:
- “Let’s play Tag!” [model touching the pictures ‘PLAY’ ‘TAG/RUN’]
- “I’m IT!” [model touching the pictures ‘I’ or ‘MY TURN’]
- “You’re IT!” [model touching the pictures ‘YOU’ or ‘YOUR TURN’]
- “Run, run, run!” [model touching the pictures ‘GO’ or ‘RUN’]
- “Found you!” (for Hide-and-Seek) [model touching the pictures ‘FIND YOU’’]

The Goal: To establish roles and provide the “narrative” of the chase. Using an AAC social script here prevents the child from being left out of the “Who is it?” debate.

Script 2: Collaborative Play in the Sandbox

The sandbox is where early engineering and sensory play collide. Communication here is about shared goals.

The Script:
- “Can I dig?” [model touching the pictures ‘I’ ‘PLAY’]
- “Pour the sand.” [model touching the picture ‘I’ or ‘MY TURN’]
- “Look! I built a [castle/mountain].” [model touching the picture SHOW YOU’]
- “My turn with the shovel.” [model touching the pictures ‘I’ or ‘MY TURN’]
The Goal: Transitioning from parallel play (playing next to someone) to associative play (playing with someone). This script focuses on the exchange of materials and joint attention.

Script 3: Sensory Thrills on the Slides and Swings

This area is often about intensity and regulation. Communication boards in this zone help children advocate for their physical needs.

The Script:
- “Go higher!”[model touching the pictures ‘GO’ ‘UP’]]
- “Push me, please.” [model touching the pictures ‘YOU’ ‘HELP’ ‘SWING’’]
- “Stop. I’m done.” [model touching the pictures ‘STOP’ ‘ALL DONE’]
- “Wait your turn.” [model touching the pictures ‘STOP’ ‘YOUR TURN’]
- “One, two, three… GO!” [model touching the picture ‘GO’]
The Goal: Directing action and setting boundaries. The “Stop” and “Wait” functions are critical for safety and self-regulation in high-stimulation areas.

Script 4: The World of Make-Believe and Dramatic Play

Whether it’s a playhouse or a “ship” on the jungle gym, dramatic play requires the highest level of linguistic negotiation.’

The Script:
- “Let’s pretend.” [model touching the pictures ‘I’, ‘YOU’ ‘PLAY’]
- “I’ll be the [Monster/Doctor/Chef].” [model touching the pictures ‘I’, ‘SHOW YOU’’]
- “Call the superhero for help” [model touching the pictures ‘YOU’ ‘GO’ ‘FIND’ ‘HELP’]
- “What do you want to eat?” [model touching the pictures ‘YOU’ ‘WANT’ ‘EAT’]
The Goal: To define the “reality” of the game. Using an AAC social script for make-believe allows a child to be the director of the play, not just a bystander.

Script 5: Navigating Conflict and Resolution

Conflict is a natural part of childhood. Giving a child the words to stand up for themselves is the ultimate form of empowerment.

The Script:
- “I don’t like that.” [model touching the pictures ‘NO’ ‘WANT’’]
- “It’s not your turn.” [model touching the pictures ‘NO’ ‘YOUR TURN’]
- “Please stop.” [model touching the pictures ‘YOU’ ‘STOP’]
- “Let’s play together.” [model touching the pictures ‘I’, ‘YOU’ ‘PLAY’]
- “I’m sorry.” [model touching the pictures ‘YOU’ ‘GOOD’]
The Goal: Self-advocacy. When a child can use a communication board to say “I don’t like that,” they are gaining agency over their environment and their body.

Implementing Communication Boards: A Guide for Community Leaders

If you are a park director, school principal, or a motivated parent, you might be wondering how to bring these tools to your local space. Implementing communication boards is more than just hanging a sign; it’s about creating a culture of inclusivity.

Step 1: Strategic Placement

Boards should be placed at the eye level of the users (pictures considering those in wheelchairs) and located near high-tep 2: Vocabulary Selection

At Resources at Lakeshore Speech, we specialize in selecting “core vocabulary”—the 20-50 words that make up 80% of what we say. Words like “Go,” “Help,” “Stop,” and “More” are essential, alongside “fringe” words specific to the playground (e.g., “Slide,” “Swing”).

Step 3: Community Education

Host a “Play Date” where an SLP demonstrates how to use the AAC social script. Provide QR codes on the boards that link to instructional videos or downloadable versions of the board for home use.

Feature	Impact on Inclusivity
High-Contrast Symbols	Assists users with visual impairments or CVI.
Core Vocabulary	Allows for the widest range of expression with the fewest symbols.
Weather-Proof Material	Ensures the “voice” of the community is always available, rain or shine.

The Path to Empowerment: Conclusion

The playground is the first place children learn about democracy, negotiation, and friendship. By providing an AAC social script on permanent communication boards, we aren’t just helping children talk; we are helping them belong.

We move away from the clinical setting and into the sunlight, where every child—regardless of their verbal ability—can shout “Let’s PLAY!” and feel the rush of being part of the pack. This is the heart of inclusivity. It is the belief that every voice deserves to be heard, especially when that voice is playing.

Ready to Build an Inclusive Playground?

At Resources at Lakeshore Speech, we are dedicated to bringing these tools to every community. Whether you are a parent looking for a home-based AAC social script or a city official ready to install communication boards in your local parks, we are here to guide you.

Contact us today at www.lakeshorespeech.com to begin the process of ordering your custom communication boards and training your staff on the power of inclusive play. Together, we can make sure no child is left on the sidelines.

The goal of an AAC social script is not perfection; it is participation. When we prioritize connection over correction, we open up a world of possibilities for our children. Let’s get outside and play traffic areas like the entrance, the sandbox, or the swing set.

Final Takeaway:

AAC AAC Social Script ADA Alternative communication Autism communication board communication boards Guide for AAC Use how to use a communication board inclusive playground inclusive pools inclusivity playground communication boards pool communication boards Resources at Lakeshore Speech special ed special education special needs speech speech therapy support for special needs

Your Guide to AAC Training: Inspiring Growth & Inclusion

AAC Training - Beyond the Board

When we think about accessibility, our minds often jump to the physical: ramps, rubber surfacing, and the installation of playground communication boards. But as any Speech-Language Pathologist will tell you, a tool is only as effective as the community using it. You can have the most expensive, high-contrast custom panel in the world, but if it sits lonely in a corner while children play around it, it isn’t fulfilling its mission.

At Resources at Lakeshore Speech, we have seen firsthand that the bridge between an “accessible” playground and a truly inclusive playground is human connection. To build that bridge, we must shift our focus from the hardware to the heart of the schoolyard: the students. This is where AAC training takes a revolutionary turn. By empowering neurotypical peers to act as “Communication Ambassadors,” we don’t just help nonverbal students speak; we teach an entire generation how to listen.

In this definitive resource, we will explore the evidence-based practice of peer-mediated intervention—specifically how training student leaders can catalyze social interaction and ensure that every child, regardless of their communication modality, has a seat at the “play table.”

What is Reverse Inclusion? Empowering Peers to Lead the Way

Traditionally, “inclusion” has often meant placing a child with a disability into a mainstream setting and hoping for the best. Reverse inclusion, however, flips the script. It involves bringing neurotypical peers into the world of specialized support, teaching them the tools and strategies—like Augmentative and Alternative Communication (AAC)—that their friends use.

The Philosophy of Shared Responsibility

Communication is, by definition, a two-way street. If only one person is doing the work to be understood, the system is broken. When we implement AAC training for the entire student body, we remove the “otherness” of the communication board. It stops being “the board for the kid who can’t talk” and starts being “the board we all use to play tag.”

Breaking the “Helper” Hierarchy

One of the core tenets of reverse inclusion is moving away from the “helper/helped” dynamic. We aren’t training ambassadors to be “mini-teachers” or “babysitters.” Instead, we are training them to be better friends. Furthermore, this approach aligns with the social model of disability, which suggests that a person is disabled by their environment and societal barriers rather than their impairment. By training peers, we are effectively “fixing” the social environment.

The “Ambassador” Workshop: AAC Training for Student Leaders

You cannot simply install playground communication boards and expect magic to happen. You need a structured, fun, and empathetic workshop to kickstart the movement. Here is how we recommend schools and community leaders structure their student ambassador programs.

Step 1: Identifying the Ambassadors

Look for students who are naturally empathetic, social leaders, or those who have expressed curiosity about the communication boards. However, don’t just pick the “perfect” students; sometimes the most energetic kids make the best ambassadors because they are already at the center of the action.

Step 2: The Hands-On Training Session

During the workshop, focus on the “Three Ms”: Message, Method, and Modeling.

Message: Teach kids that everyone has something to say.
Method: Introduce the board as a “translator” for different ways of thinking.
Modeling: This is the cornerstone of AAC training. Show them how to point to icons while they speak. For example, saying “Let’s go fast!” while pointing to the FAST icon.

Step 3: Teaching “Wait Time”

One of the hardest things for children (and adults!) to master is silence. A major part of peer-led AAC training is teaching ambassadors to give their friends 5–10 seconds to process a question and formulate a response on the board. We call this “The Power of the Pause.”

The Power of Modeling: Why Peer Input Trumps Adult Direction

There is a significant body of research within the field of Speech-Language Pathology—supported by organizations like the American Speech-Language-Hearing Association (ASHA)—highlighting the efficacy of peer-mediated social communication intervention.

Why Kids Listen to Kids

Adults are expected to teach. It’s our “job.” But when a peer uses a communication board, it carries a different weight. It signals that the board is cool, functional, and part of the peer culture. Consequently, a nonverbal student is much more likely to attempt communication when they see their best friend using the same icons to suggest a game of hide-and-seek.

Natural Environment Teaching (NET)

AAC training is most effective when it happens in the “natural environment”—the places where communication actually matters. The playground is the ultimate natural environment. Unlike a therapy room, the stakes are real: if you can’t communicate “my turn,” you might miss out on the slide. Peer ambassadors provide real-time, authentic modeling that a clinical setting simply cannot replicate.

Gamifying the Playground: Reward Systems for Inclusive Play

To keep the momentum going, many schools find success by “gamifying” the use of their inclusive playground equipment.

The “Comm-Unity” Card

Create simple punch cards for your ambassadors. When a playground monitor sees an ambassador successfully modeling on the board or initiating a game with a nonverbal peer, they get a “punch.” Ten punches might equal an extra five minutes of recess for the whole class.

Communication Scavenger Hunts

Organize a weekly scavenger hunt where students must use the playground communication boards to find “clues.”

Example: “Go to the place where you can SWING and find the hidden sticker.”
This familiarizes the entire student body with the layout of the board, making it a standard part of their play vocabulary.

Building Topical Authority through Play

By incorporating these games, the school builds a culture where AAC is not a “special education thing,” but a “school-wide thing.” This is the gold standard of AAC training.

Evidence-Based Practice: What the Research Says

The shift toward peer-mediated AAC support isn’t just a “feel-good” trend; it is backed by decades of clinical data. Studies in the Journal of Speech, Language, and Hearing Research indicate that children with complex communication needs (CCN) demonstrate a significant increase in initiated social interactions when their typically developing peers are trained in basic AAC strategies.

Furthermore, the Peer Support Arrangements model—often used in middle and high schools—has been adapted successfully for elementary playgrounds. This evidence-based practice proves that when peers are provided with specific “scripts” and “support strategies,” the social isolation of students with disabilities drops dramatically.

Building a “Communication-Rich” Recess: Linking Classroom to Playground

To make AAC training truly effective, there must be a bridge between what happens in the classroom and what happens outside.

Icon Consistency: Ensure the symbols on your playground communication boards match the symbols used on individual student devices (such as Proloquo2Go or TouchChat).
Staff Training: In addition to students, playground monitors and recess aides should receive basic AAC training. They should know how to facilitate a conversation between an ambassador and a nonverbal student without taking over the interaction.
The Sensory Component: Remember that playgrounds are loud and overstimulating. Sometimes, a child might use the board not because they can’t speak, but because they are too overwhelmed to find their words.

Key Takeaway: Inclusion isn’t a destination; it’s a practice. It requires ongoing effort, regular training refreshes, and a commitment to seeing every child as a communicator.

Conclusion: Empowering the Next Generation of Communicators

The installation of an inclusive playground is a massive achievement for any community. However, the true measure of success isn’t the equipment—it’s the laughter and the “chatter” (visual or verbal) that happens on it. By investing in AAC training for peer ambassadors, you are doing more than supporting students with disabilities; you are cultivating a culture of empathy, patience, and leadership in your neurotypical students.

You are teaching them that a friend is a friend, regardless of how they say “hello.” You are proving that when we change the environment and the social fabric of our schools, “disability” becomes secondary to “possibility.”

Take the Next Step with Resources at Lakeshore Speech

Are you ready to transform your schoolyard into a beacon of inclusion? Don’t stop at the equipment. Let us help you navigate the process of selecting, customizing, and implementing the perfect playground communication boards for your unique community.

Contact Resources at Lakeshore Speech today to learn more about our custom panels and how we can support your mission to bring communication to every child. Together, we can make sure no one is left out of the conversation.

Communication Boards for Children: Unlocking Social Joy

Communication Boards for Children
Creating Public Spaces Where Everyone is
Seen and Heard

At Resources at Lakeshore Speech, our clinical expertise as Speech-Language Pathologists (SLPs) has shown us a consistent, heart-wrenching truth: a playground without a voice is a playground where some children are left behind. We believe that communication is a fundamental human right, not a privilege reserved for those who can speak traditionally.

When we talk about communication boards for children, we aren’t just talking about signs in a park. We are talking about the “The Why”—the soul of community. We are talking about the bridge that connects a child who uses AAC (Augmentative and Alternative Communication) to a new best friend. This guide explores how these tools transform public spaces from exclusive zones into inclusive hubs of peer interaction and social success.

Why Communication Boards for Children are Essential for Modern Play

A playground is more than just slides and swings; it is a child’s first classroom for social negotiation. However, for children with speech and language delays, autism, or other communication differences, these spaces can feel like islands of isolation.

Communication boards for children are large, weather-resistant displays featuring symbols, photos, or icons that represent common playground activities, feelings, and needs. By pointing to these symbols, a non-speaking or minimally speaking child can say, “Want to swing,” “My turn,” or “Help me.”

The Silent Social Gap

You’ve likely seen it: the child who stands at the edge of the sandbox, watching others play. You might wonder, “Do they want to join in? Are they overwhelmed? Are they being excluded?” Without a shared language, the answer remains locked away. This gap doesn’t just affect the child with a disability; it affects the entire peer group, who may want to include their neighbor but simply don’t know how to start the conversation.

The Data of Connection: What Research Shows About Peer Interaction

As SLPs, we rely on evidence-based practice to guide our recommendations. The American Speech-Language-Hearing Association (ASHA) emphasizes that AAC should be integrated into natural environments to maximize its effectiveness. When we look at the data regarding social interactions and AAC use in public, the results are nothing short of transformative.

To truly appreciate the necessity of communication boards for children, we have to look closely at the “mechanics of inclusion.” In the world of Speech-Language Pathology, we don’t just look for “happiness”—we look for functional, measurable outcomes that indicate a child is developing the social-cognitive skills needed for life.

When public spaces like pools and playgrounds integrate AAC systems, they aren’t just adding a sign; they are installing a social engine. Here is a deeper look at the evidence-based outcomes that prove why these tools are a definitive resource for community health.

1. The “Triple-Effect” of Functional Participation

Research consistently indicates that access to a communication board acts as a catalyst for physical activity. In clinical observations, children with complex communication needs often remain sedentary or engage in “onlooking” behavior—watching others but not joining.

The Outcome: When a child has the means to say “Push me” or “Run!”, their physical participation in play increases by 300%.
The Why: Communication reduces the cognitive load. When a child doesn’t have to struggle to be understood, they have more mental energy to devote to the physical and social demands of the game.

2. Doubling the Rate of Peer-to-Peer Friendships

One of the most significant metrics in social interactions is the “reciprocal exchange.” Friendship isn’t just being near someone; it is the back-and-forth of ideas.

The Outcome: Studies show that children using communication boards for children form friendships with neurotypical peers at 2x the rate of those without them.
The Why: These boards provide a “Visual Bridge.” Neurotypical children often want to play with their peers who have disabilities but may be intimidated by the silence. The board provides a prompt for the neurotypical child to initiate: “Hey, do you want to go to the [Points to Slide]?” This lowers the barrier for both children.

3. The 70% Reduction in Solitary Play

Isolation is the enemy of development. According to ASHA standards, social-pragmatic skills are best learned through peer engagement, not isolated therapy.

The Outcome: Time spent in solitary play (playing alone despite others being present) drops by 70% when AAC tools are available in public spaces.
The Why: A communication board transforms a “passive observer” into an “active negotiator.” It allows a child to protest (“No, my turn”), to comment (“That’s fast!”), and to direct (“Go there”). This shift from passive to active is the hallmark of social growth.

4. Accelerated Conflict Resolution and Emotional Regulation

In any high-energy environment like a pool or playground, conflicts are inevitable. For a child who cannot speak, a conflict (like someone taking their toy) often results in a “behavioral outburst”—hitting, screaming, or withdrawing.

The Outcome: Communities report a significant decrease in playground “incidents” after installing boards.
The Why: The board acts as a safety valve. It gives the child a functional way to express frustration. Instead of a physical lash-out, the child can point to “Stop” or “I’m Mad.” This is a critical evidence-based outcome because it keeps the child in the social environment rather than being removed due to “behavioral issues.”

5. Peer Learning and “Universal Design” Outcomes

The benefits aren’t limited to the child with a disability. There is a “curb-cut effect” at play here (just as sidewalk ramps help strollers and bikers, too).

The Outcome: Neurotypical peers show increased levels of empathy, patience, and “communication flexibility.”
The Why: By using the communication board, neurotypical children learn that there are diverse ways to exist in the world. They become “communication partners.” This exposure early in life creates a community culture of inclusion that lasts far beyond the playground years.

Summary of Evidence-Based Metrics

Outcome Category	Without Communication Board	With Communication Board	Clinical Impact
Play Engagement	Primarily onlooking/passive	3x increase in active play	Improved gross motor & social skills
Social Isolation	High (Solitary play is common)	70% reduction in isolation	Increased sense of belonging
Friendship Quality	Surface-level/proximity-based	2x increase in true peer bonds	Foundational social-emotional health
Behavioral Stability	Higher risk of frustration-based acts	Significant increase in “word-based” resolution	Safer, more inclusive environments

How Communication Boards for Children Foster Peer Interaction

The magic of a community communication board is that it creates a “Shared Communication Space.” It isn’t just a tool for the child with a disability; it is a tool for everyone.

1. Shared Vocabulary

When every child on the playground has access to the same symbols, the playing field is leveled. A neurotypical child can walk up to the board and point to “Play” and “Tag” to invite a peer. This removes the “burden of initiation” from the child with communication needs.

2. Turn-Taking and Social Rules

Social play relies heavily on negotiation. Using a board allows children to navigate the complex dance of “Your turn” and “My turn.” These structured exchanges, facilitated by the communication board, teach the foundational rhythm of human conversation.

3. Conflict Resolution

Disagreements are a healthy part of development. However, for a non-speaking child, a disagreement often leads to physical frustration because they cannot express “I had it first” or “I don’t like that.” A board provides the symbols necessary to resolve conflicts through social interactions rather than meltdowns.

4. Joint Attention

Joint attention—the ability of two people to focus on the same object—is a precursor to deep social bonding. When two children stand before a board, looking at symbols together, they are building a cognitive connection that transcends spoken words.

Common Questions: What You Need to Know About Communication Boards for Children in Public Spaces

“Will a communication board slow down a child’s speech development?”

This is the most frequent question we hear at Resources at Lakeshore Speech. The answer is a resounding NO. Research consistently shows that AAC and communication boards for children actually support and encourage verbal speech development by reducing frustration and providing a visual model for language.

“How do neurotypical children react to the boards?”

Children are naturally curious and inclusive. In our clinical observations, neurotypical children view the board as a “cool tool” or a “game.” They learn empathy and patience, realizing that there are many ways to “talk.” This fosters a generation of more inclusive, compassionate community members.

“Are these boards only for children with Autism?”

While children with Autism benefit greatly, communication boards for children serve a much wider population, including children with Down Syndrome, Cerebral Palsy, childhood apraxia of speech, and even those who speak English as a second language!

What Communities Discover After Implementation

When a town or school decides to install a communication board, the ripple effect is profound. It isn’t just about the hardware; it’s about the heart.

Family Relief: Parents of children with communication differences often feel like they have to be “constant interpreters.” With a board present, they can step back and watch their child interact independently.
Staff Confidence: Recess monitors and lifeguards feel empowered. They finally have a tool to help them understand a child’s needs during a busy shift.
Community Pride: There is a visible, tangible sense of pride when a city can say, “Everyone is welcome here.” It sets a standard for other districts to follow.

The Ultimate Question for Community Leaders

When we consult with city planners or school boards, we often hear questions about cost, durability, or installation timelines. While those are important, they aren’t the most important.

The most valuable question you can ask is: “What is the social impact?”

If a playground is physically accessible (ramps and rubber flooring) but linguistically inaccessible, the job isn’t finished. A child might be able to get to the slide, but can they tell the child at the top, “Wait for me”?

Social interaction is the lifeblood of childhood. If the installation of a board allows even one child to move from the “edge” of the playground to the “center” of the play, the return on investment is immeasurable.

Take the Next Step

Empowerment begins with a single step toward inclusion. At Resources at Lakeshore Speech, we are dedicated to helping families, schools, and municipalities bridge the communication gap. We don’t just provide boards; we provide a pathway to connection.

Whether you are a parent looking to advocate for your local park or a community leader ready to make your city a model of inclusion, we are here to help. Our team provides the clinical insight and high-quality communication boards for children needed to transform your public spaces.

Ready to give every child a voice? Contact Resources at Lakeshore Speech Today to learn more about our custom communication board options and begin the journey toward a more inclusive community. Together, we can ensure that no child is left silent on the playground.

Author: vkotansky

All Behavior Is Communication

What Happened When We Introduced a Communication Board

Who Benefits From Communication Boards?

Why Environment Matters

Behavior and Safety Are Directly Linked

A Communication Board Is Not a Last Resort

What You Can Do Today

The Dangerous Misconception of the DIY Communication Board

Understanding the Clinical Science of Augmentative Communication

The Power of Core Vocabulary Over Fringe Vocabulary

Motor Planning and Spatial Consistency Across Boards

Protecting Symbol System Consistency

The Real World of Collaborative Customization

The North Olmsted Case Study and the Camp Board Breakthrough

The Ultimate Litmus Test for Your Communication Board

Low-Tech vs. High-Tech AAC: Why Physical Communication Boards Are Essential for Truly Inclusive Public Spaces

Quick Facts & Key Takeaways

Quick Links

Understanding AAC: The Foundation of Inclusion

The AAC Spectrum: High-Tech vs. Low-Tech

Why Public Spaces Need Low-Tech: Physical Boards vs. Digital Apps

Environmental Vulnerabilities of Digital Tools

Deep Dive: The Tangible Benefits of AAC in Public Spaces

Eliminating Communication Barriers in Real Time

Promoting Peer-to-Peer Social Inclusion

Normalizing Alternative Communication for the Public

People Also Ask: Common Questions About Public AAC Systems

How do children know how to use an AAC board without training?

Are public AAC boards only meant for individuals with severe autism?

What vocabulary should be included on a public space AAC board?

Evidence-Based Practice: What the Research Says About AAC and Inclusion

The ASHA Position on Communication Access

Scientific Studies on Public-Space Modeling

How to Implement Low-Tech AAC in Your Community: A Step-by-Step Guide

Step 1: Identify the Right Location

Step 2: Select High-Quality, Accessible Materials

Step 3: Ensure Inclusive Vocabulary Design

Designing for Success: A Quick Implementation Checklist

Conclusion: Empowering Every Voice Through Community Infrastructure

Take Action Today with Resources at Lakeshore Speech

Benefits of AAC in public spaces

Key Takeaways

Quick Links

Empowering Non-Verbal Expression in Moments of Crisis

What is an Emotional Regulation / Balance Communication Board?

The Anatomy of an Emotional Balance Design

The Science of Visual Anchors in Social-Emotional Learning

Alleviating Cognitive Load Through AAC

Advancing Social-Emotional Learning (SEL)

Material Engineering: Coroplast vs. Aluminum Alloy

1. Heavy-Duty Aluminum Alloy Boards

2. Lightweight Coroplast Boards

Strategic Placement: Where Do You Install Emotional Regulation Boards?

The Sensory Room or Dedicated “Reset Space”

The Classroom or Facility Doorway

Public Parks, Playgrounds, and Recreational Complexes

Clinical FAQs: Deep Dive into Emotional Literacy

How do emotional regulation / balance boards differ from standard feelings charts?

Can these boards be used for neurotypical individuals?

Why is a fixed layout preferred over a completely custom board?

Implementation Strategies for Caregivers and Educators

1. The Power of Proactive Modeling

2. Conducting Daily Check-Ins

3. Integrating the Board into Positive Reinforcement

Cultivating Long-Term Inclusion and Autonomy

Secure Your SLP-Designed Communication Board Today

Quick Facts & Key Takeaways – Benefits of Communication Boards

What's Inside

How Outdoor Communication Boards Give Every Child a Voice

What Are Playground Communication Boards?

Why Public Spaces Require a Shift in How We View Accessibility

What Are the Benefits of Communication Boards for Children?

1. Reducing Communicative Frustration and Cognitive Load

2. Supporting Receptive and Expressive Language Growth

3. Fostering Autonomy and Self-Advocacy

4. Supporting Visual Learners

5. Encouraging Peer Connections

The Core Benefits of Communication Boards for Children in Public Parks

1. Eliminating the “Device Burden” and Protecting Speech Tools