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1

Introduction to Compass - Table of Contents

I. GETTING STARTED

Setting up “my TobiiDynavox.com” account

II. COMPASS PAGESETS

2A. Overview of Primary Compass Pagesets Pages 4-8

2B. The Setup Wizard Pages 9-12

III. COMMUNICATION TOOLS – THE COMMON DENOMINATOR

3A. Communication Tools for Efficiency Page 13, 15 & 16

3B. Communication Tools for Precision Page 14 & 16

3C. Supporting Communication Tools Page 17

IV. ADDITIONAL TOOLS 4A. The Dashboard Page 18 4B. The Levels Menu Page 18

V. THE SETTINGS MENU

5A. Pronunciation Exceptions Page 19 5B. Creating a Password Page 20 5C. Access Method Setting Page 20 5D. Rate Enhancement Page 20 5E. The Page Browser Page 21 5F. Interface Features Page 21 5G. Using the Camera and Media Library Page 21 5H. Backup and Restoring Page 22

VI. COMPASS PAGESET ORGANIZATION AND BASIC EDITING TIPS

6A. NavBar Pageset Pages 23-25 6B. All Access Pageset Pages 26-28 6C. Master Page Pageset Pages 29-31 6D. Stroke and Brain Injury Pageset Pages 32-34 6E. Core First Pageset Pages 35-38 6F. Navigator Pageset Pages 39-40 6G. Text-Based Pageset Pages 41-42 6H. Word Power Pageset Pages 43-44 6I. Pageset Exploration Activity (used with any Pageset) Pages 45-46

VII. ADDENDUM

7A. Message History Page 47

7B. Profiles Page 47

7C. Overview of Premium Compass Pagesets Page 48

7D. Communication Partner Strategies Pages 49-50

7E. Communication Ability Level Continuum

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34

6E. Exploring the Core First Pageset Pageset Highlights

• Includes all elements of core word strategy

• Two Layout Options o Fitzgerald Key – core words are grouped together on the page, organized by parts of

speech. o Keyboard Core (new option)- core words are grouped together by first letter. User

selects first letter to see core words associated with that letter.

Core First - Fitzgerald Key Options Option 1: Start with a smaller grid size filled with core words. Then gradually increase grid size and the number of core. In the example below, you can see a simple progression of grid size and core. Option 2: Start with a larger grid, and gradually show the words in the grid as the communicator progresses. Grow and show your words. Core First - Fitzgerald Key Layout Organization

Fitzgerald Key Core words are grouped together on the page according to part of speech. This

may be a familiar layout and organization.

Keyboard Core Core words are grouped together by first letter. The Communicator selects a letter and is provided core words that start with

that letter. This is a new and unique layout.

3x5 grid 5x7 grid 7x9 grid

7x9 grid 7x9 grid 7x9 grid

(15 words showing) (30 words showing) (All words showing)

35

Word Lists Word Lists provide vocabulary for specific situations. Notice the personal word list at the top!

Topic Word List This topic word list button will change based on the last Topic you were using.

Word Forms These buttons will show the grammatical variations of a word typed into the message window. Note that the final two buttons in this row provide synonyms of the word you selected.

Topic Page In addition to core words, you have access to topics and topic related messages for efficient communication.

Toolbar Additional Communication Tools .

Supporting Communication Tools Topic Words, Behavior Supports and Scripts - related to each Topic

Modify Button Quickly modify content of buttons

Fitzgerald Key - Teaching Core Options Option 1: Using Core Steps This option gives you the opportunity to introduce small sets of words at a time (i.e., Core Steps). For example, the first set of 6 words introduced are “like”, “not”, “want”, “more” “stop” and “go”. Increase sets through the Levels menu core settings. At each “step” words added remain in a relative position. Word Lists are available to expand messages with fringe words. Option 2: Show all words You may choose to show all words at one time by selecting the “show all words” check box. The number of words will adjust to the grid size chosen.

Option 1: Core Steps

36

Core First - Keyboard Core Options When you choose the Keyboard Core Option you will be asked the type of keyboard layout. Core First - Keyboard Core Layout Organization

QWERTY ABC

Frequency

Core Word Row When you type the first letter of the word, look for the core word in this row. This row will also predict parts of speech that may be appropriate to build the sentence. In any layout, this will be the blue highlighted row.

Word Lists Word Lists provide vocabulary for specific situations. Notice the personal word list at the top!

Topic Word List This topic word list button will change based on the last Topic you were using.

Modify Button Quickly modify content of buttons

Toolbar Additional Communication Tools Note the “Topics” button option as in the Fitzgerald Key Core for topics and related topic messages.

Word Forms These buttons will show the grammatical variations of a word typed into the message window. Note that the final two buttons in this row provide synonyms of the word you selected.

37

Core First Basic Edting and Setting Tips

• Personal Word List – Create your own personal word lists in addition to pre-programmed list (e.g., family names, favorite places, favorite music, etc.)

• Core Row - The blue row predicts core words based on the letter chosen from the keyboard.

The words will always appear in the same place.

• Word Prediction after 2nd Letter – When enabled, the “core row” will switch to word prediction buttons after the second letter is selected for expanded sentence construction.

• Word Lists – Can be set to reflect a specific ability level (Emergent, Context-Dependent, Independent) which will change the amount of words (or subcategories) displayed in a category.

• Basic Editing – Refer to the basic editing of buttons in the NavBar Pageset section

• Hiding Tabs – Refer to the steps in the All Access Pageset section

• Choosing New Topics: 1. Open the Topics menu from the Toolbar. 2. Select the modify button in the bottom right corner. 3. Select Topics of your choice as general or make them a “favorite” which will

put these on the top row of the Topics page.

• Customization of Tools in Levels Menu: o From the Toolbar, choose the Dashboard. o Select the Levels button. o Easily switch between the Core Organization options here to compare. o Make global customizations to the pageset and specific communication tools from the

Levels menu. o Be sure to select APPLY to set your changes.

Note that you can create up to three different profiles (see addendum).

38

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50

1Copyright © 2015 Tobii Dynavox. All rights reserved.

*Adapted from Patricia Dowden, Ph.D., CCC-SLP, University of Washington, Communicative Independence Model.

Use this guide to help provide insight to current and potential target skills and strengths. Mark the statements that best describes an individual’s observable communication behaviors. You may not check all of the boxes in any skill area. You may also find that you check boxes in more than one Ability Level.

Ability Level Continuum*

Limited or no understanding that symbols (e.g., pictures, words) represent ideas.

Pictures may or may not help increase understanding and expression.

Difficult to determine how much he/she understands verbally.

Responds to common gestures (e.g., come here, go away, greetings).

Shows understanding of the use of common objects.

Pictures seem to help increase both understanding and expression.

May be starting to follow simple directions within familiar routines and activities.

May communicate most successfully using facial expression, body language, gestures, and/or behavior (either socially appropriate or challenging).

May indicate acceptance (e.g., smile) or rejection (e.g., turn away) but does not reliably answer other yes/no questions.

May desire or try to communicate in familiar and motivating activities.

Requires help from communication partner to communicate successfully (e.g., narrowing choices, interpreting gestures/body language/behavior).

Sensory behavior is very important for calming (e.g., rocking, mouthing objects) and determining likes and dislikes.

Understands symbols (e.g., objects, pictures) for basic, common or concrete items.

Starting to use clear and simple symbols (including objects, photographs and picture symbols) in motivating situations or favorite activities.

If using picture symbols, he/she will use one picture at a time to communicate messages.

May use gestures, body language, facial expression or behavior intentionally to communicate (e.g., pointing, showing, giving); however, reliability varies from day to day or activity to activity.

Reacts to familiar people and/or motivating activities.

Takes turns in familiar and motivating routines (e.g., “high five” or when someone spreads arms to receive a hug).

May respond to close physical interaction by looking, smiling, or reaching.

Shows clear preference for certain objects, activities, and people.

May be starting to show some interest in social interactions, especially in specific situations.

May not use symbols to interact socially.

May not be interested in reading or book activities.

May demonstrate a beginning interest in participating in shared reading and/or is beginning to engage with books more independently.

May be able to identify own name and a few other frequently seen words.

Performance with forms of AAC may be inconsistent.

Benefits from help from his/her communication partner as skills are developing.

Ability Level 1: Emergent Ability Level 2: Emergent Transitional

Understanding Understanding

Expression Expression

Social Interaction

Social Interaction

Literacy Skills

Literacy Skills

Other Other Performance with forms of AAC may be inconsistent.

Benefits from help from his/her communication partner as skills are developing.


Ability Level Continuum

Understands photographs or picture symbols representing objects, common actions (e.g., run, paint, eat), people or situations.

Starting to understand more abstract picture symbols (e.g., think, big, hot, few).

Follows simple instructions in both familiar and unfamiliar routines.

Understands and follows general conversations.

Understands conversations as well as same age peers.

Follows simple to complex directions given verbally.

Uses a combination of communication methods to express messages (e.g., gestures/pointing, symbols, speech/vocalizations, and device).

Uses symbols and objects spontaneously to communicate basic needs and make a variety of requests.

Beginning to use symbols to comment and/or ask questions with support.

Communicates best in routines, about familiar topics, and with familiar communication partners.

Beginning to combine two or more symbols to create longer messages (e.g., uses carrier phrases “I want; I like; I see___”).

Communicates about a broad range of topics with both familiar and unfamiliar communication partners.

Consistently combines 2 or more symbols to create longer, more complex and/or an increased variety of messages for different communicative functions (e.g., comments, questions, or sharing information).

Uses a wider variety of vocabulary or communication tools within his/her communication device.

Initiates conversations and social interactions with familiar communication partners.

Benefits from help to take additional turns in conversation.

Answers routine questions appropriately with familiar communication partners.

Uses socially appropriate comments/questions to initiate with familiar communication partners.

Appropriately answers routine questions with a variety of communication partners.

Literacy skills growing to include: identifying letters of the alphabet, connecting some letters with corresponding sounds, understanding word boundaries, reading a small number of high frequency sight words, reading and writing name, beginning to spell words but not necessarily with conventional spelling.

Literacy skills growing to include: increased letter-sound awareness, additional sight words, conventional spelling of simple words; adding word endings as appropriate (e.g., past tense “ed”, plural “s” or “ing), and solid understanding of the connection between spoken words and print.

May be beginning to utilize word prediction with symbol support.

Reads printed material that is somewhat below an age-appropriate level.

May continue to benefit from the help of his/her communication partner to communicate successfully, especially when the topic, partner or environment is unfamiliar.

Able to use simple strategies (e.g., repeat) to repair communication when not understood with support from the communication partner.

Strong “mental mapping” of where things are in his/her device including navigational symbols.

Able to use a variety of strategies to repair communication when not understood; and, in some cases, with the support of communication partners.

Programs content in the communication device when it’s desired or missing given support as needed (e.g., add favorite foods in Word List food category).

Understanding Understanding

Expression Expression

Social Interaction

Social Interaction

Literacy Skills

Literacy Skills

Other Other

Ability Level 3: Context-Dependent Ability Level 4: Transitional Independent


Understands communication and directions the same as same-age peers.

Combines single words, spelling and phrases together to communicate about avariety of subjects as others would at his/her age.

Able to expand on a thought in conversation.

Social interaction skills, environments, and activities are similar to other of his/her age.

Literacy abilities are on par with same-age peers.

Able to use various strategies to repair communication when he/she is not understood.

Able to utilize rate enhancement features of the device (e.g., word prediction) though he/she may not choose to do so.

Able to program desired content (e.g., personal narratives, etc.) into device.

Understanding

Expression

Social Interaction

Literacy Skills

Other

Ability Level 5: Independent

ABILITY LEVEL SUMMARY In the chart below, mark the individual’s Ability Level for each skill area to provide you with a “big picture” view.

SKILLS ABILITY LEVEL

NOTES:Emergent Emergent Transitional

Context- Dependent

Context-Dependent Transitional

Independent

Understanding

Expression

Social Interaction

Literacy Skills

Other

Notes: Additional observations of communication characteristics in each skill area such as strengths, barriers, other communication modes, etc.

Understanding

Expression

Social Interaction

Literacy Skills

Other: (e.g., environment, favorite communication partner/s, motivating activities/topics, behavior, etc.)

Ability Level Continuum

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