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Current technology offers many possibilities for remote communication. Nevertheless, people with cognitive and communicative disabilities have limited access to common communication technology like text messaging via a mobile phone. This study is part of the project Text messaging with picture symbols ‐ possibilities for persons with cognitive and communicative disabilities. Semi‐structured interviews were used to investigate the experience of using Windows mobiles with adapted functions for text messaging by three men and four women. The participants' opinions about the content and organisation of the project were also evaluated. All participants except one experienced increased possibilities for remote communication via text messaging. Increased participation was another relevant finding. Technical aids and interventions were individually tailored and the majority of the participants thought that Talking Mats for goal setting and repeated interviews during the project had been successful methods.

Graphic symbols, such as the Picture Communication Symbols, Makaton and Widgit, have been traditionally used in the field of augmentative and alternative communication (AAC) in order to support people with little or no functional speech. The paper aims to discuss these issues.

However, given the fact that the terminology remains contested in the existing literature as well as the multidisciplinary nature surrounding graphic symbols, in more recent years and the number of terms used in different fields, it is vital that the terminology of graphic symbols is revisited again.

In the last section of the paper, a definition of graphic symbols is proposed.

The value of this paper lies in the fact that while field of graphic symbols have been used in the AAC for more than 30 years, there is still no consensus regarding the meaning of the terminology used.

Given the rise of individuals who have complex communication needs (CCN), it is important to identify appropriate assistive technology systems that can support the individual's communication needs. Augmentative and alternative communication (AAC) systems can serve as a means to assist individuals to communicate independently. The goal of AAC is to enhance or replace the individual's current and limited verbal or written communication skills. This chapter focuses on feature matching, aided communication and the selection process for aided communication systems including low to high technology systems. It also emphasises other key considerations pertaining to person-centred planning such as conducting preference assessments and trial periods to minimise system abandonment.

The ongoing development of new graphic symbol sets in conjunction with a lack of literature supporting professionals in choosing the optimum set(s) for their users was the driving force behind this research project. The purpose of this paper is to explore the factors that professionals take into consideration when they choose one graphic symbol set instead of another.

Based on the phenomenology of pedagogy, semi-structured interviews were used with three speech and language therapists (SLTs), three special education teachers, one teacher for pupils with hearing loss, one foundation year teacher and one SENCo/deputy head teacher. Thematic analysis was used to process the data.

The results have shown that when professionals choose a graphic symbol set for their user(s), they focus on the iconicity, the software availability and its features. They are also influenced by any existing graphic symbol policies in the area they work. Training and follow-up support also influence professionals’ experiences when choosing graphic symbol sets for their users.

Given the limited literature pertaining to the topic of this paper, it is proposed that further research is conducted in order to build the theoretical and practical frameworks upon which professionals (such as SLTs and teachers), symbols developers and academics can base their future work.

This research aims to contribute to the scant literature regarding the factors that SLTs take into consideration when choosing a graphic symbol set for their user(s).

Although theories in the past claimed that in order to be literate someone has to acquire specific prerequisite skills, more recent theories suggest that for some aspects of language, symbols can help people to access literacy. In this paper, we speculate that symbols can help children in schools to cope with their difficulties with print. Widgit Literacy Symbols have been developed over the last 20 years as a means of enhancing access to written communication and curriculum. Through the Symbol Inclusion Project (SIP), Widgit Software has been working closely with teachers in Warwickshire, creating resources for students in schools. Anecdotal evidence from the SIP project suggests that symbols can help children to anticipate their difficulties with literacy as well as to increase their motivation and self‐esteem and improve their behaviour.

When the augmentative and alternative communication (ACC) model (Lloyd et al., 1990) was proposed, these components of symbols were not considered, nor were they contemplated when superordinate (Lloyd and Fuller, 1986) and subordinate levels (Fuller et al., 1992) of AAC symbol taxonomy were developed. The purpose of this paper is to revisit the ACC model and propose a new symbol classification system called multidimensional quaternary symbol continuum (MQSC)

The field of AAC is evolving at a rapid rate in terms of its clinical, social, research and theoretical underpinnings. Advances in assessment and intervention methods, technology and social issues are all responsible to some degree for the significant changes that have occurred in the field of AAC over the last 30 years. For example, the number of aided symbol collections has increased almost exponentially over the past couple of decades. The proliferation of such a large variety of symbol collections represents a wide range of design attributes, physical attributes and linguistic characteristics for aided symbols and design attributes and linguistic characteristics for unaided symbols.

Therefore, it may be time to revisit the AAC model and more specifically, one of its transmission processes referred to as the means to represent.

The focus of this theoretical paper then, is on the current classification of symbols, issues with respect to the current classification of symbols in terms of ambiguity of terminology and the evolution of symbols, and a proposal for a new means of classifying the means to represent.

The peer review history for this article is available at: https://publons.com/publon10.1108/JET-04-2021-0024

Graphic symbols have been used widely in the field of augmentative and alternative communication (AAC). The advancement of technology in recent years has stimulated their development even further, thereby providing speech-language pathologists (SLPs) a wide range of options to choose for the individuals they support. However, existing literature on graphic symbols is scant and clinicians must base their decisions almost solely on clinical judgment. This paper aims to investigate the factors SLPs consider when choosing corpuses of graphic symbols for their clients.

An online survey was used that allowed multiple-choice responses. Data were analyzed and presented primarily as percentages.

Most respondents used graphic symbols with people having developmental disorders, and the corpuses of symbols they drew upon were based predominantly on availability, characteristics of the individual’s impairment or disability and intelligibility to the user and his or her communication partners. Existing policies related to graphic symbols also influence clinicians’ choices. SLPs search for support mainly from professional associations and training providers. In terms of use with technology, ready-made symbol packages for clinicians to use were found to be attractive.

Professional associations and institutions that focus on AAC need to provide adequate support to clinicians with a foundation based on evidence-based practice.

To the best of the authors’ knowledge, this is the first research that focuses on current practices concerning the factors SLPs take into consideration when choosing the optimum graphic symbol corpus(es) for their clients.

The purpose of this paper is to describe the journey of a young person with severe and complex communication needs from no formal expressive communication system, to a point where he is motivated and able to use a text based voice output communication aid for a range of communication functions, in a variety of settings, and with a range of communication partners.

The paper is a descriptive single case study, documenting long‐term changes in speech, language, and communication needs and use, and discontinuation of use, of range of Augmentative and Alternative Communication (AAC) tools.

The paper describes the different AAC interventions and their success or otherwise in supporting the young person. It also describes key educational and therapeutic aspects of his management. Changes in the young person's interaction, language and literacy skills, and how his family and the professionals around him perceived the changes in his communication are highlighted.

The paper is a description of one person without a known underlying diagnosis of his severe and complex communication impairment and might, therefore, be of restricted use when generalized.

There are few published longitudinal descriptions concerning how, why, and when young people use or discard AAC tools. This paper highlights the multiple and various factors of the factors that can be at work when actually providing intervention.

This paper aims to examine interaction patterns in two activities at home and one activity at school when a seven‐year‐old boy with autism and learning disabilities was supplied with a speech‐generating device (SGD).

Activity‐based communication analysis (ACA) was used as the basis for analysing and discussing of communicative behaviours in video recordings made before and during SGD intervention. The coded communicative behaviours were engagement in activity, role in turn‐taking and communicative form, function and effectiveness. Conversational topics were also analysed.

Activity characteristics seemed important for the outcome. In the two more structured activities (story reading at home and morning circle at school), the child could use the SGD to communicate more effectively within the given frames. During mealtime at home, topic length increased and the instruction to the parents to also use the SGD resulted in positive changes in this activity. ACA highlighted some important issues related to SGD intervention, such as use for expression of communicative needs and access to suitable vocabulary. There also seems to be a need for more guidance to communication partners with respect to the use of communicative strategies to support communication and machine‐mediated interaction.

Research of the effects of augmentative and alternative communication techniques used in natural interaction is almost non‐existent. This case study, therefore, is an important contribution to the field and provides some insights into the challenge of using an electronic device in natural interaction.