VIDBE-Q 2025 Volume 70 Issue 2
Our engagement with the school included an introductory presentation to all
school staff on tangible symbol implementation, observations and discussions with
educational teams to support specific students, and ongoing engagement with
directors of the school to provide insight, feedback, and resources. We created one
specific resource – a task analysis of a routine for school staff to implement
tangible symbols in the context of an anticipation calendar. In this article, which is
intended to provide initial general reflections from an ongoing research study, we
provide a brief introduction to tangible symbols, the resource we created for
professionals to implement an anticipation calendar routine, lessons learned from
our experience, and some specific recommendations that professionals might
consider as part of implementing a school-wide tangible symbol system.
Introduction to Tangible Symbols
Tangible symbols are physical representations of objects, people, places, and
ideas that individuals communicate about. Historically, they have been used with
students who have multiple disabilities, sensory impairments, or who are nonverbal
and communicate at a presymbolic level. However, some professionals have
expressed that tangible symbols may benefit a wider population than traditionally
assumed. This aligns with Rowland & Schweigert (2000), who suggested that
tangible symbols may support communication for children with autism spectrum
disorders. They also found that learners who already use gestures or vocalizations,
