Storyboard to post

Name: Ashley King
Final Media Project Story Board
Name of Project: Ways to Teach Functional Communication
Goal: Given viewers who want to learn more on functional communication for young
children, I will provide an instructional module, REASONS WHY, PROCEDURES FOR
COMMUNICATION, ALTERNATIVE DEVICES/DECISIONS, & DATA, REFELECTION, PROGRESS
MONITORING, to increase knowledge of functional communication for viewers.
NAME OF VIDEO: DESCRIPTION OF SCENE: SCREEN ___1___ OF __11__
Ways to Teach This scene is the Title slide for the presentation. It gives
Functional pictures of highlights which will be viewed throughout the
Communication video.
Background: Screen size: ____16:9__________ Narration:
• Black background •None- written words are
• Grayish squared on the screen
referred to during each • Duration: Seconds
transition slide
• Speech bubbles
dispersed with pictures

Color/Type/Size of Font: Audio:
• Image is given in the •Beginning enlighten music
Screen size
window/block
• The grey square which
states the title is the
same for all square trans.

Actual Text: Transitions to next clip:
• Title question square • Dissolve into WHY scene; keep same music
• Text speech bubbles
Animation:
• Dissolve

Audience Interaction:
• Opening to Instructional video

NAME OF VIDEO: DESCRIPTION OF SCENE: SCREEN ___2__ OF __11__
Ways to Teach This scene give 5 examples of WHY functional
Functional communication is important. Each bubble is highlighted an
Communication gives a picture of an example and a non-example.
• Grayish thought • None- written words are
bubble: for symbolizing on the screen (i.e. I am, I
thought want, etc.)
• Black background • Written words appear
• Five different speech with pictures of examples
bubbles for 5 types of & non-examples
communication • Duration each examples
3 to 5 sec per example

• 5 color speech • Continue from the
bubbles; the transition opening slide
to a picture of example • Transition to this slide
& non-example same within the music with a
highlighted color as thought sound
bubble • Highlight sound during
• Fonts same with each transition of speech
bubble bubble

• Why question square • Fade out then in to a Techno Jingle for research: Music from photopeach
over the background to http://photopeach.com
begin thought
• After each highlighted Animation:
bubble, the text in the • Fold up page slow to visualize a book and research
button is displayed over
the picture of example Audience Interaction:
& non-example • Watching the visuals change for examples and non-examples of speech bubbles
• May pause or back up video to review examples

Ways to Teach This scene gives 6+ research quotes from evidence based
Functional peer reviewed studies on Functional Communication.
Communication
Background: Screen size: ______16:9________ Narration:
•White Background to • None- written words are
symbolize pure & on the screen (i.e. each
evidence quote & citation)
• Speech bubble to • Written questions about
indicate the quote: multiple choice
thought/finding from a • Duration each quotation
researcher(s) 6 to 8 seconds
• Each bubble is a
different color
•Text color is • Techno Jingle from
white/black over the photopeach
thought bubble color • Bell with audience
•Quote is 18 & citation is interaction question
12; Century Gothic
• The lower thought
bubbles change
direction for authors

•Research square over • Fade out Techno Jingle
the background to
begin thought Animation:
• Each quote is the • Turn page at the end of research animation and questions
actual text of the
image Audience Interaction:
• Answer multiple choice questions if wanted about the research findings during each of
the 6+ quotes

Ways to Teach This scene gives an introduction picture to a video clip of
Functional PECS. It transitions to the video which gives examples of the
Communication PECS steps. This is the Video scene.
Background: Screen size: _____16:9_________ Narration:
• Use this picture to •Video sound
introduce video (talking/demonstrating)
• Video takes up entire • Written phrases above
scene upon start change in phase
• Duration each written
phase: seconds

• At each PECS STEP in • Fading of Techno Jingle
video text is Red, 72+, from photopeach to
Century Gothic fading into video sound
during Video introduction
picture
• Narration from the video

• Video square over the • Fade out video to soft transition music into PECS instructions
background to begin
video Animation:
• Each of the 3 steps in • Fade into PECS voice explanation
PECS is highlighted in
red before the Audience Interaction:
beginning of the Step • Watching the video example and PECS procedures before explanation of each step in
(i.e. Phase 1, Phase 2, PECS
etc.) • May pause or back up video to review examples

Ways to Teach This scene gives and the Steps of PECS and narration of
Functional importance of steps.
Communication
• Use this picture to •My voice talking through
introduce narration of each of the PECS steps
steps of PECS with quick clips of
• Black with white examples from previous
writing video

• At each PECS step is •Fading of Video sound &
60 bold Century Gothic soft music sound into PECS
Font phases
• Objective under • Narration from my voice
phase is 32 bold
Century Gothic
• Phase appears during
narration

• PECS square over the • Fade into thought bubble for QUESTIONS of Order; thought sound included
background to begin
slide; term and Animation:
definition reviewed • Fold down into each phase
• Each of the 3 steps in
PECS is highlighted Audience Interaction:
before the narration • Watching narration slides examples of steps of PECS procedures
begins; picture • May pause or back up video to review examples
examples are provided
with narration

Ways to Teach This scene questions the structure of PECS. Animations are
Functional added on the background of questions to order, which
Communication introduces the following scene.
•Grayish thought • My voice talking through
bubble: for symbolizing each of the Questions
thought related to the order of
• Black background PECS
• PECS – Order? square
over the background

•Font: black, DJ font, •Fading of thought bubble
Bold in square sound in PECS questions
• Possible questions for narration
order fade in RED, • Narration from my voice
Century Gothic over the
faded background
• Question appears
during narration

•Each of question is • Drastic change into Decisions Scene; change in music
indicated in red over
the faded background Animation:
• Question is presented • Soft flow of thought bubbles; Drastic change to Decisions
before & during the
narration begins Audience Interaction:
• Watching narration slides of order questions

Ways to Teach This scene gives reasons to make decision upon the
Functional previous slide of questions. It provides the importance of the
Communication following: child, interests, & data.
•Child, Interests, & Data • My voice talking through
background each of the Decisions with
• Faded during Child, text points of each (i.e.
Interests, & Data slides child, interests, data)
• Gray light, medium,
black

•At each step the Title •Drastic SOUND EMPHASIS
remains the same from in change of each
the background element of Decision
• Each step title is making
highlighted (i.e. Child, • Narration: my voice
child is highlighted;
Interest) is highlighted

• Order Decision square • Enlighten change of sound into Instructional Decisions; change in music; Soft and release
over the background to of prior slides
begin slide;
• Each of the 3 steps in Animation:
determination is • Drastic change into importance of decision making process
highlighted before the
narration begins; text Audience Interaction:
overview is highlighted • Watching narration slides for decisions- recognition of each is as important as the next
with each decision • May pause or back up video to review examples

Ways to Teach This scene gives reasons to makes the decision process
Functional concrete. It allows for interpretations of data. Knowledge &
Communication examples of how to make data based decisions.
•Instructional decisions • My voice talking through
background each of the Data decisions
• Faded during each with text points of each
explanation of the (i.e. Instructional Decisions,
decision Review Data, Monitor for
• Gray light on 10% Increase)

•At each step the Title • Enlighten SOUND
remains the same from EMPHASIS in change of
the background each element of Data
• Each decision the title Element (LEARNING
is remains the same (i.e. OCCURS)
Instructional Decisions, • Narration: my voice
Review Data)

• Data square over the • TECHNO CHANGE OF SOUND into TECHNOLOGY; change in music; FAST & SMOOTH
background to begin
scene Animation:
• After each highlighted • BRAKING GLASS INTO TECHNOLOGY
graph, the changes of
data are displayed (i.e. Audience Interaction:
P’s are still noted in • Watching narration slides for DATA BASED decisions-
Instructional; Line moves • May pause or back up video to review examples
for decision; P’s change
to I’s in Monitor)

Ways to Teach This scene provides the examples of low tech to high tech. It
Functional introduces the importance of technology on decisions
Communication made for the child, interests, & data.
•Instructional decisions • Techno sound continues
background with through technology
TECHNOLOGY IN 3D examples
• Faded back to from • Written words are
each picture example provided under each
• Gray light on 10% category (i.e. low, mid,
• Normal light on 9 high)
pictures

•Low, Mid, High TECH • TECHNO SOUND
enters upon each full THROUGH; LOW, MID, HIGH
picture screen in RED, • Narration: text words for
DJ FONT, BOLD each category
• 3D TECHNOLOGY
reenters with the
beginning of each tech
example

• Before each level of • Fade out into voice narration
Technology examples
the group is provided Animation:
(i.e. low, mid, high) • Fold page up like a book
• Written examples of
TECH options appears Audience Interaction:
over the images & • Watching sound slides for Technology examples
added images • May pause or back up video to review examples

Ways to Teach This scene provides written hypotheses on reasons for
Functional choosing technology based on previous made instructional
Communication decisions.
•Instructional ORDER of • My voice is provided
TECHNOLOGY during each technology
• Faded into gray light level of decisions
• Highlight for LOW, MID,
& HIGH TECH

•Low, Mid, High TECH is • Low TECHNO sound is
left during possible dispersed through whole
decisions on each slide narration; gets louder
• 3D TECHNOLOGY during transitions from low,
blurred- reenters with mid, high
the beginning of each
tech example

•Written words are • Fade into FINAL REVIEW CLIP, SOFT TRANSITION
provided for each
example(i.e. low, mid, Animation:
high) • Highlight then fade
• Written examples of
TECH options appears in Audience Interaction:
a bulleted form for • Watching sound slides for Technology Instructional Decision & examples
viewers to take notes • May pause or back up video to review examples

Ways to Teach This scene allows the viewers to recap the learned
Functional information. It is a REFLECTION OF THE TEACHING OF
Communication FUNCTIONAL COMMUNICATION FOR YOUNG CHILDREN.
• Slide shown • None

• Slide shown • Continued with emphasis
from previous scene

• Slide shown • Shatter glass into credits: Credits are scrolled at the end

Animation:
• Shattered Glass to Credits on a Black screen with scrolling credits

Audience Interaction:
• Review of learning

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