Children with severe motor and communication impairments often lack access to tools that support the development of relational vocabulary—terms like "under," "first," or "taller" that are essential for giving instructions, understanding spatial relationships, and participating in classroom and social settings. Traditional AAC (Augmentative and Alternative Communication) systems rarely focus on these concepts in a practical, engaging way.

Under the direction of PhD candidate Brittney Cooper at UC Berkeley's Embodied Design Research Laboratory (EDRL), I joined a multidisciplinary research team focused on creating a more interactive and accessible solution.

We designed Building Relational Vocabulary Together (BRVT)—a construction-based learning activity that uses physical game pieces, scene cards, and a cooperative "barrier-game" format. One child sees a reference scene and gives instructions to a partner who reconstructs it without visual access to the original. The process encourages the natural use of relational language through guided interaction.

My role on the team included:

• Game board and physical component design focused on contrast, modularity, and accessibility
• 3D modeling and prototyping using Fusion 360, Mudbox, and Tinkercad to create 3D-printable assets
• Contributing to the product design process through iterative prototyping, testing, and refinement
• Illustrating a printed instruction book that introduces the game, explains how to use it, and serves as a visual guide for educators and caregivers

The book was designed to align closely with the game materials and pedagogy. It not only walks through how to set up and play, but also communicates the educational goals in a clear, visual format for adult facilitators.

The BRVT kit—including both the physical game and instruction book—is currently in use for further testing and research, supported by the CITRIS Invention Lab, Jacobs Institute, and the UCSF | UC Berkeley Schwab Center for Dyslexia and Cognitive Diversity. The solution combines research, design, accessibility, and user-focused illustration into a single product aimed at improving communication and learning outcomes for a specific, underserved population.

This project gave me hands-on experience working within a research-led team, designing for users with complex needs, and translating abstract learning concepts into usable tools. It also gave me the chance to connect product design with visual storytelling through illustration—bridging communication and design in a meaningful way.